id	collection	deck	priority	front	back	source	note
E3-0001	Learning	Collaboration and professional self-awareness	A	How does interprofessional collaboration differ from intraprofessional collaboration?	Interprofessional: professionals from different disciplines work together. Intraprofessional: collaboration within one profession, such as PT and PTA.	Purtilo Ch 8-9 2026.pptx slides 3, 4; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0002	Learning	Collaboration and professional self-awareness	A	Why did interprofessional collaboration become a major care priority?	Accreditation findings linked poor workplace communication to patient-care errors and poorer outcomes.	Purtilo Ch 8-9 2026.pptx slide 3; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0003	Learning	Collaboration and professional self-awareness	A	What does working in a silo mean in this course?	Focusing only on one's own discipline rather than communicating about the whole patient's needs and shared progress.	Purtilo Ch 8-9 2026.pptx slide 3; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0004	Learning	Collaboration and professional self-awareness	A	Why do patients with multiple chronic conditions especially need collaboration?	Their needs require several professionals' expertise and a coordinated view of the whole person.	Purtilo Ch 8-9 2026.pptx slide 3; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0005	Learning	Collaboration and professional self-awareness	A	What should a collaborative team recognize about patient progress?	Progress toward the shared patient goals matters even when it occurs in another profession's area.	Purtilo Ch 8-9 2026.pptx slide 3; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0006	Learning	Collaboration and professional self-awareness	A	What strengths did Carlson confirm that a PTA brings to the PT team?	Interpersonal communication, practical intervention knowledge, and a different perspective on treatment.	Purtilo Ch 8-9 2026.pptx slide 4; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0007	Learning	Collaboration and professional self-awareness	A	What major PT contributions did Carlson confirm in the PT/PTA discussion?	Evaluation and differential diagnosis, the plan of care and goals, and setting the initial tone with the patient.	Purtilo Ch 8-9 2026.pptx slide 4; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0008	Learning	Collaboration and professional self-awareness	A	What does mutual respect in the PT/PTA relationship involve?	Valuing each person's education and contribution while working together toward patient goals.	Purtilo Ch 8-9 2026.pptx slide 4; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0009	Learning	Collaboration and professional self-awareness	A	What is self-awareness as a collaboration skill?	Objectively reflecting on your knowledge, skills, abilities, strengths, and areas needing work.	Purtilo Ch 8-9 2026.pptx slide 5; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0010	Learning	Collaboration and professional self-awareness	A	Why must professional self-reflection go beyond giving the expected answer?	Honest reflection identifies what you actually need to improve and supports professional growth and collaboration.	Purtilo Ch 8-9 2026.pptx slide 5; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0011	Learning	Collaboration and professional self-awareness	B	How can a student respond constructively to a different safe treatment method?	Remain open to learning another approach and consider whether it works for the patient and your own abilities.	Purtilo Ch 8-9 2026.pptx slide 5; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0012	Learning	Collaboration and professional self-awareness	B	What response did Carlson ask students to practice when receiving feedback?	“Thank you for your feedback,” followed by discussion when useful.	Purtilo Ch 8-9 2026.pptx slide 5; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0013	Learning	Collaboration and professional self-awareness	B	How can you show accountability when you do not know an answer in clinic?	Acknowledge the gap, ask for clarification or a learning resource, and follow up after learning more.	Purtilo Ch 8-9 2026.pptx slide 5; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0014	Learning	Collaboration and professional self-awareness	A	How can a strong collaborative relationship affect the patient's experience?	It reduces visible friction and supports coordinated care toward a common goal.	Purtilo Ch 8-9 2026.pptx slides 3, 7; T01 08:53–24:29; 40:30–41:56; 44:43–51:43	
E3-0015	Learning	Collaboration skills, barriers, and application	A	How does competence support collaboration?	Confidence in your own skills makes it easier to explore and value others' contributions rather than become defensive.	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0016	Learning	Collaboration skills, barriers, and application	A	What does trust mean as an individual collaboration skill?	Approaching others with the expectation that they are competent and can contribute to care.	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0017	Learning	Collaboration skills, barriers, and application	A	What does commitment to team goals and values look like?	Understand the shared goals, support teammates, and ask how your work can help with their difficulties.	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0018	Learning	Collaboration skills, barriers, and application	A	How can a PTA demonstrate flexibility when a teammate suggests a different approach?	Keep an open mind and ask about the teammate's reasoning before rejecting the idea.	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0019	Learning	Collaboration skills, barriers, and application	A	What does acceptance contribute to collaboration?	Different perspectives and abilities broaden the team's understanding of the patient.	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0020	Learning	Collaboration skills, barriers, and application	A	How do time constraints interfere with collaboration, and what can help?	They reduce updates to rushed exchanges; planned times to communicate can support real coordination.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0021	Learning	Collaboration skills, barriers, and application	A	What is a lack of shared structures in team communication?	No common framework or questions for discussing the patient; a consistent structure can help align the team.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0022	Learning	Collaboration skills, barriers, and application	A	How can uncertainty and traditional hierarchy block collaboration?	Unclear roles, turnover, or deference to one profession may keep members from contributing their expertise.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0023	Learning	Collaboration skills, barriers, and application	A	How can gender and generational stereotypes interfere with collaboration?	They may determine whose opinion is valued instead of judging each person's relevant knowledge and contribution.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0024	Learning	Collaboration skills, barriers, and application	A	Why is geography a collaboration barrier?	People communicate more easily with nearby colleagues; separated work areas require deliberate communication.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0025	Learning	Collaboration skills, barriers, and application	A	Why is a shared medical record alone not true collaboration?	Others may not read the notes. The team also needs conversation and joint planning.	Purtilo Ch 8-9 2026.pptx slide 6; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0026	Learning	Collaboration skills, barriers, and application	A	An OTA cannot progress shoe-donning because the patient loses sitting balance. What collaborative response did Carlson teach?	Communicate the obstacle and ask PT to work on sitting balance/reaching to support the shared functional goal.	Purtilo Ch 8-9 2026.pptx slide 8; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0027	Learning	Collaboration skills, barriers, and application	B	During co-treatment, must the PT always lead?	No. Leadership can follow the task and goal; the disciplines contribute what the patient currently needs.	Purtilo Ch 8-9 2026.pptx slide 8; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0028	Learning	Collaboration skills, barriers, and application	B	What did the ICU co-treatment example illustrate?	PT and OT coordinated support and task goals, while nursing helped manage equipment concerns; teamwork enabled care difficult to perform alone.	Purtilo Ch 8-9 2026.pptx slide 8; T02 00:00–09:01; 22:38–24:24; 29:54–32:14	
E3-0029	Learning	Respectful verbal communication	A	Who has the greater responsibility for ensuring respectful therapist-patient communication?	Both participate, but the greater responsibility rests with the therapist.	Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05	
E3-0030	Learning	Respectful verbal communication	A	How can verbal communication establish rapport?	Ask about the patient and what matters to them, including activities they enjoy.	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05	
E3-0031	Learning	Respectful verbal communication	A	How can a PTA ask about functional progress rather than only symptoms?	Ask about a specific activity, such as whether stairs are easier than before treatment.	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05	
E3-0032	Learning	Respectful verbal communication	A	What is a better check of understanding than “Does that make sense?”	Ask the patient to explain the instructions back or demonstrate what they will do.	Purtilo Ch 8-9 2026.pptx slides 9, 21; T02 32:27–41:32; 51:26–57:05	
E3-0033	Learning	Respectful verbal communication	A	What verbal method helps relay information to other health professionals?	A focused patient discussion or team meeting with attention to the shared care plan.	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05	
E3-0034	Learning	Respectful verbal communication	A	How should a PTA communicate education to a patient or family?	Explain it using words they understand and check their understanding.	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05	
E3-0035	Learning	Respectful verbal communication	A	How can verbal communication encourage a patient?	Recognize successes and explain progress toward the patient's goals.	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:27–41:32; 51:26–57:05	
E3-0036	Learning	Respectful verbal communication	A	How can communication fail even when the words themselves are correct?	The tone may convey the wrong meaning, or the timing may prevent the listener from attending.	Purtilo Ch 8-9 2026.pptx slide 10; T02 32:27–41:32; 51:26–57:05	
E3-0037	Learning	Respectful verbal communication	A	What characterizes the interview model of communication?	Fact-focused questioning, often a set of yes/no questions controlled by the professional.	Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05	
E3-0038	Learning	Respectful verbal communication	A	What is a limitation of the interview model?	It may feel rushed and miss concerns the patient considers important but was not asked about.	Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05	
E3-0039	Learning	Respectful verbal communication	A	What characterizes the dialogue model?	An open exchange that lets the patient explain concerns, reduces the power difference, and builds connection.	Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05	
E3-0040	Learning	Respectful verbal communication	A	Give a dialogue-model prompt that encourages elaboration.	“Tell me more about that” or “What have you tried that helps?”	Purtilo Ch 8-9 2026.pptx slide 11; T02 32:27–41:32; 51:26–57:05	
E3-0041	Learning	Respectful verbal communication	A	What should you include when introducing yourself to a patient?	Your identity, why you are there, your role, and the patient's expected participation; reintroduce yourself when needed.	Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05	
E3-0042	Learning	Respectful verbal communication	B	What is a major strength of face-to-face communication?	It combines verbal and nonverbal communication and promotes trust.	Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05	
E3-0043	Learning	Respectful verbal communication	B	What are the benefit and limitation of email communication?	It provides a rereadable verbatim record and answers to specific questions, but lacks nonverbal cues.	Purtilo Ch 8-9 2026.pptx slide 12; T02 32:27–41:32; 51:26–57:05	
E3-0044	Learning	Respectful verbal communication	A	When a patient asks about life-or-death prognosis, what boundary did Carlson clarify?	Discuss the patient's concerns and PT goals/progress while referring medical prognosis to the physician's information; do not invent a prognosis.	Purtilo Ch 8-9 2026.pptx slide 17; T02 32:27–41:32; 51:26–57:05	
E3-0045	Learning	Health literacy, emotions, and clear instruction	A	What does the health-literacy discussion focus on?	Difficulty understanding and acting on healthcare information, including words and numerical directions.	Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0046	Learning	Health literacy, emotions, and clear instruction	B	Why can a patient portal fail to solve an information-access problem?	The patient may lack internet access, digital skills, or the ability to use the portal.	Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0047	Learning	Health literacy, emotions, and clear instruction	A	How can the PTA address low health literacy during a visit?	Slow down, use understandable language, invite questions, and check what the patient understood.	Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0048	Learning	Health literacy, emotions, and clear instruction	A	Why is a nod not reliable evidence of understanding?	A patient may agree without understanding the words, numbers, or required actions.	Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0049	Learning	Health literacy, emotions, and clear instruction	A	What is the purpose of the course's “Ask 3” questions?	Ensure the patient can state the functional goal, required action, and reason it matters before leaving.	Purtilo Ch 8-9 2026.pptx slide 13; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0050	Learning	Health literacy, emotions, and clear instruction	A	Why should explanations be clear, concise, and organized?	Patients may remember only familiar words; rambling or technical explanations can cause misunderstanding.	Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0051	Learning	Health literacy, emotions, and clear instruction	A	How do clarity and voice affect communication?	Being too quiet or hurried reduces clarity; tone conveys attitude and volume affects interpersonal distance.	Purtilo Ch 8-9 2026.pptx slide 14; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0052	Learning	Health literacy, emotions, and clear instruction	A	How should vocabulary differ between patients and healthcare professionals?	Use understandable lay language with patients and appropriate professional terminology with colleagues.	Purtilo Ch 8-9 2026.pptx slides 14, 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0053	Learning	Health literacy, emotions, and clear instruction	A	Why should you assess the patient's emotional state before important teaching?	Anger, fear, pain, or grief may limit what the patient can take in.	Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0054	Learning	Health literacy, emotions, and clear instruction	A	What is useful humor in patient care?	Humor that helps cope with stress or express feelings constructively, without making fun of the patient.	Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0055	Learning	Health literacy, emotions, and clear instruction	A	What makes humor destructive?	Repeated self-putdowns or hostile verbal fencing disguised as joking between patient and therapist.	Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0056	Learning	Health literacy, emotions, and clear instruction	A	How can the therapist's attitude affect a patient?	The patient responds to perceived caring or to perceived frustration, fear, or favoritism.	Purtilo Ch 8-9 2026.pptx slide 16; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0057	Learning	Health literacy, emotions, and clear instruction	A	What should a PTA do when a patient becomes tearful?	Provide privacy when possible, listen, allow expression, and acknowledge the difficulty without needing to fix everything.	Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0058	Learning	Health literacy, emotions, and clear instruction	B	What can help when emotional distress prevents productive treatment?	Acknowledge the difficult day, consider rescheduling, or help connect the person with appropriate support such as social work.	Purtilo Ch 8-9 2026.pptx slide 15; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0059	Learning	Health literacy, emotions, and clear instruction	A	How should you respond to sensory overload during instruction?	Adjust the amount and pace of information to what the individual patient can process.	Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0060	Learning	Health literacy, emotions, and clear instruction	A	Why pair written HEP instructions with verbal teaching?	Organized written directions provide visual cues and can be reread after the visit.	Purtilo Ch 8-9 2026.pptx slide 21; T01 55:25–1:00:26; T02 41:45–51:26; 1:02:54–1:03:26	
E3-0061	Learning	Listening levels and listening skills	A	What is analytical listening?	Listening for specific information and organizing it into categories.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0062	Learning	Listening levels and listening skills	A	What is directed listening?	Listening to obtain an answer to a specific question.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0063	Learning	Listening levels and listening skills	A	What is attentive listening?	Listening for general information to understand the overall picture.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0064	Learning	Listening levels and listening skills	A	What is exploratory listening?	Listening because of your own interest in the subject.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0065	Learning	Listening levels and listening skills	A	What is courteous listening?	Listening because you feel obligated to listen.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0066	Learning	Listening levels and listening skills	A	What is appreciative listening?	Listening for pleasure, such as enjoying music.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0067	Learning	Listening levels and listening skills	A	What is passive listening?	Overhearing information without attentively engaging with what is being said.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0068	Learning	Listening levels and listening skills	A	A PTA sorts what the patient says into symptom and function categories. Which listening level fits?	Analytical listening.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0069	Learning	Listening levels and listening skills	A	A PTA asks what happened on the stairs and listens for that specific answer. Which level fits?	Directed listening.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0070	Learning	Listening levels and listening skills	A	A listener wants the general picture before studying details. Which listening level fits?	Attentive listening.	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–1:02:54	
E3-0071	Learning	Listening levels and listening skills	A	What two goals improve communication through listening?	Hear the patient more accurately and determine whether the patient has heard/understood you.	Purtilo Ch 8-9 2026.pptx slide 19; T02 57:39–1:02:54	
E3-0072	Learning	Listening levels and listening skills	A	How can a fixed frame of mind undermine listening?	You assume what the person will say and tune out or mentally finish the sentence.	Purtilo Ch 8-9 2026.pptx slide 19; T02 57:39–1:02:54	
E3-0073	Learning	Listening levels and listening skills	A	Why should you avoid judging a message by its delivery?	Slow or unfamiliar delivery does not determine the value of the content.	Purtilo Ch 8-9 2026.pptx slide 20; T02 57:39–1:02:54	
E3-0074	Learning	Listening levels and listening skills	A	What should you do with an incomplete or unclear idea before moving on?	Summarize what you heard and clarify it with the speaker.	Purtilo Ch 8-9 2026.pptx slide 20; T02 57:39–1:02:54	
E3-0075	Learning	Listening levels and listening skills	A	Why must instructions avoid easily misinterpreted wording?	Patients may take language literally or retain only the parts they understand.	Purtilo Ch 8-9 2026.pptx slide 19; T02 57:39–1:02:54	
E3-0076	Learning	Nonverbal communication and personal space	A	How should a PTA position a demonstration to avoid the mirror effect?	Stay in full view, beside or to the side of the patient rather than facing them as a mirror image.	Purtilo Ch 8-9 2026.pptx slide 22; T02 1:03:37–1:11:19	
E3-0077	Learning	Nonverbal communication and personal space	A	Why must a PTA consider cultural differences in nonverbal gestures?	A gesture that seems normal in one culture may be offensive in another.	Purtilo Ch 8-9 2026.pptx slide 23; T02 1:03:37–1:11:19	
E3-0078	Learning	Nonverbal communication and personal space	A	What is proxemics?	The study of how space is used in human interactions.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0079	Learning	Nonverbal communication and personal space	A	Why should you get to a seated patient's eye level?	Standing over the patient can communicate authority and place the patient in a submissive position.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0080	Learning	Nonverbal communication and personal space	A	What does the slide mean by intimate distance?	Very close contact with another person; the slide gives no numerical range.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0081	Learning	Nonverbal communication and personal space	A	What range does the course assign to personal distance?	1–4 feet, approximately arm's length.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0082	Learning	Nonverbal communication and personal space	A	What range does the course assign to social distance?	4–12 feet, used for more formal business or social discussions.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0083	Learning	Nonverbal communication and personal space	A	What range does the PowerPoint assign to public distance?	12–25 feet or more, with little direct eye contact and no physical contact.	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:03:37–1:11:19	
E3-0084	Learning	Nonverbal communication and personal space	A	Are the course's distance zones universal across cultures?	No. The slide describes middle-class American norms; personal-space preferences vary by culture.	Purtilo Ch 8-9 2026.pptx slides 24, 25; T02 1:03:37–1:11:19	
E3-0085	Learning	Nonverbal communication and personal space	B	Why do grooming and body odor matter in PTA-patient interaction?	PTAs work close to patients, so appearance and odors can influence comfort and communication.	Purtilo Ch 8-9 2026.pptx slides 22, 25; T02 1:03:37–1:11:19	
E3-0086	Learning	Nonverbal communication and personal space	A	Why is time awareness a form of nonverbal communication?	Punctuality communicates respect and expectations, though cultural norms about time differ.	Purtilo Ch 8-9 2026.pptx slide 25; T02 1:03:37–1:11:19	
E3-0087	Learning	Nonverbal communication and personal space	A	What did Carlson teach about the correct length of a treatment session?	Set a clear expectation for the session and stay within it; she did not give one universal duration.	Purtilo Ch 8-9 2026.pptx slide 25; T02 1:03:37–1:11:19	
E3-0088	Learning	Nonverbal communication and personal space	B	What is the communication problem illustrated by “Then we'll try something really difficult”?	It can discount the effort the patient is already making; acknowledge that effort and use encouraging wording.	Purtilo Ch 8-9 2026.pptx slide 26; T02 1:03:37–1:11:19	
E3-0089	Learning	Family-centered care and developmental principles	A	How does the course define family?	Two or more people related biologically, legally, or emotionally.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0090	Learning	Family-centered care and developmental principles	A	Who is the unit of care in pediatric family-centered practice?	The child and family together.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0091	Learning	Family-centered care and developmental principles	A	Why assess family dynamics when treating a child?	Family functioning influences the child's physical, emotional, cognitive, and social well-being.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0092	Learning	Family-centered care and developmental principles	A	What does the interactive area of family dynamics address?	How family members communicate, interact, and provide support.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0093	Learning	Family-centered care and developmental principles	A	What does the integrity area of family dynamics address?	Family values, rituals, routines, and continuity of normal family life.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0094	Learning	Family-centered care and developmental principles	A	What does the coping area of family dynamics address?	Responses to stress and the use of resources and support to manage it.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0095	Learning	Family-centered care and developmental principles	A	What does the developmental area of family dynamics address?	Adjusting to change and understanding expected development and what comes next.	Purtilo Ch 10-11 2026.pptx slide 3; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0096	Learning	Family-centered care and developmental principles	A	In the Lucy discussion, Carlson corrected disrupted family routines to which area?	Integrity, not developmental.	Purtilo Ch 10-11 2026.pptx slides 3, 8; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0097	Learning	Family-centered care and developmental principles	A	How does growth differ from development?	Growth is quantitative change, such as height or weight. Development is qualitative change in performance.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0098	Learning	Family-centered care and developmental principles	A	What is orderliness in growth/development?	Change generally follows an orderly sequence; assess the child's current level and work toward the next milestone.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0099	Learning	Family-centered care and developmental principles	A	What is discontinuity in growth/development?	Growth is not smooth or evenly paced; spurts and pauses occur.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0100	Learning	Family-centered care and developmental principles	A	What is differentiation in growth/development?	Development proceeds from simple to complex and general to specific, such as gross before fine motor skills.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0101	Learning	Family-centered care and developmental principles	A	What is cephalocaudal development?	Development proceeds from head toward feet, such as head control before sitting.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0102	Learning	Family-centered care and developmental principles	A	What does proximodistal and bilateral development mean?	Development proceeds from the center outward and is expected to be symmetrical on both sides.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0103	Learning	Family-centered care and developmental principles	A	A child improves shoulder control before hand control. Which developmental principle fits?	Proximodistal development.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0104	Learning	Family-centered care and developmental principles	A	A child has a burst of new skills followed by a plateau. Which principle fits?	Discontinuity.	Purtilo Ch 10-11 2026.pptx slide 5; T03 03:40–11:46; 32:10–36:21; 50:47–57:10	
E3-0105	Learning	Infants, toddlers, and family application	A	What ages define newborn and infant in the course?	Newborn: birth to 1 month. Infant: 1 month to 1 year.	Purtilo Ch 10-11 2026.pptx slide 6; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0106	Learning	Infants, toddlers, and family application	A	Why ask how many weeks gestation an infant had at birth?	Prematurity affects expectations for early milestones; do not assume identical timing for every child.	Purtilo Ch 10-11 2026.pptx slide 6; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0107	Learning	Infants, toddlers, and family application	A	What communication does a family with a baby in the NICU need?	Respect, empathy, and consistent explanations about what is happening.	Purtilo Ch 10-11 2026.pptx slide 6; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0108	Learning	Infants, toddlers, and family application	A	Why involve parents when treating an infant?	Parents often recognize the child's cues, needs, and effective ways to engage or calm them.	Purtilo Ch 10-11 2026.pptx slide 6; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0109	Learning	Infants, toddlers, and family application	A	What does consistency of approach mean in the three Cs of infant bonding?	A predictable approach to interacting with and caring for the infant.	Purtilo Ch 10-11 2026.pptx slide 7; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0110	Learning	Infants, toddlers, and family application	A	What does constancy of presence mean in the three Cs?	A reliably present caregiver.	Purtilo Ch 10-11 2026.pptx slide 7; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0111	Learning	Infants, toddlers, and family application	A	What does continuity of treatment mean in the three Cs?	The infant expresses a need, the caregiver responds, and the need is met repeatedly, building trust.	Purtilo Ch 10-11 2026.pptx slide 7; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0112	Learning	Infants, toddlers, and family application	A	What should you do before labeling an infant “difficult”?	Check unmet needs, comfort, clothing/contact, and the environment rather than dismissing the crying.	Purtilo Ch 10-11 2026.pptx slide 8; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0113	Learning	Infants, toddlers, and family application	A	What central psychosocial task does the toddler face?	Becoming a separate self and gaining control and mastery over motor, verbal, and everyday tasks.	Purtilo Ch 10-11 2026.pptx slide 9; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0114	Learning	Infants, toddlers, and family application	A	How can a PTA support a toddler's independence?	Let the child attempt age-appropriate tasks rather than moving or doing everything for them.	Purtilo Ch 10-11 2026.pptx slide 9; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0115	Learning	Infants, toddlers, and family application	A	What two needs are emphasized for toddlers and preschoolers?	Respect and security.	Purtilo Ch 10-11 2026.pptx slides 9, 11; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0116	Learning	Infants, toddlers, and family application	A	How should a therapist respond when an ill toddler temporarily acts younger?	Provide emotional validation and gentle support, including comforting care, rather than punishment.	Purtilo Ch 10-11 2026.pptx slide 11; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0117	Learning	Infants, toddlers, and family application	A	Why is play central to early childhood treatment?	It supports physical, cognitive, language, emotional, and social development.	Purtilo Ch 10-11 2026.pptx slide 9; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0118	Learning	Infants, toddlers, and family application	A	In Sam's case, how should a PTA adapt teaching for a visual learner?	Demonstrate the activity rather than relying only on spoken instructions.	Purtilo Ch 10-11 2026.pptx slide 4; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0119	Learning	Infants, toddlers, and family application	A	How can Sam's social and family goals be incorporated into treatment?	Use appropriate shared games with siblings or peers and involve the family in supportive practice.	Purtilo Ch 10-11 2026.pptx slide 4; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0120	Learning	Infants, toddlers, and family application	A	How can Sam's family value of kindness appear during games?	Model encouragement and positive feedback for others' successes.	Purtilo Ch 10-11 2026.pptx slide 4; T03 20:42–32:07; 36:36–43:07; 57:10–59:39; 1:03:13–1:05:08	
E3-0121	Learning	Types of play: ages and application	A	What is unoccupied play, and what age range does the slide give?	0–3 months: discovering body movement through movements of the extremities.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0122	Learning	Types of play: ages and application	A	What is solitary play, and what age range does the slide give?	0–2 years: playing independently without interest in playing with others.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0123	Learning	Types of play: ages and application	A	What is onlooker play, and what age does the slide give?	About 2 years: watching others play without participating.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0124	Learning	Types of play: ages and application	A	What is parallel play, and what age range does the slide give?	2+ years: playing side by side without interacting in the play.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0125	Learning	Types of play: ages and application	A	What is associative play, and what age range does the slide give?	3–4 years: shared activity and communication without an organized activity or rules.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0126	Learning	Types of play: ages and application	A	What is cooperative play, and what age range does the slide give?	4+ years: organized play involving rules and goals.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0127	Learning	Types of play: ages and application	A	Two children use separate toy tracks beside each other without interacting. Which play type fits?	Parallel play.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0128	Learning	Types of play: ages and application	A	A child watches others play but does not join. Which play type fits?	Onlooker play.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0129	Learning	Types of play: ages and application	A	Children share trucks and interact without a set game or rules. Which play type fits?	Associative play.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0130	Learning	Types of play: ages and application	A	Children follow the rules of a game such as Duck, Duck, Goose. Which play type fits?	Cooperative play.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0131	Learning	Types of play: ages and application	A	What key feature distinguishes associative from cooperative play?	Cooperative play follows rules and goals; associative play has interaction without an organized game.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0132	Learning	Types of play: ages and application	A	Must every child reach a play stage at the exact listed age?	No. Know the course age ranges for the exam, but recognize individual variation in development.	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	
E3-0133	Learning	Child protection, school, and the IEP	A	Under the course's child-protection teaching, what triggers a report of possible abuse?	Suspicion of abuse or neglect; certainty or proof is not required.	Purtilo Ch 10-11 2026.pptx slide 12; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0134	Learning	Child protection, school, and the IEP	A	Which injury-history pattern does the course identify as a warning sign?	The reported explanation does not fit the observed injury.	Purtilo Ch 10-11 2026.pptx slide 12; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0135	Learning	Child protection, school, and the IEP	A	What should happen if a child is in immediate danger, according to the slide?	Call 911.	Purtilo Ch 10-11 2026.pptx slide 12; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0136	Learning	Child protection, school, and the IEP	A	Which reporting agency does the Texas child-abuse slide identify?	Texas Department of Family and Protective Services (DFPS); the slide lists phone and online reporting.	Purtilo Ch 10-11 2026.pptx slide 12; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0137	Learning	Child protection, school, and the IEP	B	Which children does the slide identify as at especially high risk for abuse?	Children younger than 1 year.	Purtilo Ch 10-11 2026.pptx slide 12; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0138	Learning	Child protection, school, and the IEP	A	Why can hospitalization harm a school-age child's self-worth?	It disrupts school, routine, learning, and peer relationships and may leave the child behind academically or socially.	Purtilo Ch 10-11 2026.pptx slide 14; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0139	Learning	Child protection, school, and the IEP	A	What do school-age children especially need in respectful care?	Respect and relating, while being allowed an age-appropriate sense of self and control.	Purtilo Ch 10-11 2026.pptx slide 13; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0140	Learning	Child protection, school, and the IEP	A	What should the PTA check before assuming a child can play at home?	Whether the child has toys/materials, a safe place, and other resources needed for play.	Purtilo Ch 10-11 2026.pptx slide 13; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0141	Learning	Child protection, school, and the IEP	A	What central educational right does the course associate with IDEA?	Free, appropriate public education in the least restrictive environment for qualified children with disabilities.	Purtilo Ch 10-11 2026.pptx slide 14; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0142	Learning	Child protection, school, and the IEP	A	What does least restrictive environment mean in the lecture?	Support participation in a regular educational setting as much as possible rather than unnecessarily isolating the child.	Purtilo Ch 10-11 2026.pptx slide 14; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0143	Learning	Child protection, school, and the IEP	A	What is an IEP, and how does PT fit into it?	An individualized education program; school PT treatment is part of the child's specific educational program.	Purtilo Ch 10-11 2026.pptx slides 15, 16; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0144	Learning	Child protection, school, and the IEP	A	What service transition does the course describe around age 3?	Children 0–3 often receive outside early intervention; around age 3, services involve the public school system.	Purtilo Ch 10-11 2026.pptx slide 15; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0145	Learning	Child protection, school, and the IEP	A	What is the PTA's advocacy role with school and early-intervention services?	Help parents understand and access the resources their child needs.	Purtilo Ch 10-11 2026.pptx slide 15; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0146	Learning	Child protection, school, and the IEP	A	Why are parents or guardians required members of the IEP team?	They participate in developing the child's individualized program and contribute knowledge of the child.	Purtilo Ch 10-11 2026.pptx slide 16; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0147	Learning	Child protection, school, and the IEP	A	What is the evaluator's role in the IEP meeting?	Interpret the child's evaluation results to help design appropriate instruction.	Purtilo Ch 10-11 2026.pptx slide 16; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0148	Learning	Child protection, school, and the IEP	A	What must the school provide when the parent or child needs language assistance, according to the slide?	A translator.	Purtilo Ch 10-11 2026.pptx slide 16; T03 1:04:25–1:07:35; T04 00:02–15:00	
E3-0149	Learning	Children’s input and adolescent care	A	How does the course distinguish consent from assent?	It gives 18 as the general consent age and emphasizes assent—considering a child's understanding and willingness—from about age 7.	Purtilo Ch 10-11 2026.pptx slide 17; T04 11:49–15:50; 18:11–28:24	
E3-0150	Learning	Children’s input and adolescent care	A	Why should a therapist respect the child's input even when a parent gives consent?	Children perceive what is happening and can recognize family anxiety; their perspective and willingness matter.	Purtilo Ch 10-11 2026.pptx slide 17; T04 11:49–15:50; 18:11–28:24	
E3-0151	Learning	Children’s input and adolescent care	A	What should a PTA clarify before discussing sensitive information with a child?	What the child has been told and what the care team and parents have established about the discussion.	Purtilo Ch 10-11 2026.pptx slide 17; T04 11:49–15:50; 18:11–28:24	
E3-0152	Learning	Children’s input and adolescent care	A	Why include siblings in family support?	Illness affects siblings as well as the patient and parents.	Purtilo Ch 10-11 2026.pptx slide 17; T04 11:49–15:50; 18:11–28:24	
E3-0153	Learning	Children’s input and adolescent care	A	What qualities make a provider a possible role model for a child?	Good communication, competence, safety/appearance, virtues such as honesty, and fun.	Purtilo Ch 10-11 2026.pptx slide 18; T04 11:49–15:50; 18:11–28:24	
E3-0154	Learning	Children’s input and adolescent care	A	What distinguishes early adolescence in the course?	Growth spurts, reproductive maturation, changes in weight/proportions, and strong concern about self-image.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0155	Learning	Children’s input and adolescent care	A	What distinguishes late adolescence in the course?	A clearer self-identity, value system, and life philosophy emerge.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0156	Learning	Children’s input and adolescent care	A	What three needs are emphasized for adolescents?	Respect, autonomy, and relating.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0157	Learning	Children’s input and adolescent care	A	How should a PTA adapt treatment and language for an adolescent?	Use age-appropriate activities and language, explain the purpose and goals, and maintain professional boundaries.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0158	Learning	Children’s input and adolescent care	A	What does the course mean by the Mature Minors Doctrine?	A healthcare professional assesses whether a minor is mature enough to speak independently in healthcare decisions; the slide says this doctrine has not been adopted in Texas.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0159	Learning	Children’s input and adolescent care	A	How does emancipation differ from the Mature Minors Doctrine in the lecture?	Emancipation is court-granted legal decision-making authority; the course gives an example of a 17-year-old in Texas.	Purtilo Ch 10-11 2026.pptx slide 20; T04 11:49–15:50; 18:11–28:24	
E3-0160	Learning	Children’s input and adolescent care	A	Why can confidentiality concerns reduce adolescent participation in care?	Some may avoid care or withhold accurate information if they believe private information must be shared with parents.	Purtilo Ch 10-11 2026.pptx slide 21; T04 11:49–15:50; 18:11–28:24	
E3-0161	Learning	Children’s input and adolescent care	A	How should adolescent autonomy and family involvement be balanced?	Give the adolescent a voice and appropriate decision-making involvement while including the family unit when it exists.	Purtilo Ch 10-11 2026.pptx slide 21; T04 11:49–15:50; 18:11–28:24	
E3-0162	Learning	Children’s input and adolescent care	A	How should a PTA respond when a teenager becomes oppositional?	Stay calm, maintain clear limits, and avoid letting the teen's attitude determine your own response.	Purtilo Ch 10-11 2026.pptx slide 21; T04 11:49–15:50; 18:11–28:24	
E3-0163	Learning	Children’s input and adolescent care	A	How does asking an adolescent to explain “why” support self-awareness?	It encourages reasoning through a choice instead of receiving only a yes/no command.	Purtilo Ch 10-11 2026.pptx slide 21; T04 11:49–15:50; 18:11–28:24	
E3-0164	Learning	Children’s input and adolescent care	A	Why emphasize positive events with adolescents?	It helps them recognize progress and avoid focusing only on negatives.	Purtilo Ch 10-11 2026.pptx slide 21; T04 11:49–15:50; 18:11–28:24	
E3-0165	Applied communication	Written communication and recording safeguards	A	True or false: documenting your discipline's work guarantees interprofessional collaboration.	False. A note does not ensure teammates read it, talk together, or make a shared plan.	Purtilo Ch 8-9 2026.pptx slide 6; T02 06:08–07:36; 1:03:11–1:03:26; T03 30:37–31:19	
E3-0166	Applied communication	Written communication and recording safeguards	A	A PTA writes “see my note” and refuses a care-team discussion. What is the communication error?	Treating the record as a replacement for conversation and joint planning.	Purtilo Ch 8-9 2026.pptx slide 6; T02 06:08–07:36; 1:03:11–1:03:26; T03 30:37–31:19	
E3-0167	Applied communication	Written communication and recording safeguards	A	What should accompany written home-exercise directions in this course?	Verbal explanation and a check that the patient understands the directions.	Purtilo Ch 8-9 2026.pptx slide 21; T02 06:08–07:36; 1:03:11–1:03:26; T03 30:37–31:19	
E3-0168	Applied communication	Written communication and recording safeguards	A	A patient leaves with a written HEP but cannot explain it. What should the PTA do?	Review it in understandable language and have the patient explain or demonstrate the instructions.	Purtilo Ch 8-9 2026.pptx slide 21; T02 06:08–07:36; 1:03:11–1:03:26; T03 30:37–31:19	
E3-0169	Applied communication	Written communication and recording safeguards	A	What device did Carlson specify for a family's video of the child's treatment?	Use the parent's phone, not the therapist's personal phone.	Purtilo Ch 10-11 2026.pptx slide 4; T03 30:37–31:19	
E3-0170	Applied communication	Written communication and recording safeguards	A	What privacy issue did Carlson flag when making a parent video in clinic?	Avoid capturing other people in the clinic without the required permission.	Purtilo Ch 10-11 2026.pptx slide 4; T03 30:37–31:19	
E3-0171	Applied communication	Written communication and recording safeguards	A	What is wrong with a treatment video on the PTA's own phone that includes another patient?	It conflicts with Carlson's parent-phone instruction and creates the bystander privacy problem she warned about.	Purtilo Ch 10-11 2026.pptx slide 4; T03 30:37–31:19	
E3-0172	Applied communication	Written communication and recording safeguards	A	How could a PTA apply the recording guidance for a visual-learning child?	Demonstrate the activity for the parent to record on their own device, keeping other patients out of the recording.	Purtilo Ch 10-11 2026.pptx slide 4; T03 30:37–31:19	
E3-0173	Learning	Supporting context from the slides	B	What infant mortality figure does the course slide report for 2022?	5.6 deaths per 1,000 live births, compared with 5.44 in 2021. These are the slide's dated figures.	Purtilo Ch 10-11 2026.pptx slide 2; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0174	Learning	Supporting context from the slides	B	What developed-country ranking does the infant-mortality slide report?	The U.S. ranks 33rd of 36 developed countries in the slide's comparison.	Purtilo Ch 10-11 2026.pptx slide 2; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0175	Learning	Supporting context from the slides	B	Which group does the slide associate with the highest infant mortality rates and increases?	Children born into poverty; the teaching emphasizes access advocacy and awareness of bias.	Purtilo Ch 10-11 2026.pptx slide 2; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0176	Learning	Supporting context from the slides	B	What gestational duration is used as the full-term reference in the course?	40 weeks; Carlson uses this as the reference when discussing prematurity and milestone expectations.	Purtilo Ch 10-11 2026.pptx slide 6; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0177	Learning	Supporting context from the slides	B	What very early gestational age is mentioned for NICU survival in the course?	As early as 23 weeks; this is a course example, not a guaranteed outcome.	Purtilo Ch 10-11 2026.pptx slide 6; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0178	Learning	Supporting context from the slides	B	What activity goal does Carlson associate with Play 60?	Encourage children to play and be active for 60 minutes daily, while addressing barriers.	Purtilo Ch 10-11 2026.pptx slide 13; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0179	Learning	Supporting context from the slides	B	What trend in developmental-disability diagnosis is reported on slide 13?	An increase from 5.76% to 6.99% among children aged 3–17 in the slide's 2014–2016 comparison.	Purtilo Ch 10-11 2026.pptx slide 13; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0180	Learning	Supporting context from the slides	B	Which law does the course associate with protection of children with chronic illness and long-term disability?	The Americans with Disabilities Act (ADA).	Purtilo Ch 10-11 2026.pptx slide 14; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0181	Learning	Supporting context from the slides	B	What historical years does the course pair with education-access legislation and expanded early-childhood services?	1975 for the education-access law discussed with IDEA; 1986 for the amendment extending early-childhood services.	Purtilo Ch 10-11 2026.pptx slides 14, 15; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0182	Learning	Supporting context from the slides	B	What scale and federal share does the IDEA slide report?	7.6 million students and about 15% federal funding, with state/local sources covering the rest; these are course-slide figures.	Purtilo Ch 10-11 2026.pptx slide 14; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0183	Learning	Supporting context from the slides	B	Why can a child's first school year be important for recognizing support needs?	It may be the first time a condition is noticed or the child interacts with a healthcare professional.	Purtilo Ch 10-11 2026.pptx slide 11; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0184	Learning	Supporting context from the slides	B	What early adverse experiences does the slide ask providers to consider?	Abuse, neglect, and emotional trauma, which may affect behavior and responses to treatment.	Purtilo Ch 10-11 2026.pptx slide 11; T03 02:28–04:25; 36:36–39:29; T04 01:02–02:12; 04:31–09:32	
E3-0185	Terminology	Respiratory foundations and word parts	A	What does Pulmonology mean?	The medical specialty studying respiratory anatomy and physiology and treating respiratory disease.	Respiratory System 2026.pptx slide 2	
E3-0186	Terminology	Respiratory foundations and word parts	A	What does Pulmonologist mean?	A specialist who uses tests, procedures, and drugs to treat respiratory disease.	Respiratory System 2026.pptx slide 2	
E3-0187	Terminology	Respiratory foundations and word parts	A	What does pulmon/o- mean?	Lung; defined in the slide's embedded word-part image.	Respiratory System 2026.pptx slide 2	
E3-0188	Terminology	Respiratory foundations and word parts	A	What does -logy mean?	Study of; defined in the slide's embedded word-part image.	Respiratory System 2026.pptx slide 2	
E3-0189	Terminology	Respiratory foundations and word parts	A	What does ENT mean?	Ears, nose, and throat.	Respiratory System 2026.pptx slide 3	
E3-0190	Terminology	Respiratory foundations and word parts	A	What does Nasal cavity mean?	The cavity within the nose, divided by the septum.	Respiratory System 2026.pptx slide 3	
E3-0191	Terminology	Respiratory foundations and word parts	A	What does Septum (nasal) mean?	The structure that divides the nasal cavity.	Respiratory System 2026.pptx slide 3	
E3-0192	Terminology	Respiratory foundations and word parts	A	What does Pharynx mean?	A passageway for air and ingested food; its mucous membranes warm/moisten air and trap particles.	Respiratory System 2026.pptx slide 4	
E3-0193	Terminology	Respiratory foundations and word parts	A	What does Larynx mean?	The voice box; the slide places it at the start of the lower respiratory tract.	Respiratory System 2026.pptx slides 3, 4	
E3-0194	Terminology	Respiratory foundations and word parts	A	What does Trachea mean?	The windpipe: a flexible air passage supported by C-shaped cartilage rings.	Respiratory System 2026.pptx slides 3, 4	
E3-0195	Terminology	Respiratory foundations and word parts	A	What does Epiglottis mean?	The structure that helps seal off the larynx during swallowing so food enters the esophagus.	Respiratory System 2026.pptx slide 4	
E3-0196	Terminology	Respiratory foundations and word parts	A	What does Lungs and lobes mean?	The lungs are spongy air-filled structures; lobes are their large divisions. Right lung: 3 lobes. Left: 2.	Respiratory System 2026.pptx slide 5	
E3-0197	Terminology	Breathing and respiratory anatomy	A	What does Inhalation / inspiration mean?	Breathing in.	Respiratory System 2026.pptx slide 5	
E3-0198	Terminology	Breathing and respiratory anatomy	A	What does Exhalation / expiration mean?	Breathing out.	Respiratory System 2026.pptx slide 5	
E3-0199	Terminology	Breathing and respiratory anatomy	A	What does Eupnea mean?	Normal depth and rate of respiration.	Respiratory System 2026.pptx slide 6	
E3-0200	Terminology	Breathing and respiratory anatomy	A	What does Diaphragm mean?	The muscle stimulated to contract and initiate inspiration in the slide's explanation.	Respiratory System 2026.pptx slides 3, 6	
E3-0201	Terminology	Breathing and respiratory anatomy	A	What does Phrenic nerve mean?	The nerve carrying stimulation to the diaphragm to initiate inspiration.	Respiratory System 2026.pptx slide 6	
E3-0202	Terminology	Breathing and respiratory anatomy	A	What does Respiratory control center mean?	The brain center that regulates depth and rate of respiration.	Respiratory System 2026.pptx slide 6	
E3-0203	Terminology	Breathing and respiratory anatomy	A	What does Esophagus (in the swallowing explanation) mean?	The passage that receives swallowed food after it crosses the epiglottis, rather than entering the larynx.	Respiratory System 2026.pptx slides 4, 14	
E3-0204	Terminology	Breathing and respiratory anatomy	A	What does Bronchi / bronchus mean?	Airways identified in the lower respiratory system; the image labels the left main bronchus. Bronchus is singular; bronchi is plural.	Respiratory System 2026.pptx slides 3, 14	
E3-0205	Terminology	Breathing and respiratory anatomy	A	What does Nasal cannula mean?	A device shown at the nostrils for delivering supplemental oxygen.	Respiratory System 2026.pptx slides 13, 14	
E3-0206	Terminology	Breathing and respiratory anatomy	A	What does Oxygen mask / oxygen hood mean?	Devices listed as ways to provide supplemental oxygen.	Respiratory System 2026.pptx slide 13	
E3-0207	Terminology	Breathing and respiratory anatomy	A	What does Endotracheal tube (ETT) mean?	The tube inserted through the mouth and vocal cords into the trachea to establish an airway or provide oxygen.	Respiratory System 2026.pptx slides 13, 14, 17	
E3-0208	Terminology	Breathing and respiratory anatomy	A	What does Trach mean?	The course's shortened name for a tracheostomy.	Respiratory System 2026.pptx slide 15	
E3-0209	Terminology	Airway and lung diseases	A	What does Upper respiratory infection (URI) mean?	A bacterial or viral infection of the upper respiratory tract, described as a head cold.	Respiratory System 2026.pptx slide 7	
E3-0210	Terminology	Airway and lung diseases	A	What does Asthma mean?	Hyperreactivity of bronchi/bronchioles to allergens or inhaled substances, causing inflammation, excess mucus, and bronchospasm.	Respiratory System 2026.pptx slide 7	
E3-0211	Terminology	Airway and lung diseases	A	What does Bronchitis mean?	Acute or chronic inflammation of the bronchi. The slide associates acute bronchitis with infection and chronic bronchitis with smoking or pollution.	Respiratory System 2026.pptx slide 7	
E3-0212	Terminology	Airway and lung diseases	A	What does Atelectasis mean?	Collapse of all or part of a lung.	Respiratory System 2026.pptx slide 8	
E3-0213	Terminology	Airway and lung diseases	A	What does Chronic obstructive pulmonary disease (COPD) mean?	A group of chronic obstructive lung diseases, including chronic bronchitis and emphysema; associated in the slide with coughing, shortness of breath, and sputum.	Respiratory System 2026.pptx slide 8	
E3-0214	Terminology	Airway and lung diseases	A	What does Cystic fibrosis (CF) mean?	An inherited condition affecting respiratory, digestive, and sweat secretions; thick mucus and frequent lung infections are emphasized.	Respiratory System 2026.pptx slide 9	
E3-0215	Terminology	Airway and lung diseases	A	What does Influenza mean?	A respiratory infection caused by a virus.	Respiratory System 2026.pptx slide 9	
E3-0216	Terminology	Airway and lung diseases	A	What does Pneumonia mean?	Infection of the lungs; the slide lists bacterial, viral, aspiration, and walking pneumonia.	Respiratory System 2026.pptx slide 9	
E3-0217	Terminology	Airway and lung diseases	A	What does Pulmonary edema mean?	Fluid buildup in the alveoli; the slide lists left-sided heart failure, chest trauma, and pneumonia as causes.	Respiratory System 2026.pptx slide 9	
E3-0218	Terminology	Airway and lung diseases	A	What does Pulmonary embolism mean?	A traveling clot or fat globule lodging in the lung and blocking blood flow, causing shortness of breath.	Respiratory System 2026.pptx slide 9	
E3-0219	Terminology	Airway and lung diseases	A	What does Tuberculosis (TB) mean?	A communicable disease caused by Mycobacterium tuberculosis.	Respiratory System 2026.pptx slide 9	
E3-0220	Terminology	Airway and lung diseases	A	What does Mycobacterium tuberculosis mean?	The organism named as causing tuberculosis.	Respiratory System 2026.pptx slide 9	
E3-0221	Terminology	Breath sounds	A	What does Abnormal breath sounds mean?	Lung sounds differing from normal that may indicate disease or another condition; detected with auscultation.	Respiratory System 2026.pptx slide 8	
E3-0222	Terminology	Breath sounds	A	What does Auscultation mean?	Listening to breath sounds with a stethoscope.	Respiratory System 2026.pptx slides 8, 13	
E3-0223	Terminology	Breath sounds	A	What does Normal breath sounds (course description) mean?	Like soft wind through a tunnel.	Respiratory System 2026.pptx slide 8	
E3-0224	Terminology	Breath sounds	A	What does Pleural friction rub mean?	Creaking or grating from inflammation of the pleura.	Respiratory System 2026.pptx slide 8	
E3-0225	Terminology	Breath sounds	A	What does Crackles mean?	Irregular crackling or bubbling, associated with fluid or infection in the alveoli.	Respiratory System 2026.pptx slide 8	
E3-0226	Terminology	Breath sounds	A	What does Rhonchi mean?	Humming, whistling, or snoring, associated with mucus or foreign-body obstruction.	Respiratory System 2026.pptx slide 8	
E3-0227	Terminology	Breath sounds	A	What does Stridor mean?	High-pitched crowing, associated with edema or obstruction.	Respiratory System 2026.pptx slide 8	
E3-0228	Terminology	Breath sounds	A	What does Wheezes mean?	High-pitched whistling or squeaking, associated with an asthma attack or reaction.	Respiratory System 2026.pptx slide 8	
E3-0229	Terminology	Thorax, oxygen, and breathing disorders	A	What does Hemothorax mean?	Blood in the thoracic cavity, usually associated with trauma in the slide.	Respiratory System 2026.pptx slide 11	
E3-0230	Terminology	Thorax, oxygen, and breathing disorders	A	What does Pleural effusion mean?	Excess fluid in the pleural space, associated with inflammation or infection in the slide.	Respiratory System 2026.pptx slide 11	
E3-0231	Terminology	Thorax, oxygen, and breathing disorders	A	What does Pneumothorax mean?	Air in the pleural space causing lung collapse; penetrating trauma is the slide's example cause.	Respiratory System 2026.pptx slide 11	
E3-0232	Terminology	Thorax, oxygen, and breathing disorders	A	What does Anoxia mean?	The course describes a complete lack or severely decreased oxygen in arterial blood and body tissues.	Respiratory System 2026.pptx slide 11	
E3-0233	Terminology	Thorax, oxygen, and breathing disorders	A	What does Asphyxia mean?	The course describes abnormally high carbon dioxide with abnormally low oxygen in blood.	Respiratory System 2026.pptx slide 11	
E3-0234	Terminology	Thorax, oxygen, and breathing disorders	A	What does Cyanosis mean?	Bluish-gray skin associated with low oxygen; the course also mentions increased carbon dioxide.	Respiratory System 2026.pptx slide 11	
E3-0235	Terminology	Thorax, oxygen, and breathing disorders	A	What does Hypoxemia mean?	Very low oxygen in arterial blood.	Respiratory System 2026.pptx slide 11	
E3-0236	Terminology	Thorax, oxygen, and breathing disorders	A	What does Apnea mean?	Absence of spontaneous respiration.	Respiratory System 2026.pptx slide 12	
E3-0237	Terminology	Thorax, oxygen, and breathing disorders	A	What does Bradypnea mean?	Abnormally slow breathing.	Respiratory System 2026.pptx slide 12	
E3-0238	Terminology	Thorax, oxygen, and breathing disorders	A	What does Cough mean?	A protective mechanism that forcefully expels material from the lungs.	Respiratory System 2026.pptx slide 12	
E3-0239	Terminology	Thorax, oxygen, and breathing disorders	A	What does Dyspnea mean?	Difficult, labored, abnormal, or painful breathing.	Respiratory System 2026.pptx slide 12	
E3-0240	Terminology	Thorax, oxygen, and breathing disorders	A	What does Orthopnea mean?	Difficulty breathing when lying supine, relieved by sitting or a semi-upright position in the slide's description.	Respiratory System 2026.pptx slide 12	
E3-0241	Terminology	Thorax, oxygen, and breathing disorders	A	What does Tachypnea mean?	Abnormally fast breathing.	Respiratory System 2026.pptx slide 12	
E3-0242	Terminology	Respiratory tests and medical procedures	A	What does Oximetry mean?	A noninvasive test measuring oxygen saturation of the blood.	Respiratory System 2026.pptx slide 12	
E3-0243	Terminology	Respiratory tests and medical procedures	A	What does Oximeter mean?	The device used for oximetry; the slide describes light interacting with hemoglobin.	Respiratory System 2026.pptx slide 12	
E3-0244	Terminology	Respiratory tests and medical procedures	A	What does Chest radiography mean?	An x-ray of the chest.	Respiratory System 2026.pptx slide 13	
E3-0245	Terminology	Respiratory tests and medical procedures	A	What does CT scan mean?	Imaging that uses x-rays to obtain detailed sectional images.	Respiratory System 2026.pptx slide 13	
E3-0246	Terminology	Respiratory tests and medical procedures	A	What does MRI scan mean?	Imaging that uses a magnetic field to obtain detailed images.	Respiratory System 2026.pptx slide 13	
E3-0247	Terminology	Respiratory tests and medical procedures	B	What does Auscultation and percussion (A&P) mean?	The paired procedure named by the slide. Its provided description explains listening with a stethoscope; the percussion portion is not separately defined.	Respiratory System 2026.pptx slide 13	Limited source description; the missing details are listed in the audit. Do not treat this as a complete procedural definition.
E3-0248	Terminology	Respiratory tests and medical procedures	A	What does Cardiopulmonary resuscitation (CPR) mean?	A procedure to help a person whose breathing and heartbeat have stopped.	Respiratory System 2026.pptx slide 13	
E3-0249	Terminology	Respiratory tests and medical procedures	A	What does Chest percussion therapy mean?	Percussion or vibration of the chest/back to loosen mucus.	Respiratory System 2026.pptx slide 13	
E3-0250	Terminology	Respiratory tests and medical procedures	A	What does Endotracheal intubation mean?	Insertion of a tube through the mouth, vocal cords, and into the trachea to establish an airway or provide oxygen.	Respiratory System 2026.pptx slides 13, 14	
E3-0251	Terminology	Respiratory tests and medical procedures	A	What does Incentive spirometry mean?	A procedure using a measuring device to encourage deep breathing after surgery.	Respiratory System 2026.pptx slide 13	
E3-0252	Terminology	Respiratory tests and medical procedures	A	What does Nebulizer treatment mean?	Medication aerosolized for deep inhalation.	Respiratory System 2026.pptx slide 13	
E3-0253	Terminology	Respiratory tests and medical procedures	A	What does Oxygen therapy mean?	Provision of additional oxygen, such as through a nasal cannula, mask, or hood.	Respiratory System 2026.pptx slide 13	
E3-0254	Terminology	Respiratory surgical procedures and drainage	A	What does Bronchoscopy mean?	Passing a lighted bronchoscope through the mouth/larynx to examine the trachea and bronchi.	Respiratory System 2026.pptx slide 15	
E3-0255	Terminology	Respiratory surgical procedures and drainage	A	What does Bronchoscope mean?	The lighted instrument used to examine the trachea and bronchi during bronchoscopy.	Respiratory System 2026.pptx slide 15	
E3-0256	Terminology	Respiratory surgical procedures and drainage	A	What does Chest tube insertion mean?	Placing a plastic tube in the thoracic cavity to remove air, fluid, or blood.	Respiratory System 2026.pptx slide 15	
E3-0257	Terminology	Respiratory surgical procedures and drainage	A	What does Lung resection mean?	Surgical removal of all or part of a lung.	Respiratory System 2026.pptx slide 15	
E3-0258	Terminology	Respiratory surgical procedures and drainage	A	What does Thoracentesis mean?	Needle insertion into the thoracic cavity to remove fluid.	Respiratory System 2026.pptx slide 15	
E3-0259	Terminology	Respiratory surgical procedures and drainage	A	What does Tracheostomy mean?	An opening into the trachea with a tube for temporary or permanent respiratory support.	Respiratory System 2026.pptx slides 15, 16	
E3-0260	Terminology	Respiratory surgical procedures and drainage	B	What does Postural drainage (slide description) mean?	The slide describes cupped-hand percussion over a lung segment to loosen secretions. It does not separately explain the positioning component.	Respiratory System 2026.pptx slide 16	Limited source description; the missing details are listed in the audit. Do not treat this as a complete procedural definition.
E3-0261	Terminology	Respiratory surgical procedures and drainage	B	What does Laryngoscope (image label) mean?	The instrument shown at the mouth during endotracheal intubation; no further definition is supplied.	Respiratory System 2026.pptx slide 14	Limited source description; the missing details are listed in the audit. Do not treat this as a complete procedural definition.
E3-0262	Terminology	Respiratory abbreviations 1	A	Expand BS in the respiratory-system material.	breath sounds	Respiratory System 2026.pptx slide 17	
E3-0263	Terminology	Respiratory abbreviations 1	A	Expand CAT, CT in the respiratory-system material.	computerized axial tomography	Respiratory System 2026.pptx slide 17	
E3-0264	Terminology	Respiratory abbreviations 1	A	Expand CF in the respiratory-system material.	cystic fibrosis	Respiratory System 2026.pptx slide 17	
E3-0265	Terminology	Respiratory abbreviations 1	A	Expand COPD in the respiratory-system material.	chronic obstructive pulmonary disease	Respiratory System 2026.pptx slide 17	
E3-0266	Terminology	Respiratory abbreviations 1	A	Expand CPAP in the respiratory-system material.	continuous positive airway pressure	Respiratory System 2026.pptx slide 17	
E3-0267	Terminology	Respiratory abbreviations 1	A	Expand CPR in the respiratory-system material.	cardiopulmonary resuscitation	Respiratory System 2026.pptx slide 17	
E3-0268	Terminology	Respiratory abbreviations 1	A	Expand CXR in the respiratory-system material.	chest x-ray	Respiratory System 2026.pptx slide 17	
E3-0269	Terminology	Respiratory abbreviations 1	A	Expand DOE in the respiratory-system material.	dyspnea on exertion	Respiratory System 2026.pptx slide 17	
E3-0270	Terminology	Respiratory abbreviations 1	A	Expand ETT in the respiratory-system material.	endotracheal tube	Respiratory System 2026.pptx slide 17	
E3-0271	Terminology	Respiratory abbreviations 1	A	Expand LLL in the respiratory-system material.	left lower lobe (of the lung)	Respiratory System 2026.pptx slide 17	
E3-0272	Terminology	Respiratory abbreviations 2	A	Expand LUL in the respiratory-system material.	left upper lobe (of the lung)	Respiratory System 2026.pptx slide 18	
E3-0273	Terminology	Respiratory abbreviations 2	A	Expand MRI in the respiratory-system material.	magnetic resonance imaging	Respiratory System 2026.pptx slide 18	
E3-0274	Terminology	Respiratory abbreviations 2	A	Expand O2 in the respiratory-system material.	oxygen	Respiratory System 2026.pptx slide 18	
E3-0275	Terminology	Respiratory abbreviations 2	A	Expand RA in the respiratory-system material.	room air (no supplemental oxygen)	Respiratory System 2026.pptx slide 18	
E3-0276	Terminology	Respiratory abbreviations 2	A	Expand RLL in the respiratory-system material.	right lower lobe (of the lung)	Respiratory System 2026.pptx slide 18	
E3-0277	Terminology	Respiratory abbreviations 2	A	Expand RML in the respiratory-system material.	right middle lobe (of the lung)	Respiratory System 2026.pptx slide 18	
E3-0278	Terminology	Respiratory abbreviations 2	A	Expand RRT in the respiratory-system material.	registered respiratory therapist	Respiratory System 2026.pptx slide 18	
E3-0279	Terminology	Respiratory abbreviations 2	A	Expand RUL in the respiratory-system material.	right upper lobe (of the lung)	Respiratory System 2026.pptx slide 18	
E3-0280	Terminology	Respiratory abbreviations 2	A	Expand SARS in the respiratory-system material.	severe acute respiratory syndrome	Respiratory System 2026.pptx slide 18	
E3-0281	Terminology	Respiratory abbreviations 2	A	Expand SIDS in the respiratory-system material.	sudden infant death syndrome	Respiratory System 2026.pptx slide 18	
E3-0282	Terminology	Respiratory abbreviations 2	A	Expand SOB in the respiratory-system material.	shortness of breath	Respiratory System 2026.pptx slide 18	
E3-0283	Terminology	Respiratory abbreviations 2	A	Expand TB in the respiratory-system material.	tuberculosis	Respiratory System 2026.pptx slide 18	
E3-0284	Terminology	Respiratory abbreviations 2	A	Expand URI in the respiratory-system material.	upper respiratory infection	Respiratory System 2026.pptx slide 18	
E3-0285	Terminology	Pediatric terms and education abbreviations	A	What does NICU mean?	Neonatal intensive care unit.	Purtilo Ch 10-11 2026.pptx slide 6	
E3-0286	Terminology	Pediatric terms and education abbreviations	A	What does IEP mean?	Individualized education program.	Purtilo Ch 10-11 2026.pptx slides 15, 16	
E3-0287	Terminology	Pediatric terms and education abbreviations	A	What does IDEA mean?	Individuals with Disabilities Education Act.	Purtilo Ch 10-11 2026.pptx slide 14	
E3-0288	Terminology	Pediatric terms and education abbreviations	A	What does CAPTA mean?	Child Abuse Prevention and Treatment Act of 1974, as named in the course.	Purtilo Ch 10-11 2026.pptx slide 12	
E3-0289	Terminology	Pediatric terms and education abbreviations	A	What does DFPS mean?	Texas Department of Family and Protective Services.	Purtilo Ch 10-11 2026.pptx slide 12	
E3-0290	Terminology	Pediatric terms and education abbreviations	A	What does ADA mean?	Americans with Disabilities Act; the lecture refers to it as protecting children with chronic illness or long-term disability.	Purtilo Ch 10-11 2026.pptx slide 14	
E3-0291	Terminology	Pediatric terms and education abbreviations	A	What does Neonate / newborn mean?	A baby from birth to 1 month in the course's age categories.	Purtilo Ch 10-11 2026.pptx slide 6	
E3-0292	Terminology	Pediatric terms and education abbreviations	B	What does Developmental coordination disorder mean?	Sam's stated diagnosis in the case, which assigns coordination/balance goals. The supplied slide does not provide a full diagnostic definition.	Purtilo Ch 10-11 2026.pptx slide 4	Named in the PowerPoint; full definition is not supplied.
E3-0293	Terminology	Pediatric terms and education abbreviations	B	What does ADHD mean?	Named in Sam's diagnosis; the supplied sources do not spell out or define the abbreviation. Keep it on the clarification list.	Purtilo Ch 10-11 2026.pptx slide 4	Named in the PowerPoint; full definition is not supplied.
E3-0294	Terminology	Named respiratory terms with limited definitions	B	What does nas/o- mean?	The slide leaves the answer blank beside “nasal” and the nose/nasal-cavity section. Nose is the contextual meaning; the blank is not explicitly completed in the supplied lecture.	Respiratory System 2026.pptx slide 3	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0295	Terminology	Named respiratory terms with limited definitions	B	What does -al mean?	The suffix is printed with a blank answer. Its definition is not provided in the supplied Exam 3 material; confirm it before drilling a meaning.	Respiratory System 2026.pptx slide 3	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0296	Terminology	Named respiratory terms with limited definitions	B	What does Emphysema mean?	Named as an example of COPD and a possible reason for lung resection. The slides do not provide a separate disease definition.	Respiratory System 2026.pptx slides 8, 15	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0297	Terminology	Named respiratory terms with limited definitions	B	What does Bacterial / viral / aspiration / walking pneumonia mean?	All four names are listed under pneumonia. Only the names—not separate subtype definitions—are supplied.	Respiratory System 2026.pptx slide 9	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0298	Terminology	Named respiratory terms with limited definitions	B	What does Lung cancer mean?	Named in the slide 10 figure caption; no separate definition or staging is supplied.	Respiratory System 2026.pptx slide 10	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0299	Terminology	Named respiratory terms with limited definitions	B	What does Bronchioles mean?	Named as airways involved in asthma. A separate anatomical definition is not supplied.	Respiratory System 2026.pptx slide 7	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0300	Terminology	Named respiratory terms with limited definitions	B	What does Alveoli mean?	Named as the location of fluid in pulmonary edema and of fluid/infection associated with crackles; a separate anatomy definition is not supplied.	Respiratory System 2026.pptx slides 8, 9	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0301	Terminology	Named respiratory terms with limited definitions	B	What does Pleura / pleural space mean?	Pleural inflammation is linked to friction rub; pleural-space fluid/air is linked to effusion/pneumothorax. Separate anatomy definitions are not supplied.	Respiratory System 2026.pptx slides 8, 11	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0302	Terminology	Named respiratory terms with limited definitions	B	What does Bronchospasm mean?	Named as an effect of asthma. A separate definition is not supplied in these materials.	Respiratory System 2026.pptx slide 7	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0303	Terminology	Named respiratory terms with limited definitions	B	What does Sputum mean?	Named as a COPD feature. The slides do not separately define it.	Respiratory System 2026.pptx slide 8	Retained source gap or limited description. Do not mistake this for a complete definition.
E3-0304	Terminology	Terminology: selected reverse recall	A	Name the term for normal breathing.	Eupnea.	Respiratory System 2026.pptx slide 6	
E3-0305	Terminology	Terminology: selected reverse recall	A	Name the term for absence of spontaneous breathing.	Apnea.	Respiratory System 2026.pptx slide 12	
E3-0306	Terminology	Terminology: selected reverse recall	A	Name the term for abnormally slow breathing.	Bradypnea.	Respiratory System 2026.pptx slide 12	
E3-0307	Terminology	Terminology: selected reverse recall	A	Name the term for abnormally fast breathing.	Tachypnea.	Respiratory System 2026.pptx slide 12	
E3-0308	Terminology	Terminology: selected reverse recall	A	Name the term for difficult or labored breathing.	Dyspnea.	Respiratory System 2026.pptx slide 12	
E3-0309	Terminology	Terminology: selected reverse recall	A	Name the term for difficulty breathing while supine.	Orthopnea.	Respiratory System 2026.pptx slide 12	
E3-0310	Terminology	Terminology: selected reverse recall	A	Name the term for very low oxygen in arterial blood.	Hypoxemia.	Respiratory System 2026.pptx slide 11	
E3-0311	Terminology	Terminology: selected reverse recall	A	Name the term for blood in the thoracic cavity.	Hemothorax.	Respiratory System 2026.pptx slide 11	
E3-0312	Terminology	Terminology: selected reverse recall	A	Name the term for air in the pleural space causing collapse.	Pneumothorax.	Respiratory System 2026.pptx slide 11	
E3-0313	Terminology	Terminology: selected reverse recall	A	Name the procedure that removes fluid using a needle in the thoracic cavity.	Thoracentesis.	Respiratory System 2026.pptx slide 15	
E3-0314	Terminology	Terminology: selected reverse recall	A	Name the test measuring blood oxygen saturation noninvasively.	Oximetry.	Respiratory System 2026.pptx slide 12	
E3-0315	Terminology	Terminology: selected reverse recall	A	Name the high-pitched crowing breath sound.	Stridor.	Respiratory System 2026.pptx slide 8	
E3-0316	Lists	Collaboration and communication lists	A	List the six individual collaboration skills.	"1. Self-awareness
2. Competence
3. Trust
4. Commitment to team goals/values
5. Flexibility
6. Acceptance"	Purtilo Ch 8-9 2026.pptx slide 5; T02 00:00–02:11	VERY LIKELY list target — Carlson explicitly says to know these skills.
E3-0317	Lists	Collaboration and communication lists	A	List the five barriers to interprofessional collaboration.	"1. Time constraints
2. Lack of shared structures
3. Uncertainty
4. Gender and generational differences
5. Geography"	Purtilo Ch 8-9 2026.pptx slide 6; T02 02:18–08:34	VERY LIKELY list target — A discrete list explained at length; exact question is inferred.
E3-0318	Lists	Collaboration and communication lists	A	List the four benefits of interprofessional collaboration.	"1. Improved facility efficiency
2. Reduced medical errors
3. Greater patient satisfaction
4. Greater job satisfaction for healthcare workers"	Purtilo Ch 8-9 2026.pptx slide 7; T02 08:46–09:01	VERY LIKELY list target — Carlson explicitly emphasizes these benefits; list format is inferred.
E3-0319	Lists	Collaboration and communication lists	A	List six uses of respectful verbal communication for a PTA.	"1. Establish rapport
2. Obtain condition/progress information
3. Confirm understanding
4. Relay information to other professionals
5. Educate patients/families
6. Encourage and support patients"	Purtilo Ch 8-9 2026.pptx slide 9; T02 32:55–35:24	VERY LIKELY list target — Six numbered purposes with instructor-confirmed applications.
E3-0320	Lists	Collaboration and communication lists	A	List the three ways verbal communication can break down.	"1. Saying the wrong thing
2. Saying it the wrong way or with the wrong tone
3. Saying it at the wrong time"	Purtilo Ch 8-9 2026.pptx slide 10; T02 35:34–37:04	VERY LIKELY list target — Carlson explicitly calls these three ways.
E3-0321	Lists	Collaboration and communication lists	A	State all three “Ask 3” empowerment questions.	"1. What is the functional goal I am trying to achieve?
2. What do I need to do?
3. Why is it important for me to do it?"	Purtilo Ch 8-9 2026.pptx slide 13; T02 44:25–44:44	VERY LIKELY list target — A named three-question routine taught for every visit.
E3-0322	Lists	Collaboration and communication lists	A	List the seven levels of listening.	"1. Analytical
2. Directed
3. Attentive
4. Exploratory
5. Courteous
6. Appreciative
7. Passive"	Purtilo Ch 8-9 2026.pptx slide 18; T02 57:39–59:38	VERY LIKELY list target — Carlson calls this a list and says students need to answer questions about the types.
E3-0323	Lists	Collaboration and communication lists	A	List the six keys to better listening on the slide.	"1. Be selective in what you attend to
2. Concentrate on central themes; listen to paragraphs
3. Judge content rather than style/delivery
4. Listen with an open mind
5. Summarize before speaking again
6. Clarify incomplete ideas"	Purtilo Ch 8-9 2026.pptx slide 20; T02 1:02:07–1:02:45	VERY LIKELY list target — An explicit six-point slide list explained in lecture; exact list question is inferred.
E3-0324	Lists	Collaboration and communication lists	A	List the four distance zones and the course ranges/descriptions.	"1. Intimate: very close contact; no number given
2. Personal: 1–4 ft
3. Social: 4–12 ft
4. Public: 12–25 ft or more"	Purtilo Ch 8-9 2026.pptx slide 24; T02 1:05:53–1:06:38	VERY LIKELY list target — Carlson explicitly identifies another list to understand; use slide range for public.
E3-0325	Lists	Collaboration and communication lists	B	List the six main nonverbal forms on slide 22.	"1. Facial expression
2. Eye contact
3. Body language
4. Physical appearance, including grooming
5. Touch
6. Demonstration"	Purtilo Ch 8-9 2026.pptx slide 22; T02 1:03:37–1:05:09	PLAUSIBLE list target — Slide grouping; grooming is nested under appearance.
E3-0326	Lists	Collaboration and communication lists	B	List the three presentation factors and two voice factors on the verbal-communication slide.	"1. Presentation: vocabulary, clarity, organization of thoughts
2. Voice: tone and volume"	Purtilo Ch 8-9 2026.pptx slide 14; T02 45:07–46:41	PLAUSIBLE list target — Useful grouped recall; no exact-question promise.
E3-0327	Lists	Collaboration and communication lists	B	List the two goals for effective communication through listening.	"1. Improve acuity—hear the patient
2. Improve the ability to determine whether the patient has heard you"	Purtilo Ch 8-9 2026.pptx slide 19; T02 59:53–1:00:08	PLAUSIBLE list target — Two explicit slide goals.
E3-0328	Lists	Growth, family, and play lists	A	List the five developmental principles as grouped on the slide.	"1. Orderliness
2. Discontinuity
3. Differentiation
4. Cephalocaudal
5. Proximodistal and bilateral"	Purtilo Ch 10-11 2026.pptx slide 5; T03 33:35–36:21	VERY LIKELY list target — Carlson says to know and apply these; the last heading contains two linked concepts.
E3-0329	Lists	Growth, family, and play lists	A	List the three Cs of infant bonding with their full phrases.	"1. Consistency in approach
2. Constancy of presence
3. Continuity of treatment"	Purtilo Ch 10-11 2026.pptx slide 7; T03 40:17–41:13	VERY LIKELY list target — Named mnemonic repeated in lecture.
E3-0330	Lists	Growth, family, and play lists	A	List all six play types with their course ages.	"1. Unoccupied: 0–3 months
2. Solitary: 0–2 years
3. Onlooker: 2 years
4. Parallel: 2+ years
5. Associative: 3–4 years
6. Cooperative: 4+ years"	Purtilo Ch 10-11 2026.pptx slide 10; T03 59:56–1:03:04	VERY LIKELY list target — Carlson explicitly requires both names/meanings and ages.
E3-0331	Lists	Growth, family, and play lists	A	List the four family-dynamics areas revisited in these Exam 3 lectures.	"1. Interactive
2. Integrity
3. Coping
4. Developmental"	Purtilo Ch 10-11 2026.pptx slides 3, 8; T03 08:23–09:56; 43:51–44:08; 57:06	VERY LIKELY list target — Used in repeated case application; this is the current four-part grouping.
E3-0332	Lists	Growth, family, and play lists	B	List the five areas of growth/development addressed in family-centered pediatric care.	"1. Physical
2. Emotional
3. Cognitive/intellectual
4. Social
5. Moral"	Purtilo Ch 10-11 2026.pptx slides 3, 5; T03 07:57–08:16; 20:42–21:03	PLAUSIBLE list target — Repeated whole-person domains.
E3-0333	Lists	Growth, family, and play lists	B	Name the three kinds of relationship that can define a family.	"1. Biological
2. Legal
3. Emotional"	Purtilo Ch 10-11 2026.pptx slide 3; T03 07:21–07:48	PLAUSIBLE list target — Explicit three-part definition.
E3-0334	Lists	Growth, family, and play lists	B	List the seven infant-comfort checks printed on slide 8.	"1. Bed sheets
2. Diaper
3. Name tags
4. Room light
5. Strong perfume
6. Cold hands
7. Enough sleep before treatment"	Purtilo Ch 10-11 2026.pptx slide 8; T03 41:37–43:07	PLAUSIBLE list target — These are the slide examples, not an exhaustive clinical checklist.
E3-0335	Lists	Growth, family, and play lists	A	Name the five required IEP-team roles listed in the course.	"1. Parent/guardian
2. General education teacher
3. Special education teacher/provider
4. School district representative
5. Evaluator who interprets evaluation results"	Purtilo Ch 10-11 2026.pptx slide 16; T04 08:10–08:54	VERY LIKELY list target — A clearly labeled required-member list discussed in lecture.
E3-0336	Lists	Growth, family, and play lists	B	Name the four additional IEP participant categories listed on the slide.	"1. Student
2. Other specialists
3. Advocates or other support people
4. Translator—school must provide one if needed"	Purtilo Ch 10-11 2026.pptx slide 16; T04 08:54–09:16	PLAUSIBLE list target — Keep separate from the five required roles; translator is conditional, not merely optional.
E3-0337	Lists	Growth, family, and play lists	A	List the five categories children associate with a good healthcare provider.	"1. Good communication
2. Professional competence
3. Safety/appearance
4. Virtues
5. Fun"	Purtilo Ch 10-11 2026.pptx slide 18; T04 15:00–15:50	VERY LIKELY list target — A discrete five-category slide list reinforced in lecture.
E3-0338	Lists	Growth, family, and play lists	A	List the five principles for patient/family-centered adolescent care.	"1. Stay involved
2. Stay calm
3. Set limits
4. Encourage self-awareness
5. Emphasize the positive"	Purtilo Ch 10-11 2026.pptx slide 21; T04 27:12–28:11	VERY LIKELY list target — Concluding five-part teaching list.
E3-0339	Lists	Growth, family, and play lists	B	State the needs highlighted for toddlers, school-age children, and adolescents.	"1. Toddlers: respect and security
2. School-age children: respect and relating
3. Adolescents: respect, autonomy, and relating"	Purtilo Ch 10-11 2026.pptx slides 9, 13, 20; T03 57:10–59:39; T04 00:02–00:56; 25:19–27:12	PLAUSIBLE list target — A useful comparison across slide headings.
E3-0340	Lists	Respiratory slide lists	B	List the five abnormal breath sounds specifically described on slide 8.	"1. Pleural friction rub
2. Crackles
3. Rhonchi
4. Stridor
5. Wheezes"	Respiratory System 2026.pptx slide 8	PLAUSIBLE list target — All are PowerPoint terminology; no respiratory lecture emphasis was supplied.
E3-0341	Lists	Respiratory slide lists	B	List the four pneumonia types named on slide 9.	"1. Bacterial
2. Viral
3. Aspiration
4. Walking pneumonia"	Respiratory System 2026.pptx slide 9	PLAUSIBLE list target — All four names retained; separate subtype definitions are missing.
E3-0342	Lists	Respiratory slide lists	B	Name the three oxygen-delivery devices listed under oxygen therapy.	"1. Nasal cannula
2. Oxygen mask
3. Oxygen hood"	Respiratory System 2026.pptx slide 13	PLAUSIBLE list target — A short procedure-related slide list.
E3-0343	Lists	Respiratory slide lists	B	List the right and left lung lobes using their abbreviations.	"1. Right: RUL, RML, RLL
2. Left: LUL, LLL"	Respiratory System 2026.pptx slides 5, 17, 18	PLAUSIBLE list target — Combines the lobe counts with the abbreviation tables.
E3-0344	Lists	Respiratory slide lists	B	List the five structures assigned to the lower respiratory system on slide 3.	"1. Larynx
2. Trachea
3. Bronchi
4. Lungs
5. Diaphragm"	Respiratory System 2026.pptx slide 3	PLAUSIBLE list target — Use the course grouping; do not expand into deeper anatomy.
E3-0345	Short answer	Short answer: collaboration and communication	A	Explain why a complete chart does not replace interprofessional collaboration.	People may not read other disciplines' notes. Shared discussion allows the team to identify obstacles, combine expertise, and agree on a plan.	Purtilo Ch 8-9 2026.pptx slides 3, 6; T02 00:00–09:01; 32:55–1:06:38	
E3-0346	Short answer	Short answer: collaboration and communication	A	Explain how identifying another discipline's stress point can improve treatment.	Identify what blocks that discipline's functional goal, then coordinate your intervention to address the obstacle—for example, sitting balance needed for shoe-donning.	Purtilo Ch 8-9 2026.pptx slides 5, 8; T02 00:00–09:01; 32:55–1:06:38	
E3-0347	Short answer	Short answer: collaboration and communication	A	Compare interview and dialogue models and give one dialogue prompt.	Interview: professional-directed factual questions, often yes/no. Dialogue: open exchange that elicits the patient's priorities and reduces the power difference. Example: “Tell me more about that.”	Purtilo Ch 8-9 2026.pptx slide 11; T02 00:00–09:01; 32:55–1:06:38	
E3-0348	Short answer	Short answer: collaboration and communication	A	A patient agrees with every HEP instruction but cannot explain it afterward. Give a better communication approach.	Use clear lay language, slow down, pair verbal and organized written instructions, and ask the patient to explain or demonstrate them. Use Ask 3 to confirm goal, action, and purpose.	Purtilo Ch 8-9 2026.pptx slides 13, 21; T02 00:00–09:01; 32:55–1:06:38	
E3-0349	Short answer	Short answer: collaboration and communication	A	Distinguish analytical, directed, and attentive listening.	Analytical sorts specific information into categories; directed seeks an answer to a particular question; attentive seeks the overall picture.	Purtilo Ch 8-9 2026.pptx slide 18; T02 00:00–09:01; 32:55–1:06:38	
E3-0350	Short answer	Short answer: collaboration and communication	A	Explain useful versus destructive humor in rehabilitation.	Useful humor supports coping without mocking the patient. Destructive humor includes persistent self-putdowns or hostile verbal fencing and undermines supportive care.	Purtilo Ch 8-9 2026.pptx slide 15; T02 00:00–09:01; 32:55–1:06:38	
E3-0351	Short answer	Short answer: collaboration and communication	A	Explain how demonstration and eye-level positioning can improve communication.	A clear side-by-side view avoids a mirror image during demonstration. Getting to eye level reduces the authority signal of towering over the patient.	Purtilo Ch 8-9 2026.pptx slides 22, 24; T02 00:00–09:01; 32:55–1:06:38	
E3-0352	Short answer	Short answer: collaboration and communication	A	Explain how a PTA can discuss a fearful patient's prognosis question within the taught boundaries.	Listen and acknowledge the concern, discuss PT goals and observed progress, and refer to the physician's medical-prognosis information without inventing predictions.	Purtilo Ch 8-9 2026.pptx slide 17; T02 00:00–09:01; 32:55–1:06:38	
E3-0353	Learning	Respiratory concepts supporting terminology	B	According to the respiratory slide, do antibiotics treat viral upper respiratory infections?	No. The slide distinguishes bacterial infections from viral infections and says antibiotics are not effective against viral colds.	Respiratory System 2026.pptx slide 7	
E3-0354	Learning	Respiratory concepts supporting terminology	B	What structures help the pharynx warm, moisten, and filter inhaled air?	Its mucous membranes.	Respiratory System 2026.pptx slide 4	
E3-0355	Learning	Respiratory concepts supporting terminology	B	What happens at the larynx during swallowing in the slide's explanation?	It moves up to meet the epiglottis so swallowed food passes toward the esophagus rather than the airway.	Respiratory System 2026.pptx slide 4	
E3-0356	Learning	Respiratory concepts supporting terminology	B	Why does the trachea combine cartilage support with flexibility?	C-shaped rings support the air passage, while flexibility allows space when food passes through the nearby esophagus.	Respiratory System 2026.pptx slide 4	
E3-0357	Learning	Respiratory concepts supporting terminology	B	How does the course describe the basic control of inspiration?	The brain's respiratory center sends impulses through the phrenic nerve; the diaphragm contracts and inspiration begins.	Respiratory System 2026.pptx slide 6	
E3-0358	Learning	Respiratory concepts supporting terminology	B	What three effects of asthma does the slide list?	Inflammation, excess mucus production, and bronchospasm.	Respiratory System 2026.pptx slide 7	
E3-0359	Learning	Respiratory concepts supporting terminology	B	Which disease examples does the COPD slide group together?	Chronic bronchitis and emphysema.	Respiratory System 2026.pptx slide 8	
E3-0360	Learning	Respiratory concepts supporting terminology	B	Which nonrespiratory secretions are affected in the slide's description of cystic fibrosis?	Digestive and sweat secretions, as well as respiratory secretions.	Respiratory System 2026.pptx slide 9	
E3-0361	Learning	Respiratory concepts supporting terminology	B	Which TB treatment duration is printed on the course slide?	A 9-month course of drugs. This is the slide's study detail, not a universal treatment regimen.	Respiratory System 2026.pptx slide 9	
E3-0362	Learning	Respiratory concepts supporting terminology	B	What distinction separates pulmonary edema from pleural effusion in the slides?	Pulmonary edema is fluid in alveoli; pleural effusion is fluid in the pleural space.	Respiratory System 2026.pptx slides 9, 11	
E3-0363	Learning	Respiratory concepts supporting terminology	B	What distinction separates atelectasis from pneumothorax?	Atelectasis means lung collapse; pneumothorax specifies air in the pleural space causing collapse.	Respiratory System 2026.pptx slides 8, 11	
E3-0364	Learning	Respiratory concepts supporting terminology	B	What gases does the respiratory system bring in and expel?	It brings in oxygen and expels the waste product carbon dioxide.	Respiratory System 2026.pptx slide 3	
E3-0365	Short answer	Short answer: pediatric application	A	Distinguish quantitative growth from qualitative development with an example of each.	Growth can be measured in height or weight. Development concerns performance quality, such as how well the child sits or walks.	Purtilo Ch 10-11 2026.pptx slide 5; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0366	Short answer	Short answer: pediatric application	A	Explain how orderliness guides assessment and treatment of an infant.	Identify the child's current position in the developmental sequence and work toward the next milestone, rather than relying only on chronological age.	Purtilo Ch 10-11 2026.pptx slide 5; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0367	Short answer	Short answer: pediatric application	A	Explain the trust-building cycle behind the three Cs of infant bonding.	A consistent approach and reliably present caregiver support repeated responses to the infant's needs; the infant learns that needs will be met.	Purtilo Ch 10-11 2026.pptx slide 7; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0368	Short answer	Short answer: pediatric application	A	An irritable infant is called “difficult.” Explain what the PTA should check first.	Check concrete needs and comfort: diaper, hunger, sleep, room light, cold hands, clothing or name-tag contact, and irritating scents before blaming temperament.	Purtilo Ch 10-11 2026.pptx slide 8; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0369	Short answer	Short answer: pediatric application	A	Sam is a visual learner with anxiety and difficulty joining peers. Give three source-supported treatment adaptations.	Set clear, reassuring expectations; demonstrate activities; use appropriate shared games with siblings or peers and supportive family involvement. Other instructor-supported examples may earn credit.	Purtilo Ch 10-11 2026.pptx slide 4; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0370	Short answer	Short answer: pediatric application	A	Explain how the four current family-dynamics areas guide the Lucy case discussion.	Interactive: communication/support; integrity: routines/rituals; coping: stress responses and resources; developmental: expected changes and needs. Assess barriers without assuming an unsupported diagnosis.	Purtilo Ch 10-11 2026.pptx slides 3, 8; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0371	Short answer	Short answer: pediatric application	A	Why is certainty not the standard for reporting suspected child abuse in the course?	The course teaches reporting suspicion; an injury explanation that does not fit is a reason for concern. Immediate danger calls for 911.	Purtilo Ch 10-11 2026.pptx slide 12; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0372	Short answer	Short answer: pediatric application	A	Explain why an IEP matters for a child's physical therapy in school.	It coordinates a child-specific educational plan, with PT and needed supports tied to participation and learning in the least restrictive environment.	Purtilo Ch 10-11 2026.pptx slides 14, 15, 16; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0373	Short answer	Short answer: pediatric application	A	Explain the difference between the course's consent and assent concepts.	Consent is the formal permission concept associated with the general age of 18 in the lecture. Assent emphasizes a child's understanding, input, and willingness from about age 7; it is not adult consent.	Purtilo Ch 10-11 2026.pptx slide 17; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11	
E3-0374	Short answer	Short answer: pediatric application	A	Explain how confidentiality, autonomy, and family involvement affect adolescent care.	Trust and a voice in decisions encourage participation and honest information. Confidentiality concerns may deter care. Support autonomy while including the family when it exists.	Purtilo Ch 10-11 2026.pptx slides 20, 21; T03 20:42–43:07; 50:47–57:10; 1:03:13–1:07:35; T04 03:14–15:50; 23:31–28:11