Level 1 - Development/Behaviour Flashcards

1
Q

What is Down’s syndrome?

A
  • Trisomy of chromosome 21
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2
Q

Epidemiology of Down’s syndrome?

A
  • Commonest cause of learning disability
  • Most common chromosomal abnormality
  • Life expectancy 55 years
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3
Q

Risk factors for Down’s syndrome?

A
  • Increased maternal age
  • Family history
  • Aetiology
  • Non-dysjunction of c21 at meiosis
  • Rarer – Robertsonian translocation or mosaicism
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4
Q

Features of Down’s syndrome birth?

A
  • Increased rate of spontaneous miscarriage - Presents at birth

 Hyperflexibility, hypotonia

 Bradycephalc, oblique palpebral fissures, epicanthic folds, ring of iris speckles

 Low set ears, flat nasal bridge, protruding tongue, high arched palate

 Single palmar crease

 Short broad hands

 Wide sandal gap between first and second toes

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5
Q

Other features in Down’s syndrome?

A
  • Low IQ (25-70)
  • Hearing loss
  • Cataracts
  • Duodenal or anal atresia
  • ASD, VSD, Fallot’s Tetralogy
  • Hypothyroidism
  • DDH
  • Leukaemia
  • Almost all develop Alzheimer’s disease by 40 years
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6
Q

Screening available in Down’s syndrome?

A

o Offered to all women at booking

o Combined test has detection rate of 85%

o A risk of 1:150 or less is classed as high risk and offered invasive diagnostic testing

o Blood sample (10-14 weeks)

 Measures beta-hCG, PAPP-A, AFP, uE3

o USS – Nuchal translucency (11-14 weeks)

 Measure the size of the nuchal pad at the nape of the fetal neck

 Straightforward but has 20% false-positive rate

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7
Q

What is the next step after high risk combined test? What is the NIFT? Invasive diagnostic testing in Down’s syndrome?

A

If high risk combined test, NIPT screening test offered If NIPT positive (<1:100) then invasive diagnostic testing is offered

o Non-invasive prenatal test

  • Detection rate of 99% which screens for Down’s, Edwards and Patau
  • Taking blood sample from mother and looking at foetal DNA

o Either chorionic villus sampling (if less than 13 weeks of gestation) or amniocentesis (if beyond 15 weeks of gestation)

o These procedures carry a risk of miscarriage (0.5-1% excess miscarriage risk for amniocentesis)

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8
Q

Management of Down’s syndrome?

A
  • Genetic counselling offered prenatally
  • Refer for cardiac assessment, hip USS and audiology

6 weeks - NIPE+ developmental + CV exam + check cataracts

3 & 6 months - follow up

8-10 months - hearing test

  • Put parents in contact with a support organisation such as the Down’s Association
  • Long-term follow up by a MDT.
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9
Q

What annual testing is needed in Down’s syndrome? What is it like living with Down’s syndrome?

A
  • Annually test TFT- hypothyroid
  • Audiology from 18 months - then annually
  • Ophthalmic assessment 1-2yearly

Spectrum of disability - on one end, some can lead rich and varied lives (independent, jobs, relationships and marriage) but on the other end they can have severe disability and associated problems

Advances in medical care means people with Down’s can live longer, into 50’s or 60’s depending on level of impairment

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10
Q

Define squint?

A
  • A squint (strabismus) is a misalignment of the visual axes. That is, both eyes are not directed at an object at the same time
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11
Q

What is a pseudo squint?

A
  • A pseudo squint is the impression of misaligned eyes when no squint is present. For example, prominent epicanthic fold
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12
Q

Epidemiology of squint?

A
  • 2% of children have squints
  • 60% esotropia
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13
Q

Aetiology of a squint?

A

o Idiopathic

o Refractive error

o Visual loss

 Retinoblastoma, cataract, ocular movements, optic neuropathy

o Cerebral palsy

o Abnormal extra-ocular muscles of innervation

o Cranial III, IV, VI palsies

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14
Q

Risk factors for squint?

A

o Low birth weight

o Prematurity

o Smoking

o Anisometropia, hypermetropia

o FHx

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15
Q

What are the two types of squint?

A

o A manifest squint (a ‘tropia’)

 A squint present when eyes are open and being used so that when one eye views the object of interest, the other eye is deviated

 This may be constant, or intermittent when the squint is present only some of the time

o A latent squint (a ‘phoria’)

 A squint that is present only when the use of the two eyes together is interrupted (‘dissociated’)

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16
Q

Describe the directions of a squint?

A

o Horizontal deviation

 Esotropia or esophoria (convergent squint), or exotropia or exophoria (divergent squint).

o Vertical deviation

 Hypertropia (upward squint) or hypotropia (downward squint)

o Combined

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17
Q

Describe the squint in relation to eye position?

A

o Comitant (concomitant) squint

 Degree of deviation does not vary with the direction of gaze

 This is typical of most childhood squints

 This equates to no paralysis or limitation of eye movements but the balance between the muscles in the two eyes has been lost.

o Incomitant (non-comitant) squint

 The degree of deviation varies with the direction of gaze

 This may indicate an acquired neurological or muscular disease-causing paresis or paralysis of one or more of the extra-ocular muscles resulting in limitation of eye movements.

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18
Q

Describe squints in relation to accommodation reflex?

A

o Accommodative

 A squint that occurs, or is more obvious, when the child is accommodating and focusing on an object

 The child is typically hypermetropic (long-sighted) and the squint can be reduced or corrected if the refractive error is corrected with glasses

o Non-accommodative

 A squint where either there is no significant hypermetropia, or if hypermetroia is present there is no change in the angle of the squint with appropriate glasses.

19
Q

How to assess a squint?

A

General inspection

Corneal light reflex

Red reflex test

Cover Test/Uncover Test

Alternate cover test

Cranial nerve Exam

20
Q

Features of general inspection in squint assessment?

A

o Look for any asymmetry in eye position and ocular abnormalities

21
Q

Features of corneal light reflex test in squint assessment?

A

o Pen-torch held at 30cm, light reflection should appear in same position in two pupils

o If not, a squint is present

22
Q

Features of red reflex test in squint assessment?

A

o Using ophthalmoscope, visualise red reflex from 30cm and should be identical in shape, size and colour

23
Q

Features of cover/uncover test in squint assessment?

A

o Ask child to fix on object, cover the good eye and watch squinting eye fix

o Done at 33cm and 6m

o As the cover is introduced over one eye, watch the uncovered eye for any movement. Then repeat, covering the other eye. In a manifest squint when the straight eye is covered, the squinting eye will have to move to align with the fixation objection

o If no manifest squint is found then proceed to look for a latent squint

24
Q

Features of alternate cover test in squint assessment?

A

o As the child fixes on the toy, cover one eye for about three seconds, then alternate cover rapidly over each eye, and watch for any movement of the eye that has just been uncovered

o In latent squint (phoria) the eye will drift under the cover, on removing the cover the eye will straighten to regain binocular vision

25
Q

Features of cranial nerve exam in squint assessment?

A

o Ocular movements

o Check visual acuity

o Fundoscopy

o Accomodation reflex

26
Q

When to refer a potential squint?

A
  • Refer any child with a suspected or confirmed squint to the local paediatric eye service
  • The earlier treatment , the better the outcome to prevent amblyopia
27
Q

Management of a squint?

A

o Corrective Glasses

o Occlusion of normal eye

 With patch or occlusive glasses

 Penalisation alternative where normal eye blurred by atropine drops

o Eye exercises

o Surgery

 Altering point of insertion of an extra-ocular muscle into sclera, or by shortening an extra-ocular muscle Botulinum Toxin

28
Q

Complications of squint?

A
  • Amblyopia
  • Failure to develop binocular
  • Compensatory head postures
  • Poor eye contact
  • Social and psychological problems
29
Q

Define behaviour?

A
  • Behaviour serves a purpose and is modified according to outcome
  • Change environment to change behaviour
30
Q

Describe 4 forms of operant conditioning?

A

o Reinforcement

 Positive Reinforcement – Give something, increases frequency (reward)

 Negative Reinforcement – Taking away, increases frequency (escape)

o Punishment

 Positive punishment – Giving something, decreases frequency (penalty, chores)

 Negative punishment – taking something away, decreases frequency (sanction, remove xbox)

31
Q

When is behaviour management useful?

A

o Eating, sleeping, wetting, soiling

o Anti-social behaviour

o Phobias (school refusal)

32
Q

What part of history is important in mealtime problems?

A

o Nutrition

o Discipline and parenting

o How much food is eaten between meals?

33
Q

What parts of history important to ask in child not settling problem?

A

o Sleeping in other parts of day?

o Disturbed sleep/wake cycle

o Separation anxiety

o Overstimulated in evenings

o Kept awake – TV in bedroom, siblings

o No bedtime routine

34
Q

How to investigate the problem behaviour?

A

Explore problem

Construct formulation

Plan with family

35
Q

What things to explore to find the problem in behavioural problems?

A

a. What is the problem?
b. Question until you can reconstruct the problem in your own mind
c. How long?
d. How severe?
e. Who is affected?
f. What else is going on?
g. Why this child?

36
Q

How to construct formulation in behavioural problems?

A

a. Antecedents, behaviour, consequences

37
Q

How to plan with family to implement behavioural problems?

A

a. Involve parent and child
b. Specific
c. One behaviour at a time
d. SMART goals

38
Q

Principles of behavioural management?

A

o Clear, immediate, consistent, contingent

o Remember some punishments can be reinforcing

39
Q

General tips in behavioural management?

A

o Calm environmental, consistent (parents, time), boundaries

o Warn parents that it may get worse before better when introducing new behaviours

o Encourage good behaviours

40
Q

Describe star chart and how it works?

A

 Powerful tool to change behaviour

 Choose behaviour you want to change

 Set up chart with style that is suitable

  • Child creates own chart, photo of reward
  • Make it visible

 Child collects stickers or tokens for the chart each time they behave the way you want

 Reward based on the number of stickers she has gathered

 Positive reinforcement

 Shows they have done a good job and keeps him motivated

 Can give gifts or treats (small value) after a certain number of stars to encourage perseverance

41
Q

Describe time out and how they work?

A

 Somewhere neutral

 Not child’s bedroom

 1 minute per year of the child’s age

 Negative punishment

42
Q

What parent education may be useful in behavioural management?

A

o Psychoeducation, increasing acceptable behaviour, setting clear expectations, strategies for avoiding trouble

43
Q

What specific advice should be given in meal refusal?

A

o Allow reasonable choice of food

o Avoid confrontation at mealtimes

o Develop relaxed atmosphere

o Use favourite foods as a reward – reward compliance of mealtimes

o Reduce eating between meals

44
Q

What specific advice should be given in toddler tantrums?

A

o Tell child directly what you want them to do, praise compliance, simple incentives

o Avoid threats that cannot be carried out Ignoring tantrums