Exam Preview for 4742: ACEs and the Body: How Adverse Childhood Exp

ACEs and the Body: How Adverse Childhood Experiences Impact Occupational Therapy

Please note: exam questions are subject to change.

1. Adverse Childhood Experiences were originally identified by: Early childhood researchers An insurance company looking at the high cost of medical coverage Psychologists concerned about school violence Physicians studying cardiovascular disease
2. Adverse Childhood Experiences are assessed through: A formal medical evaluation A blood test An assessment of an individual’s history by a behavioral health provider 10 key items
3. Household dysfunction includes: Mental illness Substance abuse Incarcerated relative All of the above
4. Since the original study, extreme poverty and ___________________ have been added to the original 10 ACEs. Incidents of racism Body awareness Low IQ None of the above
5. SSNRE stands for: Safe, serene, and newer relationships and environments Safe, stable, and nurturing relationships and environments Sanctuary sites and nurturing relationships and environments Simple, safe, and new roles and experiences
6. Chronic Stress from ACEs result in: Decreased access to executive functions Increased cognitive functioning Increased likelihood of academic success Improved health outcomes
7. The frontal lobe of the brain is often compared to: A garage A host at a restaurant An air traffic control system A busy interstate highway
8. Which of the following are reasons that an OT might see for a child who has experienced several ACEs: Difficulty with self-regulation Sensory integration concerns Poor fine motor development All of the above
9. OT as a mitigating factor results in children: Having successful participation in ADL Having the opportunity to experience productive problem solving Having increased support with chronic stress All of the above
10. Which of the following has been identified in recent research as an opportunity for OT's to increase their role in the prevention and mitigation of ACEs? Improving attention in academic settings Promoting co-regulation through work with both the parent and child Advocating for children in treatment team meetings Decreasing frustration around events that require sustained attention