CHAPTER 9: MANAGEMENT OF INJURIES AND
ACUTE ILLNESS
Answers to Review Questions
ANSWERS TO CHAPTER REVIEW
A. By Yourself
1. Answers to the completion exercise:
a. breathing b. emergency
2. The Good Samaritan Law protects individuals from liability when they administer
3. A kerosene-like odor will be evident on the child’s breath if a petroleum-based product has
4. Burns are classified according to the depth of injury. First degree burns cause surface skin to
become red and painful; treatment involves quickly cooling the area with water. Second
degree burns cause the skin’s surface to become red, blistered, and painful; treatment
B. As a Group
1. Signs of severe head injury may develop within the first few hours or up to 48 hours
following a blow. Internal bleeding and/or swelling may develop slowly and cause delayed,
2. a). Nosebleed: place the child in an upright position, put on disposable gloves and pinch
nostrils together for at least 5 minutes. When bleeding has stopped, carefully dispose of any
bloody materials, remove and discard gloves, and wash hands thoroughly.
b). Seizure: call for emergency medical assistance if: a). this is the child’s first seizure; b). if
3. Coughing is often sufficient to expel the object on which a child may be choking. However,
4. In many instances, the symptoms of these diabetic complications are opposites. For example,
the onset of hypoglycemia is fairly quick and the child’s skin is cool, pale and clammy.
ANSWERS TO CASE STUDY
1. Tyrell should ask someone to call 911 if there is any question about Jade’s history of
1. If Jade has a known seizure disorder it would not have been necessary to call 911 unless and
3. The child’s family should be notified immediately so that they are aware of the situation and
can be involved in any decision-making.
4. Assuming the child has a history of seizures, emergency medical personnel should be called
if a seizure lasts longer than 3 to 4 minutes or if the child is having difficulty breathing.
ADDITIONAL QUESTIONS FOR DISCUSSION
1. In what ways do schools and early childhood programs fulfill their obligation to provide
emergency/first aid care and protect children’s safety?
2. What are the signs of accidental poisoning? What feature(s) help to determine if the ingested
poison was an acid/alkali? How does the emergency treatment differ?
3. Describe the difference between heat exhaustion and heat stroke. How does the first aid
treatment differ?
4. What foods and items pose a choking risk for young children?
5. What is the ‘recovery position’ and when would it be used?
ADDITIONAL APPLICATION ACTIVITIES
The following exercises are designed for instructors to assign as individual or group projects.
1. Make arrangements to spend at least one hour with a 911 operator in an emergency dispatch
office. Prepare a brief report describing your experience and address the following questions.
Why is it important to remain calm and to stay on the line when placing an emergency call?
What information should you be prepared to give to the dispatcher? Why shouldn’t you hang up
after making a report? What emergency telephone numbers are essential for schools and early
childhood programs to keep posted?
2. Visit a local bike shop or large retail store where bicycle helmets are sold. Before you go,
check the Consumer Product Safety Commission (CPSC) or Bicycle Helmet Safety Institute
3. What steps can teachers take to protect themselves from exposure to blood-borne pathogens?
Where can teachers locate current information about these diseases? What is OSHA, and what
role does it play in establishing safe workplace conditions?