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Rob's RDA > Child development > Flashcards

Child development Flashcards

1
Q

Give examples of Standardised developmental assessment

A

SOGSII, Griffiths

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2
Q

What questions might be asked in hisotry- antenatal

A

illnesses/infections; medications; drugs; environmental exposures

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3
Q

What questions might be asked in hisotry- birth

A

prematurity, Prolonged/complicated labour

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4
Q

What questions might be asked in hisotry- postnatal

A

illnesses/infections; Trauma

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5
Q

What questions might be asked in consanguinity- postnatal

A

increases chances of chromosomal or autosomal recessive conditions

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6
Q

What features might be examined in growth paraemters for child develoment

A

height, weight and head circumference

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7
Q

What is childhood development

A

global impression of a child which encompasses:

growth,
increase in understanding,
acquisition of new skills and
more sophisticated responses and behaviour.

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8
Q

4 domains of hcilhood development

A

(1) gross motor and posture;
(2) fine motor and vision;
(3) language and hearing; and
(4) social, emotional and behaviour.

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9
Q

Outline the rate of child development

A

t follows a constant pattern, although at variable rates, among children.

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10
Q

What does developmental progress depend on

A

interplay between biological and environmental influences.

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11
Q

What is a limit age

A

The age by which they should have been achieved = 2 standard deviations from the mean. They indicate cause of major concern.

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12
Q

How can developmental progress be measured

A

monitored or identified either through developmental screening or by the use of standardised developmental tools

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13
Q

What is abnormal development

A

slow acquisition of skills and follows three main patterns

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14
Q

What 3 main patterns does absnormal development occur in

A

(1) slow but steady; (2) plateau; and (3) regression.

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15
Q

Give an example of a biological factor impacting child development

A

folate deficiency increases the risk of neural tube defects in utero which, in its most severe form, can result in limb paralysis, neurogenic bladder and bowel; and intellectual impairment.

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16
Q

How can children present with developmental concerns

A

through:
(i) identification of antenatal or postnatal risk factors;
(ii) developmental screening; or
(iii) concerns raised by parents or other healthcare professionals.

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17
Q

When should smiling happen

A

6 weeks

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18
Q

When might stanger anxiety occur

A

Emerge at 9 months,

established at 12 months

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19
Q

When might a child point to indicate wants

A

12 months

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20
Q

From when might a child wave bye bye

A

9 moths

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21
Q

When might a child use a spoon/’talk’ on telephone/’help’ in sweeping etc. (mimicry)

A

18 months

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22
Q

When can a child remove some clothes

A

2 years

23
Q

When can a child eat with fork and spoon/pt on clothing/perhaps toilet trained

A

3 years

24
Q

When does a child become still inr esponse to sound. When might they turn to sound

A

6 weeks (becomes still)

3 months (turns)

25
Q

When might a child:

vocalise,

2 sylable babble,

tallk in short sentences that a stranger can understand

One or two words

6-12 words

Join 2-3 words/knows some body parts/identiies objectis in pics

A

vocalise= 6 months

2 sylable babble=9 months

tallk in short sentences that a stranger can understand= 3 yr

One or two words+imitates adult sounds =12 months

6-12 words=18 months

Join 2-3 words/knows some body parts/identiies objectis in pics= 2 years

26
Q

When can a child:

hold object placed in hand

Palmar grasp, transfer object hand to hand

put block in cup

build tower of 9 cubes/copy circle

build tower of 6-7 cubes

fix and follow

Build tower of 2-4 cubes

pincer grasp/index giner approach/bang 2 cuubes together

A

hold object placed in hand: 3 months

Palmar grasp, transfer object hand to hand: 6 months

put block in cup: 12 montshs

build tower of 9 cubes/copy circle: 3 years

build tower of 6-7 cubes: 2 years

fix and follow

Build tower of 2-4 cubes: 18 months

pincer grasp/index giner approach/bang 2 cubes together: 9 months

27
Q

When does hand preference emerge

A

18 months

28
Q

When does a child:

walk well/run

stand briefly on 1 foot/climb stairs one foot per step

Crawl/sits steadily when unsupported and pivots

Head level with body in ventral suspension

Hold head at 90 degrees in ventral susepsnin

No head lag on pull to sit, sits with support, in prone position lifts up on forearms

Pulls to stand/cruises, may stand alone briefly, may walk alone

Kick ball, climbs stairs two feet per step

A

walk well/run: 18 months

stand briefly on 1 foot/climb stairs one foot per step: 3 years

Crawl/sits steadily when unsupported and pivots: 9 months

Head level with body in ventral suspension: 6 weeks

Hold head at 90 degrees in ventral susepsnin: 3 months

No head lag on pull to sit, sits with support, in prone position lifts up on forearms : 6 moths

Pulls to stand/cruises, may stand alone briefly, may walk alone: 12 months

Kick ball, climbs stairs two feet per step : 2 years

29
Q

Common developental problems

A

Cerebral palsy,

autism,

Attention deficit hyperactivity disorder

Learning disability

30
Q

Define cerebral palsy

A

disorder of movement and posture arising from a non-progressive lesion of the brain acquired before the age of 2 years.

31
Q

When is most cerebral palsy caused

A

Most causes (~80%) are antenatal

32
Q

T/F cerebral palsy, if caused antenatally, will not progress throughout life

A

Well it’s not progressive,

BUT

Presentation may evolve and vary with age

33
Q

Problems assocated with cerebral palsy

A

learning difficulties, epilepsy, visual impairment, hearing loss, feeding difficulties, poor growth, and respiratory problems.

34
Q

Aims of management in cerbral alsy

A

minimise spasticity and manage associated problems

35
Q

Look at the different problems and services assocaited with erebral palsy

A

……

36
Q

Who is autism more common in

A

Boys>girls

37
Q

When does autism spectrum disorder usually present

A

2 – 4 years of age

38
Q

Feautres of autism

A
  1. Impaired social interaction
  2. Speech and language
  3. mposition of routines with ritualistic and repetitive behaviour
39
Q 
Comorbidity for  
Child Development
Child Development
100%
I.
The Clinical Approach

II.
Management

III.
Summary of some common/typical developmental problems

IV.
References

V.
Summary

VI.
Review of normal development

VII.
Abnormal Development

Child Development
Summary of some common/typical developmental problems
Cerebral palsy
A disorder of movement and posture arising from a non-progressive lesion of the brain acquired before the age of 2 years.
Incidence 1-2 per 1000 live births
Most causes (~80%) are antenatal
Presentation may evolve and vary with age
Associated problems exist – learning difficulties, epilepsy, visual impairment, hearing loss, feeding difficulties, poor growth, and respiratory problems.
Management
Aim is to minimise spasticity and manage associated problems

Figure 8.2 Summary of some common/typical developmental problems

List of common/typical developmental problems

Autism spectrum disorder

A

learning and attention difficulties, and epilepsy

40
Q

Management for Autism spectrum disorder

A

Intensive support for child and family

41
Q

Diagnositc criteria for ADHD

A

(1 )Inattention; (2) Hyperactivity; (3) Impulsivity; (4) Lasting > 6 months; (5) commencing < 7 years and inconsistent with the child’s developmental level

42
Q

In what conditions should the ADHD criteria be present for diagnosis

A

in more than one setting, and cause significant social or school impairment.

43
Q

As well as diagnostic criteria, what else is seen in ADHD children

A

increased risk of: conduct disorder, anxiety disorder & aggression

44
Q

Risk factros for ADHD

A

Boys > girls, ratio 4:1; Learning difficulties and developmental delay, neurological disorder

45
Q

Neurological disorders increasing risk of ADHD

A

epilepsy, cerebral palsy; first-degree relative with ADHD; family member with depression, learning disability, antisocial personality or substance abuse

46
Q

What happens to chilren with ADHD in adulthood

A

significant proportion of children with ADHD will become adults with antisocial personality and there is an increased incidence of criminal behaviour and substance abuse.

47
Q

Management of ADHD

A

Psychotherapy

Family therapy

Drugs – I

Diet – Some children benefit noticeably from exclusion of certain foods from their diet, e.g. red food colouring

48
Q

How could ADHD be managed- psychotherapy

A

Behavioural therapy

49
Q

How could ADHD be managed- drugs

A

If behavioural therapy alone insufficient; stimulants, e.g. methylphenidate (Ritalin), amphetamines (dexamphetamine)

50
Q

What might learning disability present with

A

reduced intellectual functioning, delay in early milestones, dysmorphic features, ± associated problems (epilepsy, sensory impairment, ADHD)

51
Q

Causes of learning disability

A

(i) chromosome disorders (30%);
(ii) other identifiable syndromes (20%);
(iii) postnatal cerebral insults (20%);
(iv) metabolic or degenerative diseases (1%)

52
Q

Classification of learning disability

A

mild, moderate, severe or profound

53
Q

T/f every child with learning disability there is a clear cause

A

F: 25% of children with severe learning disability have no identifiable cause

54
Q

Management of learning disability

A

stablishing a diagnosis and input from the multidisciplinary team with long term follow up.

Rob's RDA (10 decks)

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