Developmental milestones/delay 3 Flashcards

1
Q

What occurs in a brief neurological screen?

A

o Use common sense to avoid unnecessary examination
o Adapt it to the child’s age
o Take into consideration the parent’s account of developmental milestones
Watch child draw play or write
Language can speech skills
Posture and movement of limbs
Note tone when picking infant up and head control

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2
Q

What can toe walking suggest?

A

Often idiopathic
pyramidal tract (corticospinal) dysfunction
A foot drop (common or superficial peroneal nerve lesion)
Tight tendo- achilles due to a neuromuscular disease
Children with myopathy can develop tight achilles tendon due to weakness
Look at shoe pattern if unsure

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3
Q

What does a broad gate suggest?

A

due to an immature gait (normal in a toddler) or secondary to a cerebellar disorder
Proximal muscle weakness around the hip girdle can cause a waddling gait

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4
Q

What do cortical tract lesions give in movement?

A

a dynamic pattern of movement involving shoulder adduction, forearm pronation, elbow and wrist flexion with burying of the thumb, whereas internal hip rotation and flexion at the hip and knee and plantar flexion at the ankle give a characteristic circumduction pattern of lower limb movement

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5
Q

What do extrapyramidal lesions give?

A

Fluctuating tone, difficulty in initiating or involuntary movements, look for asymmetry

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6
Q

What are the abnormalities seen when asking children to go from lying down supine to standing?

A

Children up to 3 years of age will turn prone in order to stand because of poor pelvic muscle fixation; beyond this age, it suggests neuromuscular weakness (e.g. Duchenne muscular dystrophy) or low tone, which could be due to a central (brain) cause
The need to turn prone to rise or, later, as weakness progresses, to push off the ground with straightened arms and then climb up the legs is known as Gowers sign

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7
Q

How is coordination assessed?

A

o asking the child to build one brick upon another or using a peg-board, and do up and undo buttons, draw, copy patterns, write
o asking the child to hold his arms out straight and close his eyes, and then observing for drift or tremor (this is really looking for asymmetry, position sense, and neglect of one side with visual cues removed)
o finger–nose testing (use teddy’s nose to reach out and touch if necessary)
o rapid alternating movements of hands and fingers
o touching tip of each finger in turn with thumb
o asking the child to walk heel–toe, jump and hop.

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8
Q

What is Fogg’s test?

A

Looking for subtle asymmetries in gait
Children are asked to walk on their heels, the outside and then the inside of their feet
watch for the pattern of abnormal movement in the upper limbs

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9
Q

What suggests hypotonia in posture?

A

Sitting in a frog-like way

Abnormal posturing and extension suggests fluctuating tone (dystonia)

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10
Q

What suggests hypertonia in posture?

A

scissoring of the legs, pronated forearms, fisting, extended legs

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11
Q

What can cause muscle wasting?

A

secondary to cerebral palsy, meningomyelocele, muscle disorder or from previous poliomyelitis

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12
Q

What can increased muscle bulk indicate?

A

Duchenne muscular dystrophy, or myotonic conditions

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13
Q

What needs to be looked for in truncal tone?

A

o In extra-pyramidal tract disorders- the trunk and head tend to arch backwards (extensor posturing)
o In muscle disease and some central brain disorders, the trunk may be hypotonic- the child feels floppy to handle and cannot support the trunk in sitting
• Head lag  this is best tested by pulling the child up by the arms from the supine position

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14
Q

What do the reflexes show?

A

Brisk- anxiety or pyramidal disorder

Absent- neuromuscular problem or lesion within the spinal cord

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15
Q

What is seen in plantar responses?

A
  • In children the responses are often equivocal and unpopular as it is unpleasant- they are unreliable under 1 year of age
  • Upgoing plantar responses provide additional evidence of pyramidal dysfunction
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16
Q

What does sensation indicate?

A

Testing the ability to withdraw to tickle is usually adequate as a screening test
If loss of sensation is likely- e.g. meningomyelocele or spinal lesion (transverse myelitis, etc.) more detailed sensory testing is performed as in adults
In spinal and cauda equina lesions there may be a palpable bladder or absent perineal sensation

17
Q

What are the components of a pGALS exam?

A

Do you have an pain in your joints
Do you have an pain or trouble walking
Do you have an pain or problems dressing yourself
Assess gait
Assess arms (wasting, pronation and supination, fist etc)
Assess legs (lie down, check mobility, check knee for oedema)
Assess spine (stand and reach for toes)

18
Q

What are the milestones for speech at each age?

A

Newborn: starts to loud noise
3-4 months: Vocalises alone or when spoken to, coos and laughs
7 months: Turns to soft sounds out of sight
7-10 months: At 7 months uses sounds indiscriminately and discriminately at 10 months
12 months: Two or three words other than mama or dada
18 months: 6-10 words, shows two parts of body
20-24 months: Uses two or more words to make simple phrases
2.5-3 years: Talks constantly in 3-4 word sentences

19
Q

What are the limit ages of speech?

A
o	Polysyllabic babble- 7 months
o	Consonant babble- 10 months
o	Saying 6 words with meaning- 18 months
o	Joins words- 2 years
o	3-word sentences- 2½ years
•	A child may have a deficit in either receptive or expressive speech and language, or both- the deficit may be a delay or a disorder
20
Q

What can speech and language delay be due to?

A
o	Hearing loss
o	Global developmental delay
o	Difficulty in speech production from an anatomical deficit-e.g. cleft palate
o	Environmental deprivation
o	Normal variant/familial pattern
21
Q

What can speech and language disorder be due to?

A

o Language comprehension
o Language expression- inability to produce speech whilst knowing what is needing to be said
o Phonation and speech production such as stammering, dysarthria or verbal dyspraxia
o Pragmatics (difference between sentence meaning and speakers meaning), construction of sentences, semantics, grammar
o Social/communication skills- autistic spectrum disorder

22
Q

What are the social, emotional and behavioural developmental milestones?

A

6 weeks: smiles responsively
6-8 months: puts food in mouth
10-12 months: waves bye-bye, plays peek-a-boo
12 months: drinks from a cup with 2 hands
18 months: holds spoon and gets food to mouth
18-24 months: symbolic play
2 years: dry by day, pulls off some clothing
2.5-3 years: parallel play, takes turn, interactive play evolving

23
Q

What are the limit ages for behavioural milestones?

A
8 weeks: smiles
10 months: fear of strangers
18 months: feeds self/spoon
2-2.5 years: symbolic play
3-3.5 years: interactive play