Chapter 21-People with Special Needs

Chapter 21-People with Special Needs OBJECTIVE 1: DESCRIBE CONSIDERATIONS FOR CHECKING AN INFANT, A TODDLER, A PRESCHOOLER, A SCHOOL-AGE CHILD AND AN ADOLESCENT. 1. You are at the park. A child falls off a swing and has several small cuts and abrasions on his hands and face. He is crying, and the adult with the child is not sure what to do. You introduce yourself to the adult and gain consent to examine the child. How would you approach the child?

2. When interacting with an injured child, you should—

3. Where is a good location in which to place a child up to one year of age to check for any signals of illness or injury?

4. You work at a day care center. One child hits another child with a toy. The child who was hit is now crying and saying that her arm hurts. As you approach her, you should first—

5. The best way to begin your check of a conscious child is—

6. It is important to control severe bleeding from any child because—

7. Care for children with high fevers includes—

8. While giving care to a child you notice several signs of abuse. Your first priority is to—

OBJECTIVE 3: DESCRIBE HOW TO CHECK AN OLDER ADULT. 9. While at the mall, you notice several bystanders who have crowded around an elderly woman. She is sitting on a bench and appears quite confused or dazed. As you approach the crowd, you ask what’s going on. One of the bystanders says the woman is asking someone to help her. How would you approach this situation?

10. Why is it important to question a family member, if present, while caring for an elderly victim?

OBJECTIVE 4: DESCRIBE FOUR PROBLEMS THAT CAN AFFECT OLDER ADULTS AND THEIR IMPLICATIONS FOR CARE. 11. How would you care for an elderly person who is suffering from a high body temperature as a result of extreme heat? 12. Why is it important for you not to apply direct heat to an elderly person whose body temperature has fallen below 95° F?

13. A progressive, degenerative disease that affects the brain, resulting in impaired memory, thinking and behavior is called—

OBJECTIVE 5: EXPLAIN WAYS OF COMMUNICATING WITH VICTIMS WHO HAVE HEARING LOSS. 14. List three ways you can communicate with a hearing-impaired person.

OBJECTIVE 6: EXPLAIN OPTIONS AVAILABLE WHEN TRYING TO COMMUNICATE WITH A VICTIM AND THERE IS A LANGUAGE BARRIER. 15. Giving care when a victim speaks a language that you do not speak is similar to giving care for a victim who is—

OBJECTIVE 7: EXPLAIN WHAT YOU SHOULD DO IF YOU ENCOUNTER A CRIME SCENE OR HOSTILE VICTIM. 16. If a victim refuses care or is threatening you, you should _____.

17. You and a friend are walking down the street one evening after seeing a movie. Across the street you see two teenagers hitting an elderly woman and trying to take her purse away. The woman is yelling for help. You can see a small amount of blood on her forehead. How could you and your friend attend to this situation?

18. To prevent the needless death of children in motor vehicle crashes, you should place each child _____.

19. Name three changes that occur with age.

20. Care for a victim with mental impairment includes gaining the victim’s trust, explaining what you are doing and _____.

21. Checking one side of the body against the other for non life-threatening conditions may be difficult in a person with motor impairment because—

22. A disorder that causes seemingly healthy infants to stop breathing while they sleep is called—