Trastornos neurodesarrollo con enfoque neonatal - Dr. Gelacio Jiménez Blanco 2018
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The document discusses neurodevelopmental disorders from a neonatal perspective. It covers several topics: - Child and adolescent development is not linear, occurring in rapid periods interspersed with quiet periods, influenced by genes and environment. - Several theorists are discussed that proposed stages of development, including Freud, Erikson, Piaget, and Bowlby/Ainsworth and their theories related to psychosexual, psychosocial, cognitive and attachment development. - Proper neurodevelopmental follow-up of at-risk newborns is important to understand if intervention is needed, plan support, and inform public health programs. Development occurs across multiple interconnected domains.
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Trastornos neurodesarrollo con enfoque neonatal - Dr. Gelacio Jiménez Blanco 2018
- 1. Trastornos del neurodesarrollo: enfoque neonatal Dr. Gelacio Jiménez Blanco
- 2. Desarrollo infantil y adolescente • No tiene un avance lineal continuo • Periodos de desarrollo rápido, intercalados con quietud • Interacciones entre los genes y el medioambiente, entre el niño y sus cuidadores • Se han identificado estadios específicos del desarrollo basados en tareas concretas (indispensables en etapas posteriores) Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 3. Sigmund Freud (1856-1939) • Teoría de los impulsos • Teoría de la sexualidad infantil • Los estadios se basan en el área del cuerpo que constituye el centro libidinoso del niño • Oral • Anal • Fálica • Para llegar a adulto sano, se requiere la resolución eficaz de cada una de las fases Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 4. Erik Erikson (1902 – 1994) • Teoría psicoanalítica en las fases del desarrollo • Observó a niños jugar, almnos de Harvard y una tribu de nativos americanos • Postuló que problemas en adulto se originan de conflictos en la infancia no resueltos • 8 estadios, cada uno con un reto particular <crisis psicosocial> • Balance entre sensaciones positivas y negativas Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 5. Jean Piaget (1896-1980) • Teoría cognitiva • Estudios sobre como piensan los niños • Laboratorio de pruebas de inteligencia para niños • Cuatro estadios principales: • Inteligencia sensitivomotora • Pensamiento preoperacional • Operaciones concretas • Operaciones formales Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 6. Lawrence Kohlberg (1927-1987) • Enfasis en trabajos de Piaget y desarrollo cognitivo • Estadios de razonamiento moral • Dilemas éticos Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 7. John Bowlby (1907-1990) y Mary Ainsworth • Desarrollo inicial para determinar función psicológica en etapas posteriores • Estudio del apego • Basada en trabajo con familias de la segunda guerra mundial y niños delincuentes en Londres. • Tres estadios • Protesta (llanto) • Desesperación (pierde la esperanza) • Desapego (separación emocional a la madre) Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 8. Temperamento • Los lactantes muestran una variabilidad notable en sus patrones de conducta característicos. • Definido por Chess y Thomas: las diferencias individuales en las respuestas fisiológicas al entorno Stern, Theodore A., et al. Capitulo 5. Desarrollo del niño, del adolescente y del adulto. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 9. Importancia de evaluación • Seguimiento en el neurodesarrollo es un componente crítico en la evaluación del neonato de alto riesgo • Dificil predecir durante el periodo neonatal el desenlace neurológico • Habilidades se adquieren progresivamente • Faciles > Difíciles • Habilidades más sencillas son la base para desarrollar habilidades complejas Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 10. • Alteraciones de tipo neuromotor pueden ser evidentes en el primer año de vida • Alteraciones en la conducta o cognitivas se presentan posteriormente. Entre la infancia y adolescencia Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 11. Perspectiva en la práctica clínica • Necesidad de saber si el niño está sano y con un desarrollo normal • Saber si pueden presentarse problemas en el futuro • Permite a la familia tomar decisiones y al equipo médico brindar soporte • Planear de manera proactiva a las necesidades del niño Periodos críticos: entrada a guardería o escuela soporte adicional a la familia Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 12. Perspectiva de salud pública • Desarrollo de programas de detección temprana • Menos impacto social y económico • Permite conocer las necesidades actuales • Escuelas especiales • Rehabilitación • Etc Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 13. Principios del desarrollo • Es necesario conocer los periodos de desarrollo normales para poder identificar desviaciones • El desarrollo infantil se reconoce por ser dinámico • Cambios cuantitativos y cualitativos • Se habla de vías de desarrollo “pathways of development” Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 14. “Pathways of development” • Vías de desarrollo • Experiencias tempranas perinatales tienen el potencial de alterar la trayectoria de vida del individuo • Positivas • Negativas • También determinado por experiencias en: • Familia • Escuela • Comunidad • Moldea su comportamiento de manera única Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 16. Desarrollo de habilidades Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 17. Dominios de desarrollo Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 18. Dominios de desarrollo • Se consideran habilidades independientes • Se relacionan entre sí • El funcionamiento de un dominio puede tener efecto en otro dominio • Ejemplo: Un niño con retraso en el lenguaje puede ser mas propenso a problemas de comportamiento y autoregulación debido a la dificultad para comunicar sus necesidades. Un niño con parálisis cerebral que no puede participar en un deporte escolar puede tener menos oportunidades de interacción social y desarrollo de amistades • Eventos en cascada Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 19. Seguimiento • Seguimiento a largo plazo para incluir todas los dominios • Emocional y cognitivo las áreas que continúan desarrollo por más tiempo • Funciones superiores • Planeación y organización • Cuando se detectan trastornos mentales Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 20. Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 21. Experiencias posnatales • Teoria clásica: Habilidades funcionales se deben a una expresión genética y al proceso de maduración estructural cerebral • Investigación mas reciente ha demostrado que el desarrollo cerebral y la función resultante se debe a interacciones entre influencia biológica y ambiental. Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 22. • Los genes brindan la información necesaria para los patrones neuronales • Las experiencias vividas en etapas tempranas y el ambiente en el que están moldean la arquitectura cerebral. • También son capaces de activar o desactivar expresión de genes (epigenética) Plasticidad neural: Capacidad del cerebro de continuar adaptandose y respondiente a las experiencias vividas Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 23. Desarrollo óptimo Entorno de crianza 1. Interacciones humanas estimulantes, sensibles y con apoyo emocional 2. Nutrición adecuada y cuidado de la salud 3. Protección de amenazas 4. Se fomentan actitudes de aprendizaje temprano Efecto aditivo o interacción Mayor adversidad > mayor riesgo de alteracion en neurodesarrollo Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 24. ¿Quiénes necesitan seguimiento? • Razones específicas al niño y su familia • Ciertas condiciones médicas • Entre mayor sea el número de comorbilidades mayor el riesgo • Referir en caso necesario Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 25. Población con necesidad de seguimiento Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 26. Impacto del riesgo neurologico y social Factores de riesgo sociales, 2 o mas: • Edad materna <21 años • Escolaridad inferior a preparatoria • Minoría étnica • Estado socioeconómico bajo • Familia con único padre Anomalías de sustancia blanca: • Evaluada con RMI cualitativa Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 27. DSM-5 • Eliminación de las categorias por separado de autismo, trastorno de Asperger, trastorno desintegrador infantil y trastorno generalizado del desarrollo • Se incorporan a una única categoría: Trastorno del espectro autista TEA • Retraso mental cambia nombre a Discapacidad intelectual (trastorno del desarrollo intelectual) • Se deja de usar C.I. como severidad y se determina por funcionamiento adaptativo Stern, Theodore A., et al. Capitulo 17. DSM-5: un sistema de diagnóstico psiquiátrico. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 28. Stern, Theodore A., et al. Capitulo 17. DSM-5: un sistema de diagnóstico psiquiátrico. Massachusetts General Hospital. Tratado de Psiquiatría Clínica + ExpertConsult. City: Elsevier, 2017. Print.
- 30. Escalas: habilidades motoras children without CP is 19% for moderate impairment and 40% for mild-moderate impairment.68 Table 11.4 provides a list of motor scales commonly used in the assessment of infants and children. Several of these infant measures are reviewed by Spittle and colleagues, including Prechtl’s General M ovements Assessments (birth CP and delayed motor development are more prevalent in high-risk populations of children compared with the general population, so repeated neurological assessment is important in the early years. CP represents an umbrella term for conditions that are characterized by a nonprogressive, but not unchanging, motor impairment related to brain disturbances that have TABLE 11.4 Developmental Domains and Measures DOMAIN TEST AGE SCALE(S) Motor skills Prechtl’s General Movement Assessment 0–20 weeks corrected Gross movements,writhing movements,fidg et y movements AIMS 0–18 months Prone,Supine, Sitting,Standing TIMP 34 weeks’ gestation to 4 months corrected Postural and selective control of movement needed for functional motor performance NSMDA 1 month–6 years Gross Motor, Fine Motor, Neurological,Primitive Reflex es, Postural Reactions, Sensorimotor Response Bayley Scales of Infant and Toddler Development, 3rd edition 1–42 months Fine Motor, Gross Motor, Motor (Composite) MABC,2nd edition 3:0–16:11 years Manual Dexterity, Ball Skills,Static and Dynamic Balance BOT-2 4:0–21:11 Fine Motor Precision, Fine Motor Integration,Manual Dexterity, Bilateral Coordination,Balance, Running Speed and Agility, Upper-Limb Coordination,Strength GMFCS <2–18 years Walks without limitations,walks with limitations,walks using a hand-held mobility device,self-mobility with limitations/may use powered mobility, transported in a manual wheelchair Continued booksfree. m ebooksfree. m ebooksfree. m ebooksfre booksfree.com m ebooksfree.com m ebooksfree.com m ebooksfre ooksfree.com ooksfree.com ooksfree.com ooksfre Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 31. 264 Unit II Neurological Evaluation TABLE 11.4 Developmental Domains and Measures—cont’d DOMAIN TEST AGE SCALE(S) Learning and cognition Cognitive function Bayley Scales of Infant andToddler Development, 3rd edition 1–42 months Cognitive Development Griffit h ’ s Mental Development Scales 0–8 years Locomotor, Personal-Social, Language,Eye and Hand Coordination, Performance,Practical Reasoning WISC-V 6:0–16:11 Verbal Comprehension,Visual Spatial,Working Memory, Fluid Reasoning, Processing Speed, Quantitative Reasoning,Auditory Working Memory,Nonverbal,General Ability, Cognitive Profic i ency , Naming Speed,Symbol Translation, Storage and Retrieval Stanford-Binet Intelligence Scales 2–85+ years Fluid Reasoning,Knowledge, Quantitative Reasoning,Visual-Spatial Processing,Working Memory Differential Ability Scales 2:6–17:11 years Verbal, nonverbal, and spatial reasoning,Working Memory, Processing Speed, School-Readiness Kaufman Assessment Battery for Children 3–18 years Simultaneous (e.g., face recognition, block counting,conceptual thinking),Sequential (e.g.,number recall,word order), Planning (e.g., pattern reasoning,story completion),Learning (e.g.,Atlantis, Rebus), Knowledge (e.g., riddles,verbal knowledge) A Developmental NEPSY-II 3:0–16:11 years Executive Function and Attention,Language, Memory & Learning, Sensorimotor,Visuospatial Processing,Social Perception TEACh 6:0–15:11 years Selective Attention, Sustained Attention,Attentional Switching Children’s Memory Scale 5–16 years Attention and working memory,Verbal and visual memory, Recall and recognition,Learning characteristics D-KEFS 8–89 years Trail-Making,Verbal Fluency,Design Fluency, Color-Word Interference,Sorting,Twenty Questions,Word Context,Tower, Proverb Tests BRIEF 2–90 years Inhibit,Shift, Emotional Control, Initiate,Working Memory, Plan/ Organize,Organization of Materials,Monitor,Behavioral Regulation, Metacognition,Global Executive Composite MESL 0–68 months Gross Motor,Visual Reception, Fine Motor,Expressive Language, Receptive Language Willoughby/Pek/Blair Executive Function Assessment Battery 3–5 years Working Memory Span, Pick the Picture, Silly Sounds Stroop, Spatial Conflic t, Spatial Conflic t Arrows,Animal Go/No-Go, Something’s the Same game AWMA 4–22 years Verbal short-term memory (e.g., nonword recall task),verbal working memory (e.g., listening recall, backward digit recall tasks), visuospatial short-term memory (e.g.,dot matrix task), visuospatial working memory (e.g.,spatial recall task) Language Bayley Scales of Infant andToddler Development, 3rd edition 1–42 months Receptive Language, Expressive Language,Language (Composite) m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com ee.com ee.com ee.com ee.com Cognitivo Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 32. Regulation, Metacognition,Global Executive Composite MESL 0–68 months Gross Motor,Visual Reception, Fine Motor,Expressive Language, Receptive Language Willoughby/Pek/Blair Executive Function Assessment Battery 3–5 years Working Memory Span, Pick the Picture, Silly Sounds Stroop, Spatial Conflic t, Spatial Conflic t Arrows,Animal Go/No-Go, Something’s the Same game AWMA 4–22 years Verbal short-term memory (e.g., nonword recall task),verbal working memory (e.g., listening recall, backward digit recall tasks), visuospatial short-term memory (e.g.,dot matrix task), visuospatial working memory (e.g.,spatial recall task) Language Bayley Scales of Infant andToddler Development, 3rd edition 1–42 months Receptive Language, Expressive Language,Language (Composite) Rossetti Infant-Toddler Language Scale 0–3 years Interaction-Attachment, Pragmatics, Gesture, Play, Language Comprehension, Language Expression MacArthur-Bates CDI-II 8–37 months Words and Gestures,Words and Sentences,ExpressiveVocabulary and Grammar PLS 0–7:11 years Total Language,Auditory Comprehension, Expressive Communication CELF-P 3–6 years Core Language Score, Receptive Language, Expressive Language, Language Content,Language Structure CELF-4 5–21 years Core Language Score, Receptive Language, Expressive Language, Language Structure, Language Content,Language Memory, Working Memory TLC-Expanded 5–18 years Ambiguous Sentences, Listening Comprehension: Making Inferences, Oral Expression: Recreating Speech Acts,Figurative Language m eboo m eboo m eboo m eboo m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com Lenguaje 265Chapter 11 Neurodevelopmental Follow-Up TABLE 11.4 Developmental Domains and Measures—cont’d DOMAIN TEST AGE SCALE(S) CASL 3–21 years Lexical/Semantic (Basic Concepts,Antonyms,Synonyms,Sentence Completion, Idiomatic Language), Syntactic (Syntax Construction, Paragraph Comprehension, Grammatical Morphemes,Sentence, Comprehension,Grammaticality Judgment),Supralinguistic (Nonliteral Language, Meaning from Context, Inference, Ambiguous Sentences), Pragmatic (awareness of appropriate language in a situational context and ability to modify as necessary) REEL-3 0–3 years Receptive Language,Expressive Language,Inventory of Vocabulary Words Pre-academic skills EMDA Pre-K–3rd Grade Math Reasoning,Numerical Operations ERDA-II K–3rd grade Phonological Awareness,Phonics, Fluency,Vocabulary, Comprehension PAL-II K–6th grade Phonological Decoding,Morphological Decoding, Silent Reading Fluency,Handwriting, Orthographic Spelling,Narrative m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.com ksfree.com ksfree.com ksfree.com ksfree.com Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 33. Académico CASL 3–21 years Lexical/Semantic (Basic Concepts,Antonyms,Synonyms,Sentence Completion, Idiomatic Language), Syntactic (Syntax Construction, Paragraph Comprehension, Grammatical Morphemes,Sentence, Comprehension,Grammaticality Judgment),Supralinguistic (Nonliteral Language, Meaning from Context, Inference, Ambiguous Sentences), Pragmatic (awareness of appropriate language in a situational context and ability to modify as necessary) REEL-3 0–3 years Receptive Language,Expressive Language,Inventory of Vocabulary Words Pre-academic skills EMDA Pre-K–3rd Grade Math Reasoning,Numerical Operations ERDA-II K–3rd grade Phonological Awareness,Phonics, Fluency,Vocabulary, Comprehension PAL-II K–6th grade Phonological Decoding,Morphological Decoding, Silent Reading Fluency,Handwriting, Orthographic Spelling,Narrative Compositional Fluency, Expository Note-Taking and Report- Writing, Orthographic Coding, Phonological Coding,Morphologic/ Syntactic Coding,Verbal Working Memory, Rapid Automized Naming/Rapid Alternating Stimulus, Oral Motor Planning, Finger Sense, Numerical Writing,Numeric Coding, Kinesthetic Sense, Working Memory,Sequential Ordering,Basic Arithmetic, Math Operations, Computation Operations, Relationships,Problem- Solving Academic progress WIAT 4:0–50:11 years Oral Reading, Math Fluency, Early Reading Skills,Listening Comprehension,Oral Expression,Written Expression, Reading Comprehension,Sentence Composition WRAT4 5–94 years Word Reading, Reading Comprehension, Spelling, Math Computation, Reading Composite WJIVTests of ECAD 2:6–7:11 years General intellectual ability, early academic skills,expressive language skills Mental health Autism M-CHAT 16–30 months Autism Spectrum Disorders symptoms GARS-3 3–22 years Restrictive/Repetitive Behaviors,Social Interaction, Social Communication,Emotional Responses, Cognitive Style, Maladaptive Speech SCQ ≥4 years Reciprocal Social Interaction; Communication; Restricted, Repetitive, and Stereotyped Patterns of Behavior SRS 4–18 years Receptive, Cognitive, Expressive,and Motivational aspects of social behavior;Autistic Preoccupations boo m eboo m eboo m eboo booksfree.com m ebooksfree.com m ebooksfree.com m ebooksfre booksfree.com m ebooksfree.com m ebooksfree.com m ebooksfre Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 34. Salud mental Continued Working Memory,Sequential Ordering,Basic Arithmetic, Math Operations, Computation Operations, Relationships,Problem- Solving Academic progress WIAT 4:0–50:11 years Oral Reading, Math Fluency, Early Reading Skills,Listening Comprehension,Oral Expression,Written Expression, Reading Comprehension,Sentence Composition WRAT4 5–94 years Word Reading, Reading Comprehension, Spelling, Math Computation, Reading Composite WJIVTests of ECAD 2:6–7:11 years General intellectual ability, early academic skills,expressive language skills Mental health Autism M-CHAT 16–30 months Autism Spectrum Disorders symptoms GARS-3 3–22 years Restrictive/Repetitive Behaviors,Social Interaction, Social Communication,Emotional Responses, Cognitive Style, Maladaptive Speech SCQ ≥4 years Reciprocal Social Interaction; Communication; Restricted, Repetitive, and Stereotyped Patterns of Behavior SRS 4–18 years Receptive, Cognitive, Expressive,and Motivational aspects of social behavior;Autistic Preoccupations ADOS-2 12 months–adulthood Autism Spectrum Disorders symptoms measured with a series of tasks (e.g.,construction, make-believe, joint interaction, conversation and reporting,creating a story, demonstration) RITA-T <3 years Joint attention, Social awareness,Awareness of human agency, Self-recognition,Fundamental cognitive skill ADHD Brown Attention Defic i t Disorder Scales for Children and Adolescents 3–18 years Organizing, Prioritizing and Activating to Work; Focusing, Sustaining and ShiftingAttention to Tasks; RegulatingAlertness,Sustaining Effort and Processing Speed;Managing Frustration and Modulating Emotions; UtilizingWorking Memory and Accessing Recall; Monitoring and Self-RegulatingAction Conners 3rd edition 6–18 years Hyperactivity/Impulsivity, Executive Functioning, Learning Problems, Aggression,Peer Relations Psychopathology PAPA 2–5 years Family Structure and Function; Play, Peer, and Sibling Relationships; Daycare/School Experiences; Behaviors/Food Related Behaviors; Sleep Behaviors;Elimination Problems; Somatization;Accidents; Oppositional Defian t Disorder/Conduct Disorder;ADHD; Separation Anxiety;AnxiousAffect;Worries; Rituals and Repetitions;Tics;Stereotypes; Reactive Attachment; Depression; Mania;Dysregulation;Life Events;PTSD; Disabilities;Parental Psychopathology; Marital Satisfaction;Socioeconomic Status m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.c m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfree.c ksfree.com ksfree.com ksfree.com ksfree.c Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 35. Salud mental 266 Unit II Neurological Evaluation TABLE 11.4 Developmental Domains and Measures—cont’d DOMAIN TEST AGE SCALE(S) DAWBA 5–17 years Social Aptitudes, Emotion,Hyperactivity,Conduct,Peer, Prosocial DICA-IV; DICA-PPYC 6–17 years;3–7 years Semistructured diagnostic interview used to assess DSM-IV disorders (e.g.,attention-defic i t/h yperactivity disorder,major depressive disorder,posttraumatic stress disorder) and risk factors (e.g., conduct disorder, substance use) ChIPS 6–18 years DSM disorders (e.g.,ADHD,oppositional defian t disorder, phobias, anxiety disorders,eating disorders,schizophrenia/psychosis) SCID Wide age range DSM-V disorders CBCL 1.5–18 years Syndrome Scales (Emotionally Reactive,Anxious/Depressed, Somatic Complaints,Withdrawn, Sleep Problems,Attention Problems,Aggressive Behavior),DSM-Oriented Scales (Depressive Problems,Anxiety Problems,Autism Spectrum Problems, Attention Defici t/Hy per activity Problems,Oppositional Defian t Problems), Internalizing Problems, Externalizing Problems,Total Problems Risk-taking HEADSSframework (structured interview) 12–18 years Home & Environment, Education & Employment,Activities, Drugs, Sexuality,Suicide/Depression Family Parental mental health GHQ Wide age range Screens for common mental disorders and assesses psychiatric well-being generally,including anxiety and depression, social dysfunction, and loss of confide nce CES-D-R Wide age range Depression symptoms (dysphoria,anhedonia,appetite, sleep, thinking/concentration,guilt/worthlessness, fatigue,agitation, suicidal ideation) HAM-D, -A Wide age range Depression symptoms (sadness,guilt, suicidal ideation, sleep, m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfre m ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfre m m m Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 36. Familia SCID Wide age range DSM-V disorders CBCL 1.5–18 years Syndrome Scales (Emotionally Reactive,Anxious/Depressed, Somatic Complaints,Withdrawn, Sleep Problems,Attention Problems,Aggressive Behavior),DSM-Oriented Scales (Depressive Problems,Anxiety Problems,Autism Spectrum Problems, Attention Defici t/Hy per activity Problems,Oppositional Defian t Problems), Internalizing Problems, Externalizing Problems,Total Problems Risk-taking HEADSSframework (structured interview) 12–18 years Home & Environment, Education & Employment,Activities, Drugs, Sexuality,Suicide/Depression Family Parental mental health GHQ Wide age range Screens for common mental disorders and assesses psychiatric well-being generally,including anxiety and depression, social dysfunction, and loss of confide nce CES-D-R Wide age range Depression symptoms (dysphoria,anhedonia,appetite, sleep, thinking/concentration,guilt/worthlessness, fatigue,agitation, suicidal ideation) HAM-D, -A Wide age range Depression symptoms (sadness,guilt, suicidal ideation, sleep, functionality,psychomotor retardation,agitation, anxiety,somatic and sexual symptoms, weight), depersonalization,paranoia, obsessive/compulsive symptoms; psychic anxiety (mental agitation and psychological distress) and somatic anxiety (physical complaints related to anxiety) EPDS Wide age range Depression symptoms (anhedonia,self-blame,anxiety, panic,feeling overwhelmed, sleep, sadness, tearfulness,thoughts of self-harm) SCID Wide age range DSM-V disorders STAI Wide age range Chronic (trait) and acute (state) anxiety IES Wide age range Subjective distress caused by traumatic events;yields a total score and Intrusion,Avoidance, and Hyperarousal subscale scores Caregiver-child interaction CARE-Index 0–24 months Maternal sensitivity,control,and unresponsiveness; infant cooperativeness, compulsivity,difficu l tness, passivity ADOS-2,Autism Diagnostic Observation Schedule, 2nd edition; AIMS,Alberta infant motor scale; AWMA,Automated Working Memory Assessment; BOT-2, Bruininks- Oseretsky Test of Motor Profici ency , 2nd edition; BRIEF, Behavior Rating Inventory of Executive Function; CASL, Comprehensive Assessment of Spoken Language; CBCL, Child Behavior Checklist; CDI-II, Communicative Development Inventories; CELF-4, Clinical Evaluation of Language Fundamentals, 4th edition; CELF-P, Clinical Evaluation of Language Fundamentals—Pr eschool; CES-D-R, Center for Epidemiologic Studies, Revised; ChIPS, Children’s Interview for Psychiatric Syndromes; DAWBA, Development and Well-Being Assessment; DICA, Diagnostic Interview for Children and Adolescents; DICA-PPYC, DICA for Parents of Preschool and Young Children; D-KEFS, Delis-Kaplan Executive Function System; ECAD, Early Cognitive and Academic Development; EMDA, Early Math Diagnostic Assessment; EPDS, Edinburgh Postpartum Depression Scale; ERDA-II, Early Reading Diagnostic Assessment; GARS-3, Gilliam Autism Rating Scale, 3rd edition; GHQ, General Health Questionnaire; GMFCS, Gross Motor Function Classific a tion System; HAM-D, -A, Hamilton Scales of Depression/Anxiety; IES, Impact of Event Scale; MABC, Movement Assessment Battery for Children; M-CHAT, Modified ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfr ebooksfree.com m ebooksfree.com m ebooksfree.com m ebooksfr sfree.com sfree.com sfree.com sfr Volpe, Joseph J., and Joseph J. Volpe. Volpe's neurology of the newborn. Chapter 11 Neurodevelpmental Follow-up Philadelphia, PA: Elsevier, 2018. Print.
- 40. Otras funciones menos conocidas • Desempeño cognitivo • Schmahmann describe el Síndrome afectivo cognitivo cerebelar. “Dismetría del pensamiento” • Conductas de adaptación • Espectro autista y trastornos neuropsiquiátricos • Conductas de este tipo descritas en niños posterior a resección de tumores cerebelares. • Dominios afectados: emocion, atención, habilidades sociales, psicosis, y espectro autista
- 51. Ejemplos
- 52. 2 años
- 53. Escolar
- 54. Adolescente
- 55. Adulto
Editor's Notes
- example, a growth curve analysis of the cognitive trajectories of very preterm (VPT)– and full-term–born children between the ages of 4 and 12 years found that early cerebral white matter abnormalities (WMA) and family social risk contributed additively to children’s later cognitive outcome.11 Cerebral WMA were assessed based on qualitative magnetic resonance imaging (MRI), and social risk consisted of a composite measure of five factors including early motherhood (<21 years), maternal educational underachievement (did not graduate from high school), minority ethnicity, low socioeconomic status (SES), and single parent family.
- Monitoring head growth is an important component of the neurologic exam. Persistence of ‘‘multiple’’ abnormal neurologic signs in the first 12–18 months is ominous. Emergence of ‘‘other’’ findings (vision impairments, seizures, feeding issues) is associated with poor outcome. Serialassessmentsareneededtoensurethatappropriateinterventionsareinplace. Loss of abnormal neurologic findings in the first 12 months is associated with better neurologic outcome.
- The outcome of infants with grade 4 IVH is not always ominous. Persistent posthemorrhagic hydrocephalus may require shunting post discharge. Recovery of Bayley cognitive and motor scores may continue during the first 5 years. Follow-up outcomes at 5 to 6 years may provide us with a more stable ‘‘quality indicator’’ reflective of NICU care than 18- to 24-month outcomes. Seizure disorders and sensory deficits may present late. There can be a disconnect between motor impairments and cognitive impairments. Diagnostic magnetic resonance imaging (MRI) prior to discharge may provide better neurologic prognostic information than cranial head ultrasound. Provision of comprehensive support, therapeutic, and educational services is associated with recovery.
- The combination of optimal antenatal and neonatal care, a benign course in the NICU, an optimal home environment, and appropriate interventions can result in very good long-term outcomes for VLBW infants.