Children with Special Needs Flashcards

1
Q

What are some features of normal development?

A
  • Constant pattern
  • Sequential acquisition of skills
  • Median age vs limit age
  • Genetic factors
  • Environmental influences
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2
Q

What are the 5 aspects of child development?

A
  • Gross motor skills
  • Fine motor skills
  • Speech and language
  • Social, personal and activities of daily living
  • Performance and cognition
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3
Q

What is developmental delay?

A

Is when functional aspects of child’s development in one or more domain (motor, language, cognitive, social, emotional) are significantly delayed compared to expected level for age:

  • 2SD below mean of age-appropriate, norm-referenced testing
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4
Q

How is learning disability different from developmental delay?

A
  • Significant impairment in intellectual functioning and affects the persons ability to learn and problem solve in daily life
  • Nearly always been present since childhood
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5
Q

What does developmental delay present through?

A
  • Routine health surveillance
  • Parental concern
  • Professional contact – nursery/daycare
  • Opportunistic health contact
  • UK Healthy Child Programme (HCP)
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6
Q

What are different ways of assessing development?

A
  • History and examination
  • Prenatal, perinatal and postnatal events
  • Developmental milestones
  • The ‘red book’
  • Environmental, social and family history
  • Video recordings of child
  • Observations in clinic
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7
Q

What are some primary care assessment tools used for development monitoring?

A
  • ASQ (ages and stages questionnaire)
  • PEDS (parents evaluation of developmental status)
  • M-CHAT (checklist for autism in toddlers)
  • SOGS-2 (schedule of growing skills)
    • Most commonly used
    • Assessed children from 0-5 years
    • Assessed 9 key areas
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8
Q

What are some secondary care assessment tool for development delay?

A
  • Griffiths mental development scales
  • Bayley scales of infant development
  • Wechsler preschool and primary scales of intelligence
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9
Q

What are the 3 different ways to quantify developmental ability?

A
  • Delay
    • Global or isolated
  • Disorder
    • Abnormal progression and presentation such as autism
  • Regression
    • Loss of milestones
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10
Q

What parts of the history are particularly important for developmental delay?

A
  • FH of neurodevelopmental/genetic disorders
  • History of miscarriages
  • Prenatal, perinatal and neonatal course
  • Drugs and alcohol use in pregnancy
  • Developmental, behavioural, social and educational history
  • Record of medications
  • Past investigations
    • Metabolic/thyroid testing
    • Neuroimaging
    • Lead and iron screening
    • Growth records
    • Vision and hearing surveillance
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11
Q

What parts of the examination are important for developmental delay?

A
  • Head circumference
  • Dysmorphic features
  • Skin abnormalities
  • Movement quality
  • Ability to sit and stand from supine
  • Eye movements and eye examination
  • General examination
    • CVS, resp
  • Abdominal examination
  • Observation of behaviour
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12
Q

What are examples of common syndromes?

A
  • Down syndrome
  • Fragile X syndrome
  • Williams syndrome
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13
Q

What are some positive and negative red flag signs in terms of developmental delay?

A
  • Positive
    • Loss of developmental skills
    • Concerns regarding vision or hearing
    • Floppiness
    • No speech by 18-24 months
    • Asymmetry of movement
    • Persistent toe walking
  • Negative
    • Sit unsupported by 12 months
    • Walk by 18 months (boys) or 2 years (girls)
      • Check creatine kinase)
    • Run by 2.5 years
    • Hold objects in hand by 5 months
    • Reach for objects by 6 months
    • Points to objects to share interest by 2 years
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14
Q

When does absence of the following become a red flag sign:

  • speech
  • sitting unsupported
  • run
  • hold objects by hand
  • reach for objects
  • point to objects to share interest
A
  • Speech
    • 18 to 24 months
  • Sit unsupported
    • 12 months
  • Run
    • 2.5 years
  • Hold objects in hand
    • 5 months
  • Reach for objects
    • 6 months
  • Point to objects to share interest
    • 2 years
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15
Q

What are some common investigations for developmental delay?

A
  • Genetic testing
    • Chromosomal analysis (karyotype)
    • Fragile X, FISH, array
  • Creatine kinase
  • Thyroid screening
  • Metabolic testing
    • Amino and organic acids, ammonia, lactate
  • Ophthalmological examination
  • Audiology assessment
  • Consider congenital infection
  • Neuroimaging
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16
Q

What genetic testing is often used to investigate developmental delay?

A
  • Chromosomal analysis (karyotype)
  • Fragile X, FISH, array
17
Q

What are some common developmental problems in each area:

  • motor
  • sensory
  • language/cognitive
  • social/communication
A
  • Motor
    • Delayed maturation
    • Cerebral palsy
    • Developmental coordination disorder
  • Sensory
    • Deafness
    • Visual impairment
    • Multisensory impairment
  • Language/cognitive
    • Specific language impairment
    • Learning disability
  • Social/communication
    • Autism
    • Asperger syndrome
    • Elective mutism
18
Q

What is the general management for developmental delay?

A

MDT approach:

  • Developmental paediatrician
  • Speech and language therapist
  • OT/PT
    • Functional impairments and strengths
  • Psychologist
  • Social worker
  • Geneticist
19
Q

What are some local services for developmental problems?

A
  • Community paediatric clinics
  • Child development teams
  • MDT assessment
  • Therapy services
20
Q

When are children said to have additional support needs?

A

Child is said to have this if they need additional support with their education

21
Q

What does ASL stand for?

A

Additional support for learning

22
Q

What are some reasons a child might need additional support for learning?

A
  • Difficulties with mainstream approaches to learning
  • Disability or health needs such as motor or sensory impairment, learning difficulties or autistic spectrum disorder
  • Family circumstances
    • Such as young people who are carers or parents
23
Q

What are different kinds of unique plans for children with additional support needs?

A
  • Personal development plan (PDP)
  • Individualised educational plans (IEP)
  • Co-ordinated support plan (CSP)
    • Only legal document
  • Child’s plan
24
Q

What plan for additional support for learning is the only legal document?

A
  • Personal development plan (PDP)
  • Individualised educational plans (IEP)
  • Co-ordinated support plan (CSP)
    • Only legal document
  • Child’s plan
25
Q

What is on a personal development plan?

A
  • Plans how child learnings
  • Assesses progress
  • Allows action
26
Q

What is on an individualised educational plan?

A
  • Detailed plan for child’s learning
  • Contains specific, short term learning targets and the time scale for them to be reached
  • Targets are
    • Specific, measurable, achievable, relevant, timed
27
Q

What is the purpose of a co-ordinated support plan?

A
  • Legal document
  • Ensure all professionals helping child work together
  • Is for children in local authority school education and needing significant additional support
    • Complex or multiple needs
    • Needs likely to continue for >1 year
    • Support required by >1 agency
28
Q

What is the criteria to have a co-ordinated support plan?

A
  • Is for children in local authority school education and needing significant additional support
    • Complex or multiple needs
    • Needs likely to continue for >1 year
    • Support required by >1 agency
29
Q

What legislation is the childs plan apart of?

A
  • In line with the ‘Getting it right for every child’ (GIRFEC) approach
  • Part of the Children and Young People Act 2016
  • Created if child or young person needs extra support to meet their wellbeing needs such as access to mental health services or respite care
  • Contains information about
    • Why child needs support
    • Type of support needed
    • How long support should be provided
  • Can include a IEP or CSP
30
Q

What information is on a child’s plan?

A
  • In line with the ‘Getting it right for every child’ (GIRFEC) approach
  • Part of the Children and Young People Act 2016
  • Created if child or young person needs extra support to meet their wellbeing needs such as access to mental health services or respite care
  • Contains information about
    • Why child needs support
    • Type of support needed
    • How long support should be provided
  • Can include a IEP or CSP
31
Q

What is the long term outlook for children with developmental issues?

A
  • Depends on nature of problem
  • Acquisition skills
  • Social and emotional needs