Child development Flashcards
Give examples of Standardised developmental assessment
SOGSII, Griffiths
What questions might be asked in hisotry- antenatal
illnesses/infections; medications; drugs; environmental exposures
What questions might be asked in hisotry- birth
prematurity, Prolonged/complicated labour
What questions might be asked in hisotry- postnatal
illnesses/infections; Trauma
What questions might be asked in consanguinity- postnatal
increases chances of chromosomal or autosomal recessive conditions
What features might be examined in growth paraemters for child develoment
height, weight and head circumference
What is childhood development
global impression of a child which encompasses:
growth,
increase in understanding,
acquisition of new skills and
more sophisticated responses and behaviour.
4 domains of hcilhood development
(1) gross motor and posture;
(2) fine motor and vision;
(3) language and hearing; and
(4) social, emotional and behaviour.
Outline the rate of child development
t follows a constant pattern, although at variable rates, among children.
What does developmental progress depend on
interplay between biological and environmental influences.
What is a limit age
The age by which they should have been achieved = 2 standard deviations from the mean. They indicate cause of major concern.
How can developmental progress be measured
monitored or identified either through developmental screening or by the use of standardised developmental tools
What is abnormal development
slow acquisition of skills and follows three main patterns
What 3 main patterns does absnormal development occur in
(1) slow but steady; (2) plateau; and (3) regression.
Give an example of a biological factor impacting child development
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.
How can children present with developmental concerns
through:
(i) identification of antenatal or postnatal risk factors;
(ii) developmental screening; or
(iii) concerns raised by parents or other healthcare professionals.
When should smiling happen
6 weeks
When might stanger anxiety occur
Emerge at 9 months,
established at 12 months
When might a child point to indicate wants
12 months
From when might a child wave bye bye
9 moths
When might a child use a spoon/’talk’ on telephone/’help’ in sweeping etc. (mimicry)
18 months
When can a child remove some clothes
2 years
When can a child eat with fork and spoon/pt on clothing/perhaps toilet trained
3 years
When does a child become still inr esponse to sound. When might they turn to sound
6 weeks (becomes still)
3 months (turns)
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
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
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
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
When does hand preference emerge
18 months
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
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
Common developental problems
Cerebral palsy,
autism,
Attention deficit hyperactivity disorder
Learning disability
Define cerebral palsy
disorder of movement and posture arising from a non-progressive lesion of the brain acquired before the age of 2 years.
When is most cerebral palsy caused
Most causes (~80%) are antenatal
T/F cerebral palsy, if caused antenatally, will not progress throughout life
Well it’s not progressive,
BUT
Presentation may evolve and vary with age
Problems assocated with cerebral palsy
learning difficulties, epilepsy, visual impairment, hearing loss, feeding difficulties, poor growth, and respiratory problems.
Aims of management in cerbral alsy
minimise spasticity and manage associated problems
Look at the different problems and services assocaited with erebral palsy
……
Who is autism more common in
Boys>girls
When does autism spectrum disorder usually present
2 – 4 years of age
Feautres of autism
- Impaired social interaction
- Speech and language
- mposition of routines with ritualistic and repetitive behaviour
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
learning and attention difficulties, and epilepsy
Management for Autism spectrum disorder
Intensive support for child and family
Diagnositc criteria for ADHD
(1 )Inattention; (2) Hyperactivity; (3) Impulsivity; (4) Lasting > 6 months; (5) commencing < 7 years and inconsistent with the child’s developmental level
In what conditions should the ADHD criteria be present for diagnosis
in more than one setting, and cause significant social or school impairment.
As well as diagnostic criteria, what else is seen in ADHD children
increased risk of: conduct disorder, anxiety disorder & aggression
Risk factros for ADHD
Boys > girls, ratio 4:1; Learning difficulties and developmental delay, neurological disorder
Neurological disorders increasing risk of ADHD
epilepsy, cerebral palsy; first-degree relative with ADHD; family member with depression, learning disability, antisocial personality or substance abuse
What happens to chilren with ADHD in adulthood
significant proportion of children with ADHD will become adults with antisocial personality and there is an increased incidence of criminal behaviour and substance abuse.
Management of ADHD
Psychotherapy
Family therapy
Drugs – I
Diet – Some children benefit noticeably from exclusion of certain foods from their diet, e.g. red food colouring
How could ADHD be managed- psychotherapy
Behavioural therapy
How could ADHD be managed- drugs
If behavioural therapy alone insufficient; stimulants, e.g. methylphenidate (Ritalin), amphetamines (dexamphetamine)
What might learning disability present with
reduced intellectual functioning, delay in early milestones, dysmorphic features, ± associated problems (epilepsy, sensory impairment, ADHD)
Causes of learning disability
(i) chromosome disorders (30%);
(ii) other identifiable syndromes (20%);
(iii) postnatal cerebral insults (20%);
(iv) metabolic or degenerative diseases (1%)
Classification of learning disability
mild, moderate, severe or profound
T/f every child with learning disability there is a clear cause
F: 25% of children with severe learning disability have no identifiable cause
Management of learning disability
stablishing a diagnosis and input from the multidisciplinary team with long term follow up.
