Clinical Implications of OTHER Common Movement Disorders Flashcards
Why is it better to perform an initial examination in a natural environment for a child with an intellectual disability?
It is difficult to generalize the child’s motor skill outside of an environment they are not used to
List some conditions in which the child may /will have an intellectual disability?
Autism, cerebral palsy, down syndrome, etc.
What is important to include in your examination of a child with an intellectual disability?
- Sensory testing
- Cognitive testing
- Standardized outcome measures
What is examined during sensory testing?
The child’s ability to monitor intensity of sensory input and modulate responses (visual, auditory, tactile, vestibular, self stimulation)
What is examined during cognitive testing?
The child’s ability to follow commands, the amount of time required for response selection, the ability to choose appropriate motor plan, and attention to the task
Which standardized outcome measures are appropriate for a child with intellectual disability?
- PDMS-2
- PEDI
- M-ABC
Why may there be some challenges when administering standardized outcome measures to a child with an intellectual disability?
May have trouble maintaining standardization. Many SOMs require specific instructions and only allow a limited number of attempts. A child with and ID may not be able to understand instructions.
What is determined during patient evaluation?
Strengths and needs of the patient based on results of subjective and objective examination
What is the prognosis/plan of care for a child with an intellectual disability?
- Depends on severity of cognitive delay
- Motor skills will develop at a slower rate
- More repetition is required
- Functional skills can typically be achieved
What are three important things to consider when treating a child with an intellectual disability?
- Needs/expectations of the patient and family
- Neuromuscular, musculoskeletal, and cardiopulmonary impairments related to their diagnosis
- Adaptions to intervention strategies that address cognitive impairments
What modifications can be made to interventions in order to enhance learning for a child with an intellectual disability?
- Performed in natural environments
- Part practice transitioning to whole practice
- Allow time for response after commands, be patient
- Highly repetitive task specific activities
- Positive reinforcement
- Constant practice transitioning to variable practice
True or False
Children with learning disabilities have lower levels of cognitive functioning than their typically developing peers
False
Children with learning disability have typically or even higher levels of cognitive functioning, they just learn differently than others
What does it mean for a child to have a learning disability?
It means they have one or more disorders out of a heterogenous group that are characterized by difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. They have impaired learning but average intelligence.
How are different learning disabilities categorized?
By the type of information processing that is challenged such as input, integration, storage, or output
List some examples of conditions associated with learning disabilities
ADHD, dyslexia, hearing-impairments, depression, anxiety, dyspraxia, non-verbal learning disorder, etc.
What is the DSM-5 diagnostic criteria for austism?
- Persistent deficits in social communication and social interaction
- Restricted repetitive patterns of behavior, interests, or activities
- Symptoms present in early development
- Symptoms cause clinical impairment in social, occupational, or other important areas of function
- Challenges are not better explained by other intellectual disability
What is important to include in the examination of a child with autism?
- Musculoskeletal, neuromuscular, cardiopulmonary testing
- Sensory testing
- Cognitive testing
- Behavioral considerations (how does self-stimulating behavior interfere with function?)
- Gait assessment
- Standardized outcome measures
What standardized outcome measures are appropriate for a child with austism?
- TGMD-3
- MABC-2
- SFA
- PEDI
What is determined during evaluation of a child with autism?
Strengths and needs of the child: sensory dysfunction, poor strength, decreased tone impacting coordination and motor planning in higher gross motor function, and level/type of communication delay
How early can a diagnosis of autism be made, and what are characteristics of the motor diagnosis?
- Diagnosis can be made as early as 2 years old, but may not have a true medical diagnosis until later on
- Motor diagnosis is characterized by developmental delay or developmental coordination disorder (DCD)
