Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PH2001 Neuro > Paediatric neuro > Flashcards

Paediatric neuro Flashcards

1
Q

aim of assessment

A

provide a baseline picture of child, evaluate child abilities and inabilities, compare function to their chronological age- motor development, place child’s abilities within context of their environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

neurological system

A

children are growing initially the nervous system operates by reflex activity, neurological conditions may be congenital, developmental or acquired, distribution of tone will interrupt normal motor development

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

subjective assessment- PC and HPC

A

PC- may be referred as developmental delay, may prevent MSK problem, associated with cardiorespiratory problem
HPC- often present since birth, parents may be the only ones who have noticed a problem and in young children= developmental delay

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

subjective assessment- PMH

A

other associated conditions- epilepsy, hydrocephalus (swelling and pressure on brain), cardiorespiratory condition, shunt- release pressure and fluid on brain, corrective surgery- drug history

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

subjective assessment- SQ= birthing process and motor history

A

birthing- traumatic?, very important for many neurological conditions- cerebral palsy and developmental coordination disorder- premature
motor- head control (3/12, rolling- stronger on side- 4-6/12, sitting- 6-9/12, crawling- 9-12/12, walking 12-18/12

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

subjective assessment- social and cognitive history, family history

A

social- how well they sleep/eat, how are they getting on at school, friends?, eye contact?/speech?/ hearing?
family history- both parents present (living with grandparents? less attention- slower development), siblings? support networks? work commitments? access to a vehicle?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

subjective assessment- parents/child perceptions

A

do parents/child perceive there to be a problem? what are the parental and child goals?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

location

A

home- see child within their own context- may be most comfortable for child, child developmental centre= formal MDT assessment process, school- special/mainstream, clinic/hospital

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

objective assessment

A

start with obs- give toys and observe (make child comfortable), movement patterns, interactions- with therapist and parents?, analysis- aware of everything?, use of arms and legs- AROM/PROM/Tone, could get them to do development stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

fine motor skills

A

dependant on gross motor and visual development, delay in FMS has an effect on cognitive development- writing/ thinking/ puzzles/ sensory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

gross motor skills

A

are bigger movements- such as rolling over and sitting- that use large muscles in the arms/legs/torso and feet
at beginning and end of fine motor

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

objective assessment- items to include

A

GMS and FMS- age appropriate, ROM, muscle tone- MAS, associated reactions and primitive reflexes, muscle strength- need to make interesting enough for child to be entertained, volitional and involuntary movement- co-ordination- tap head and tap teddys head

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

how?- observations

A

general movement patterns against afe norms- GMS and FMS, observe interactions, observe at play, can and how do they get there?, can they maintain posture in sit/stand, asymmetrical symptoms, can they move within/without the postural set, do they demonstrate associated reactions or reflex activity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

how?- handling

A

ROM- contractures- fixed? and hypermobility
passive movements- stimulating tone
muscle tone- hypertonicity/spasticity, hypotonicity
muscle strength- oxford scale

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

how?- standardised assessment tools

A

normal motor milestones, chailey level of ability, gross motor function measure (GMFM), movement ABC test (MABC)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

how?- documentation

A

POMR- abilities, age appropriate behaviour, inabilities

individualised programme plan- person centred, highlights strengths and abilities, indicates areas of weakness

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

neurological and neuromuscular disorder

A

due to- insult on developing CNS pre/peri/postnatally, genetic or congenital conditions, trauma

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

conditions- cerebral palsy (CP)

A

a permeant impairment of movement and posture resulting from a non-progressive brain disorder due to hereditary factors or events during pregnancy, delivery, neonatal period and first 2-3/5 years of life, low birth weight, insult can occur pre/peri/post natally

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

CP classification

A

part of body- hemiplegia, diplegia, quadriplegia
type of tone- hypertonic (spasticity (80%), high reflexes) and dystonic- twisting and repetitive unplanned voluntary movement
hypotonic- athetoid- slow movement with extreme fluctuation, ataxic- uncoordinated and jerky movement, atresia- uncoordinated

20
Q

conditions- spina bifida (SB)

A

congenital abnormality in formation of spinal vertebrae, incidence decreases, it is caused by a lack of folic acid

21
Q

SB- types

A

Occulta- 1 or more vertebrae don’t form properly- gap small, cystica meningocele- were membranes around spinal cord push out into spine, cystidia myelomeningocele- most severe, both membrane and spinal cord push out of back

22
Q

conditions- hydrocephalus

A

increased CSF ventricles of brain, 75-80% S.B. myelomeningocele have hydrocephalus, treated by shunt
signs= headaches and changes in arousal/treatment, physio deal with changes post op

23
Q

conditions- (Duchenne) muscular dystrophy- DMD

A

one of most severely disabling childhood disorders, 1:3500 males, progressive genetic disease of boys, die in early 20’s from respiratory complications, gowers manoeuvre- weakness in legs and arms= lock out joints and use them as stability to climb up legs to stand up

24
Q

conditions- other

A

acquired head injury (AHI), learning disability

25
Q

physio intervention

A

24 hour- postural movement and management, encourage symmetry, prevent and treat deformities, facilitate movement and mobility, encourage functional independence

26
Q

prevention of deformity

A

standing- early and in correct alignment, passive stretches, positioning- in school and home, botox injections

27
Q

principles of care

A

access to a network of care with agreed pathways, intervention should be planned and discussed, individualised, goal focused programme developed in partnership with child/parent, condition should be monitored

28
Q

physical therapy

A

prompt assessment by a physio and whole necessary OT, 24 hour postural management, task focused activities in short intensive programmes, progressive muscle strengthening programme, botulinum toxin A- physio essential component of management

29
Q

orthoses

A

based on individuals needs and aimed at specific goals, pros and cons discussed with child, correctly fitted with education of child, parents/carers on checks and timetable for wearing, monitored by team

30
Q

oral drugs

A

diazepam- rapid relief for spasm and pain, Botulinum toxin A- focal spasticity, intrathecal baclofen- more widespread spasticity with postural/functional/ care difficulties

31
Q

surgery- orthopaedic

A

assessment of needs by paediatric orthopaedic surgeon in the team- management of spasticity, hip subluxation and dislocation, spinal deformity
selective dorsal rhizotomy GMFCS II or III

32
Q

motor development- newborn

A

prone- baby turns head to side, hips and knees flexed with legs under body, arms by side with elbows fully flexed,
4 types of skills- GMS/FMS/ language skills/ social skills, hands tightly disted, flailing movement at objects

33
Q

reflexes- rooting, suck, grasp

A

rooting- happens when the corner of a baby’s mouth touches the skin/nipple, suck- when the lips or cheek are tickled, the muscles coordinate to form a such response so that the child can suck and coordinate the muscles needed to ingest milk, grasp- stroking the palm of a baby’s hand causes the baby to close his or her fingers in a grasp

34
Q

reflexes- moro, tonic neck, stepping

A

moro- causes baby to extend arms,legs and fingers and arch when startled by a loud noise or other environmental stimuli
tonic neck- when a baby’s head is turned to one side, the arm on that side stretches out and the opposite arm bends up at the elbow
stepping- a baby appears to take steps or dance when held upright with his or her feet touching a solid surface

35
Q

motor development- 3 months

A

babies start to extend more, head control, flexed back in supported sitting, rolling from 4/12, grasp reflex, plays with hands in midline (visual input)

36
Q

motor development- 6 months

A

supine lift heads to see feet, braces shoulders on pull to sit, straight back in supported sitting, takes weight through legs in standing, prone support on extended arms, grasps toy within reach, take everything to mouth

37
Q

motor development- 9 months

A

sit independently, creep/commando crawls, achieve 4-point kneeling, pull to stand, gross pincer grasp- thumb to finger, transfers from one hand to hand, begin to manipulate toys

38
Q

motor development- 12 months

A

crawling well, cruising on furniture, may stand unsupported, walks with assistance, picks up small objects with pincer grip, holds spoon but cannot feed, plays pat-a-cake, manipulates toys

39
Q

motor development- 18 months

A

walks well, crouches, crude catching, stairs with help, palmper grasp or primitive tripod grasp, build tower of 3 cubes, turn pages- may be few at time, attempts to feed from spoon, hold cup in 2 hands

40
Q

motor development- 2 years

A

run safely, climbs and scoots, stairs- independent with rail, throws small ball and kicks, holding pencils nearer point/ tripod grasp, build towers of 6 blicks, turn pages singly, spoon feeds without spillage, showing hand preference

41
Q

motor development- 3 years

A

jump and stand on 1 leg for few secs, pedals tricycle, stairs alternate feet, catch and kick, threads beads on a string, use scissors, hand preference becomes more obvious

42
Q

treatment

A

playing games, multiple things to do- get bored easily, know children- what they like

43
Q

handling

A

ROM- contractures (fixed), hypermobility ,passive movements- stimulating tone, tone- environment, hypotonicity, muscle strength

44
Q

GMFC- levels I, II, III

A

I- walks without restrictions, limitations in more advanced GMS
II- walks without assistive devices, limitations in walking outdoors and in the community
III- walks with handheld assistive mobility devices, limitations in walking outdoors and in the community

45
Q

GMFC levels- IV, V

A

IV- self mobility with limitations; children are transported or use power mobility outdoors and in the community
V- self mobility is severely limited even with the use of assistive technology

PH2001 Neuro (17 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions