1. Lifespan Test Study Guide In study guide order
NOTE There are a few sections that are not completed, which are in bold.
Perceptual, cognitive, psychosocial development lecture summary does not
include every word from powerpoint. It is a summary with what I think/hope
are the important parts.
- Directional concepts:
o Cephalo-caudal – head  tail
o Proximal-distal – closer to the head/midline  farther from
head/midline
- Developmental positions: (NAMED FOR WEIGHT BEARING SIDE)
o Prone – on stomach
o Prone on forearms – on stomach and forearms
o Prone on extended elbows/arms – on stomach w/ straight arms
o Swimming (prone extension) – feet off ground, arms off ground
laterally
o Supine – on back
o Hands to knees – chin tuck/knees up to chest
o Foot to mouth – duh?
o Pull to sit – chin tuck, traction???
o Side-lying - trunk on ground
o Side-sitting – trunk propped up/off ground
o Long leg sitting – legs straight out in front
o Splay sitting – legs out in “V”
o Bench sitting–sitting at edge of chair
o Tailor sitting – “Indian style”
o Ring sitting – “butterfly”
o “w” sitting – abducted, internally rotated, flexed at knees… BAD
o sitting on heels – on knees, sitting on heels
o quadruped – hands and knees
o crawling – slithering on floor.. commando style
o creeping – “crawling”
o kneeling – up tall on knees
o half kneeling – one knee and one foot
o plantigrade – walking on all 4’s
o pull to stand - duh
o modified plantigrade – hands and feet on different levels
o cruising – walking while in modified plantigrade
o standing - duh
o squat - duh
o tandem standing – “drunk walk”

2. o single limb stand– duh
- Key skills gained in trimesters after birth (Lecture/video #1)
o 1st Trimester – Infantile Phase – 0-3 months
 head control in all planes and extension of the trunk and hips
against gravity.
o 2nd Trimester – Preparation phase – 4-6 months
 All of the following is due to “anti-gravity muscle control”
 Sustained head control in all planes
 Increased neck and back extension in all planes
 Weight bearing and weight shifting through upper and lower
extremities to allow unweighting
 Rolling
 Beginning reach and grasp
o 3 rd trimester - Modification phase – 7-9 months
 sitting, sidelying, quadruped, kneeling, squatting, standing w/
support
o Refinement phase – 10-12 months
 Increased freedom of movement/speed/coordination/etc…
 Majority are walking by 12 months.
- Prone Progression:
o lying in full flexion
o lying in less flexion
o on forearms
o on forearms w/ head up vs gravity
o head continues to rise; able to weight shift
o full forearm support w/ elbows in front of shoulders
o extended arm support
o log rolling prone to supine
o swimming
o reaching from forearm support
o pivoting from prone
o rolling prone to supine w/ segmental rotation
o four point kneeling
o propped sidelying
o reciprocal crawling
o 4-point kneeling to sitting
o reciprocal creeping w/ abducted legs and lumbar lordosis
o reaching from creep position
o 4 point kneeling w/ legs neutral
o modified 4 point kneeling
o reciprocal creeping w/ flat spine and neutral legs
- Supine Progression:
o Lying in flexion

3. o Lying in less flexion
o Lying with arms and legs extended at elbows/knees
o Lying with hands to midline
o Hands to knees
o Pushes legs into more extension
o Hands to feet
o Log rolling supineprone
o Segmental rolling supineprone
o Supported sitting
o Propped arm sitting (brief support)
o Pull to sit
o Unsustained sitting
o Sitting with full arm support
o Weight shift in unsustained sitting
o Sustained sitting
o Reaching in sit
o Sitting to prone
o Sitting to 4 point kneel
o Moving all around while sitting
- Stages of motor control:
o Mobility
 Presence of functional range of motion through which to move
and/or ability to initiate and sustain active movement through
the range.
 Deficits b/c – tight tissue, no active initiation, inc/dec muscle
tone
 0-3 months… random movements, based upon reflexes,
difficult to sustain vs gravity.
 EX – head extension and shoulder flexion in prone on elbows
position.
o Stability
 Ability to maintain position/posture requiring tonic hold of all
muscle around joint
 “co-contraction” or “co-activation”
 Prerequisite  Mobility
 Deficits would be noted w/ inability to hold position, increased
postural sway, or poor alignment in position
 3-6 months… head/neck stability and shoulder girdle/upper
trunk stability seen
 EX – Shoulder girdle, neck, elbow muscles used in prone on
elbows
o Controlled Mobility
 Weight shifting proximal segments over fixed distal segments…
AKA CLOSED CHAIN movement
 Mature weight shift = elongation of weight shifted side

4.  Immature (primitive) = lateral flexion of weight shifted side
 Prerequisites  mobility and stability
 6-8 months… weight shift/rocking and positions held vs
gravity are seen
 EX – Infant is able to weight shift forward, backwards, laterally
AND diagonally in prone on elbows position
o Static-Dynamic
 Fluid progression from controlled mobility where the weight
shift continues to the point where the opposite side limb/body
segment lifts off the ground and is no longer part of the BOS.
This results in a narrowing of the BOS, requiring greater
dynamic control from remaining support limbs.
 Prerequisites  everything above..not retyping them all…..
 8 months & up
 EX – weight shift left and raising right arm in prone on elbows
position
o Skill
 Pretty much the things you can do in a said position once all
the above are accomplished.
 Manipulation = open chain
 Exploration = closed chain
 Intralimb = coordination and dissociation with one limb
 Interlimb = coordination, timing, symmetry, dissociation
between limbs
 Ex – reaching, belly crawling, rolling, etc.. from prone on elbows
o OVERVIEW OF STAGES OF MOTOR CONTROL:
 Mobility  stability  controlled mobility  static-dynamic 
skill.
 These must be accomplished in a certain developmental
position to have the ability to continue onto the next
developmental position
- Developmental Reflexes and Reactions -
(KNOW – Test position, Stimulus, Response)
o Spinal Level:
 Flexor Withdrawl
Position – Supine w/ head in midline, legs
relaxed/semiflexed
Stimulus – Noxious (pin prick) to sole of foot
Response – Withdrawl of stimulated leg
 Crossed Extension
Position – Supine, head in midline, lower extremities
extended
Stimulus – Noxious. Firm pressure/stroke sole of foot
while holding same extremity extended

5. Response – Flexion, adduction, extension of opposite
lower extremity as if to push examiner away.
 Extensor Thrust
Position – Supine w/ head in midline, one leg extended,
opposite flexed
Stimulus – stimulus to sole of foot, flexed leg
Response – Uncontrolled extension of said leg
o Brainstem:
 ATNR – Asymmetrical tonic neck reflex
Position – Supine w/ head in midline,
Stimulus –turn head to one side
Response – jaw arm/leg extend, sull arm/leg flex
 STNR – Symmetric tonic neck reflex
Position – Ventral position supported by trunk over
examiner’s leg (or in all 4’s position)
Stimulus – flex/extend head
Response – w/ flexed head, uppers flex and lowers
extend. w/ extended head, uppers extend and lowers
flex (THINK CAT)
 TLR-p – Prone tonic labyrinthine reflex
Position – prone
Stimulus – pick child up under chest – horizontal
suspension
Response – arms flex by chest (if negative, arms extend
to bear weight)
 TLR-s – Supine Tonic labyrinthine reflex
Position – Supine
Stimulus – child on back
Response – extensor tone dominates if reflex present
(arched back, extended limbs, etc..)
 Positive supporting
Position – Infant supported in vertical position
Stimulus – allow feet to make firm contact w/ floor
Response – simultaneous contraction of
flexors/extensors. Partial flexion of hips/knees (semi-
crouch). Child cannot bear full weight.
 Astasia
Position – Support infant in vertical position
Stimulus – allow feet to make firm contact w/ floor
Response – alternate flex/extend of hips/knees. Infant
jumps/beats floor w/ 1 foot then the other. Feet will
drag if infant propelled forward.
o Midbrain:

6.  Righting reactions (vertical/rotational)
See packet
 Landau
Position – horizontal prone in air
Stimulus – this position
Response – head extended, back arched, legs partially
extended @ hips
 Moro
Position – Supine symmetrical, arms in front/beside
chest
Stimulus – support child up 20-30 degrees and let go
Response – abduction and extension of uppers
followed by adduction and flexion (and crying)
 Protective reactions in all positions
See packet
o Cortical
 Equilibrium Reactions
Same as protective reactions based upon the packet
o Other reflexes:
 Palmar grasp  finger across palm from ulnar side. Child will
flex all fingers and grab your finger. Failure of reflex indicates
depressed CNS and/or sensory motor depression
 Plantar grasp  pressure on ball of foot resulting in plantar
flexing of toes. Failure of reflex indicates same as Palmar.
Could make standing erect difficult b/c toes will always curl w/
pressure on sole of foot.
 Rooting  stroke corner of mouth laterally and up. Head turns
in direction of stimulus and mouth opens and attempts to suck.
Lack of reflex leads to hungry/satiated babies. Depressed
babies do not have this reflex.
 Placing  drag dorsum of hand/foot up over edge of table.
Will flex elbow/knee and extend/dorsiflex hand/foot and place
on table. Lack of this reflex indicates general depression of
CNS/sensory system.
 Galant  Prone position. Draw line from shoulder to buttox
3cm from midline. Results in lateral concave curvature. Will
be absent below S.C. lesion level and long lasting response can
= scoliosis. If reflex persists, will make walking and other
developmental processes that need head independence
difficult.
INCOMLETE SECTION:
- Righting reactions/protective extension/equilibrium reactions:

7. o Know correct test positions, stimulus and response in terms of:
 Direction of force
 Speed of force
 Direction of response
 Relation of COG over BOS.
 Extremity responses
- Perceptual, Cognitive, psychosocial development Lecture:
o Physical and social environments:
 Proximal  home, family, yard
 Distal  community, Church, playground, society, culture, etc…
 Sameroff and Chandler:
Development is function of interaction between
children/family/environment (transactional theory)
 Bronfenbrenner:
Expands transactional model to include neighborhoods
and policy (“ecologic”)
 Flow chart:
Individual  interpersonal  organizational 
community  society
o Developing social self:
 Social and physical development affect each other
o Perception
 Involves experience and learning. The act of processing and
interpreting sensory stimulus. Results in meaning attached to
sensory info and a development of a sensory awareness.
o Perceptual Development
 Process of learning to interact w/ environment
 Sensory judgments evolve through repeated experiences
 How does it develop?
Exteroceptors (nose, ear, skin) and interoceptors
(proprioception, etc..)
 Bridge between sensation and motor response
o Perceptual Skill
 “internal event”
 advancement in skill observed through observable (overt)
behavior since perception itself is “private”
o Terminology:
 Detection  body senses stimulus
 Awareness  infant is conscious of stimulus
 Localization  infant directs attention to stimulus

8.  Discrimination  infant knows exactly what is going on with
stimulus
o Toddlers must be able to differentiate world based upon grandients to
determine safe/threatening? (color, taste, sound, etc..)
o Visual Cliff Study:
 6 month olds could be urged over edge of “cliff” by mother
 10 month olds could not.
o Body awareness  where body is in space, learned through active
movement.
o Space perception  having body awareness to project body into
space. “cat in maze”.. must learn through self-induced locomotion.
o FMP – Fundamental movement patterns
 learned movements based upon perceptual skills
o Cognitive Development:
 Cognition – mental processes (attention, memory, etc..)
 Intelligence – ability for abstract thought, understanding,
communication, etc.. (DID NOT GET THIS DEFINITION FROM
PROFESSOR)
 Arousal – level of alertness
 Attending – concentrating on stimulus
 Learning – permanent change in behavior based on experience
 Reasoning – use thinking to draw inferences
 Problem-solving – consider possible solutions through
reasoning
 Decision-making – action or non-action to resolve conflict
 3 levels of memory:
immediate
short term
long term
 2 types of memory:
reflexive  tying shoes
declarative  my birthday is march 12th
o PIAGETS THEORY – MATURATIONAL STAGES
Sensorimotor (0-24 months)
o Blending sensory and motor activities to gain
experience about world
o Sensory info cues movement, movement leads to
exploration, exploration increases sensory skills
Preoperational (2-6 years)
o Elaborate on sensory experiences
o Egocentric
o “all tall people are adults”
o mental images and memory can = problem
solving b/c of increased language skills
Concrete Operational (7-11 years)

9. o Concrete thought (logical rules, etc..)
o Literal
o Increased synaptic connections = greater LTM
Formal operational (12+)
o Can deal with hypothetical and real life
o Abstract thought, deductive reasoning
Piaget terms: (Piaget’s Adaptation through assimilation
and accomidation)
o Assimilation – taking info and compare it to what
is already “known”
o Accommodation – alter perceptions as the new
info is added to knowledge base
o Learning Theory (Behaviorism)
 Skinner
Environment was #1 behavior outcome factor
Adult directed/driven reinforcement
o Milestones of cognitive development:
 Infants/toddlers:
Categories – sensory learning, toddlers are little
scientists, consequences not understood
Memory – reflexive memory (touch, mouth, movement),
object permanence (pee-a-boo, flush toilet)
 Toddlers:
Declarative memory
Mental images can be maintained (look for something
where it last was seen)
Self aware
 Preschool:
Learn numbers, classify objects
More STM and some LTM
Time concepts – routines
Fantasy play/imagination
REAL FEAR.. do not down play
 School-aged
More LTM for both reflexive and declarative
Increased focus/attentionspan
Understand consequences/cause/effect
 PT IMPLICATIONS:
Infant brain develops rapidly. Movement is key, and
treatment should start early if problems suspected b/c
of this rapid development period.
o Psychosocial development:
 Milestones/stages
 Components:
Emotional expression

10. Self-awareness
Temperment
 Key processes:
Attachment: begins prenatally. Secure attachment =
confidence with parent, distress when gone, happy with
return. Insecure = either overdependence or lack of
interest.
Separation – individualization:
o MAHLER
o Process of achieving self identity apart from
caretaker.
o 6 stages:
 narcissism 0-1 mo.
 Social/bio interdependence 1-5 mo.
 Lap baby 5-9 mo
 Practicing 9-14mo
 Reproachment 14-24 mo
 Consolidation 24-36mo
Emotional development
o Important in development of “temperament”
o Developing unique reactions to subjective
experience.
Personality development
o Genetic code guides at first
o Social context/experience influence personality
o Unique organization of traits/behaviors that
gives one their personality.
o THEORIES OF PSYCHOSOCIAL DEVELOPMENT:
 Psychoanalytic – Freud and Erikson
Intrinsic drives/motives influence every aspect of
thinking and behavior, molding human development.
Early experiences can have great effect on long term
personality.
FREUD:
o 4 stages
o person’s character comes from mother-child
interaction quality
ERIKSON:
o Stage theory (see slides)
o Each stage builds on next (weakness?)
o Cultural differences/influences are important in
development to meet/react to individual ‘crisis’
 Learning Theory
Strong S-R relationships

11. Nurture emphasized
Different reinforces for different ages
Social referencing  infants look at caregivers for cues
on how to act
SOCIAL LEARNING THEORY  BANDURA:
o Learn by watching caregivers
o Motivation is needed to attend to behavior, store
and retrieve info.
o Key aspects of psychosocial development:
 Developing individual self is important
 3-6 years  learn about self and self control. Relationship
with family is important
 6-11  going outside family for life rules. Friends/peers
become important influences.
 NEVER A BAD CHILD
 Be a role model (modeling.. aka Bandura’s learning theory)
 Understand nature and nuture both are important, as a PT
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NOT DONE WITH THIS SECTION (last section in study guide)
- Fundamental movement patterns and sensori-motor components for
play
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