FROM MY PT SCHOOL NOTES · PEDIATRICS · CHAPTER 03
Pediatric examination: select measures that change decisions
A pediatric assessment should answer a family-centered question and be appropriate for age, ability and purpose.
Begin with observation and context
The historical assessment unit reviews developmental history, functional observation, family interview, muscle performance, ROM, tone, sensation and standardized tests. Choose the least burdensome meaningful sequence while watching respiratory, behavioral and fatigue responses.
Screening, norm-referenced testing and functional outcomes differ
A screening tool helps identify who may need more evaluation. A norm-referenced instrument compares performance with a reference group. A criterion-referenced measure describes what the child can do. A participation measure asks whether skills are being used in daily routines.
Match the measure to the child
Original PEDI material addresses self-care, mobility and social function in the historical paper instrument. PEDI-CAT is a separate, newer computer-adaptive assessment with different domains and scoring. Verify publisher licensing, age ranges and manuals; do not copy their forms into commercial study notes.
Try a clinical decision
Two children can both walk ten meters. One cannot manage a classroom transition independently. Which additional information matters?
Observe the real transition, environmental barriers, needed supervision and task participation. Gait speed alone does not establish meaningful school mobility.
Updated clinical context
Current publisher resource: Read the current source
Original class sources: 5 Chapter 3.pdf, PEDI.pdf, Table 2.2.pdf, Table 2.4.pdf, Table 2.7.pdf, Pediatric Exam Review.pdf
This is a focused summary from personal PT-school notes, not a substitute for medical evaluation, an instructor course or a current clinical guideline.
