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![ Gupta Piyush. Essential Pediatric nursing: 2nd ed. New
Delhi: CBS publisher;2010. PP-102-109.
Ball Jane and blinder Ruth. Pediatric nursing: 2nd ed.
Appleton and Lange Stamford, connecticut.PP-213-
214.
Ghai OP, Paul, Vinod, Bagga, Arvind. Essential
Pediatrics: 7th ed.New delhi: CBS Publishers;2009.
PP. 22-41.
Marlow R Dorothy, Redding A Barbara.Textbook of
pediatrics,6th ed.Elsevier publisher;2010.PP-66,974.
Eratay, Emine; Bayoglu, Birgül; Anlar, Banu. Preschool
Developmental Screening with Denver II Test in Semi-
Urban Areas. journal of Pediatrics &Child Care
(INTERNET) Nov 2015[cited on: 4 Apr];1(2) available
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Assessment of development
- 1. Presented By Ms. ManishaSammal M.Sc. Nursing 1st year
- 2. Developmental assessment. Causes of developmental delay. The goal. Purposes of assessment. Assessment of development.
- 3. • Developmental milestones. •Developmental history. • Developmental assessment. • Levels of achievement with different test materials.
- 4. • Interpretation ofdevelopmental assessment. • Surveillance tools in development.
- 5. Growth andDevelopment usually refer to as a unit , express the sum of numerous changes that take place during the life time. Development refers to a progressive increase in skills and capacity to function. It is qualitative change .
- 6. It isa process of mapping a child’s performance compared with children of a similar age from similar population. It includes early identification of problems through screening and surveillance.
- 7. Antenatal causes STORCH Infection Chromosomal anomalies Brain defect Maternal Alcoholism Intra uterine ischemia
- 8. Natal causes Hypoxia Neonatal sepsis Birth trauma Postnatal causes Cerebral palsy Meningitis Nutritional disorder Autism
- 9. To generatea diagnosis and analyze the pattern of strength and weaknesses in the child, family, in order to direct treatment.
- 10. To understandthe behavior of child so that the child can be handled intelligently. Test may reassure parents or detect problems in early infancy. To learn what to expect from a child at any age.
- 11. To assesswhether there is impairment or not in development To make diagnosis if possible. Plan and provide comprehensive care to child.
- 12. 1. Developmental milestones. 2.Developmental history. 3. Developmental assessment 4. Levels of achievement with different test materials 5. Interpretation of developmental assessment 6. Surveillance tools in development
- 13. Set offunctional skills or age specific tasks that children can do at a certain age range. Assessed in 4 separate domains- Gross Motor Fine Motor Personal Social Development Language Development
- 14. Family history Social history
- 15. Observe for - Atage 1-3 months Note shape and size of head. Look for eye abnormalities. Brings hand to mouth.
- 16. Open andclose hand loosely. Hold object in hand. Smile at people. Copy facial expressions. Follows moving objects with eyes.
- 17. At age3-6 months Turns head to sound. Rolls from front to back. Eye and hand coordination Bubbling. Communicate by using sounds, actions, and facial expressions. Recognizes familiar people
- 18. At age6-12 months Rolls on both sides. Stand with support. Can sit. Responds to own name. Begins to say letter. Understands “no”. Look into the eyes for a squint .
- 19. At 1-2year Observe interest, alertness, concentration and gait. Take a few steps without support. Sitting position without help. Cries when mom or dad leaves. Says “mama” and “dada”. Copies gestures.
- 20. At 2-5year Observe, interest, alertness, gait and concentration. Kicks a ball. Begins to run. Copies others.
- 21. Dresses andundresses self Knows names of body parts. Recognize shapes and colors. Name self. Watch hand movements for tremor and ataxia. Ask to make circle ,triangle.
- 22. 4 months.-Achild grasps a cube voluntarily 5 months-Drop it voluntarily. 6 months - Transfers to another hand by. 7 months- reaches for an out of reach cube 9 month- approach cube with its index finger
- 23. 1 year- put a cube into container. 1 ½ year- built Tower of cube . 2year- 6-7 cubes. 2 ½ year - 8 cubes . 3 year- 9 cubes is by.
- 24. Drawing At 2year- child copies stokes. 3 year - He can copy a circle. 4 year - cross . 4 ½ year – square. 5 year- triangle.
- 25. Record your observationswhich include- A complete evaluation of history of developmental milestones. Developmental examination. Compare your observations to the normal range of milestones for each age.
- 26. Factors thatinterfere with exact interpretation of developmental assessment are- • prematurity, • birth weight, • head circumference,
- 27. • physical illness, •emotional and • cultural factors Always follow up in a borderline or a doubtful case.
- 28. Developmental surveillanceis defined as a flexible, longitudinal, continuous process through which potential risk factors for developmental and behavioral disorders can be identified.
- 29. Five components : •Elicitingand attending to the parents concerns about their child’s development, • Documenting and maintaining a developmental history, • Making accurate observations of the child. •Identifying risk and protective factors. • Maintaining an accurate record of documentation of the surveillance process and findings.
- 30. DQ= Developmental age*100 Chronological age Interpretation maximum score 100> = 85 normal 71-84 mild-moderate delay <= 70 severe delay
- 31. When to screen: At least 3 times before age 3: • 9 month • 18 month • 24-30 month Children suspected to be abnormal on a screening test should undergo specific tests assessing intelligence.
- 32. Denver developmentscreening test (DDST) Brazelton Neonatal behavioral assessment Bayley’s scale of infant development Phatak’s Baroda screening test Trivandrum developmental screening chart.
- 33. It wasfirst developed in 1967 . later revised in 1992 and presented as DDST II. Administered to children ages birth to six years. Consists of 125 tasks, or items. Includes four areas:
- 34. 1. Gross Motor 2.Fine Motor 3. Language 4. Personal –Social
- 37. . The followingscores are used for the Denver II: 1. “P” for pass 2. “F” for Fail 3. “N.O” for No Opportunity- 4. “R” for Refusal
- 43. Developed byDr. Berry Brazelton for assessing newborn behaviour between the age of 3 days to 4 weeks old. The scale produces a total of 47 scores, 27 are behavioral related and 20 are reflexes.
- 44. Organized in6 categories: Habituation: length of time it takes a neonate to reduce response. Orientation : time taken to focus and respond to auditory and visual stimuli. Motor Maturity : degree of control of motor activities and coordination.
- 45. Variation: amountof changes in color, activity when alert and at peak of excitement during testing. Self quieting Abilities: consoling self when upset. Social Behaviour: Smiling and cuddling response to caregiver.
- 47. (BSID) measurethe mental and motor development and test the behavior of infants from 1- 42 months of age. It evaluates three domains: cognitive, motor, and behavioral.
- 48. Two additionaltests may or may not be administered. They include: The Social-Emotional Scale The Adaptive Behavior Scale It contained three components— MDI, Psychomotor Developmental Index (PDI), Infant Behavior Record.
- 49. It wasintroduced in 1967 to evaluate clarity of pronunciation of young children, up to age six. It evaluate four domains : • Personal-social, • fine motor and adaptive, • language and • gross motor.
- 50. It wasdeveloped by Dr. Kathryn Barnard. Currently 4 standardized scales are available – • Nursing child assessment sleep/ activity (NCASA) • Nursing Child assessment feeding scale (NCAFS)
- 51. • Nursing childassessment teaching scale(NCATS) • Home observation for measurement of environment(HOME)
- 52. It was developedby Florence good enough in 1926 is called as draw –A- man test. Details that are considered as point: Gross details Attachment Head Detail
- 53. Clothing HandDetail Joints Proportion Motor coordination Fine head details Profile
- 57. It wasfirst published in 1925 developed by Dr. Arnold Gesell. It estimate four major areas – motor, adaptive, language and personal social.
- 58. During the1 year, development is assessed every week, every 2 weeks till 2 years and every 6 months till 5 years of age. Scale gives development quotient (DQ) for each area separately and it also gives overall DQ.
- 59. It wasdeveloped by Dr. Promila phatak in 1991 at, University of Baroda with 25 test items. Screening test for motor-mental assessment of infants, developed from Bayley Scales of Infant Development.
- 60. The testis relevant for age 0 to 30 months. Domains evaluated are : Gross motor, fine motor and cognitive aspects 10 mints test,suitable for indian children.
- 61. It wasdesigned and developed at child development centre, SAT hospital, college Trivandrum. It has 17 test items from BSID (Baroda Norms) relevant for 0 to 2 years of age.
- 62. evaluated inthree domains : gross motor, fine motor and cognitive 5 minutes test .
- 64. It assessthe problem solving ability. The common tests used to assess intelligence are- Standford Binet test (for 2 year onwards) Wechsler intelligence scale for children. Ravens progressive matrix
- 65. In 1905two French psychologist binet and simen discover this intelligence test & was modified by American psychologist Termon with Binet at Standford university. In 1986 it is known as Standford binet intelligence test form. It can useful for 2- 45 year. It was only effective only to 16 year.
- 66. For adultthe test result is not accurate or satisfactory. IQ=Mental age *100 Chronological age
- 67. IQ Interpretation Below 20Profound Mental retardation 20-35 Severe MR 35-50 Moderate MR 50-70 Mild MR 91-110 Slow Learner 111-120 Average 121-140 Superior 140 and above Gifted
- 68. American psychologistWechsler. For age 5-16 year. Verbal scale is used to assess the intelligence which involves use of words, concepts and numbers.
- 69. It consistof 6 subsets- Test of general information. Test of general comprehension Test of arithmetic reasoning Test of digit span Test of distinction between similarity Test of vocabulary
- 70. Developed byJ.C. Raven’s British psychologist in 1938. A nonverbal test typically used to measure general human intelligence and abstract reasoning for 6-65 years. It comprises 60 multiple choice questions, listed in order of increasing difficulty.
- 71. The Matrices areavailable in three different forms Standard Progressive Matrices: It has five sets (A to E) of 12 items each (e.g., A1 through A12), with items within a set becoming increasingly complex.
- 72. Colored ProgressiveMatrices This test has sets A and B ,with a further set of 12 items inserted between the two, as set Ab. presented on a coloured background, the last few items in set B are presented as black-on-white
- 74. Advanced ProgressiveMatrices It contains 60 items, presented as one set of 24 (set I), and another of 36 (set II). Items are again presented in black ink on a white background, and become increasingly complex as progress
- 76. Their primaryresponsibility is to organize and manage the health assessment process as well as the caregivers administering assessments. Evaluate child’s achievement of expected developmental level. Provide education to client about expected age-related changes and age-specific growth and development
- 77. Compare child’sdevelopment to expected age and report any deviations. They may also provide training to younger nurses that lack experience with assessments. Provide education and support .
- 78. The periodof growth and development extends throughout the life cycle; however, the period in which the principle change occurs is from conception to the end of adolescence .Growth and development are continous. Development means that children of all abilities.
- 79. Research Statement: PreschoolDevelopmental Screening with Denver II Test in Semi-Urban Areas Author : Eratay, Emine; Bayoglu, Birgül; Anlar, Banu Purpose :To assess the feasibility and reliability of screening semi-urban preschool children with Denver II, developmental and neurological status was examined in relation with one-year outcome. Methodology : Denver II developmental screening test was applied to 583 children who visited family physicians or other health centers in a province of Turkey. Children with abnormal and suspect results were evaluated by neurological examination, Development Profile-3 (DP-3), repeat Denver II or Wechsler Intelligence Scales for Children-Revised (WISC-R) depending on the age of the child, and teacher's perception of school performance and behavior within one year of the first screening. Relationships were investigated between the initial
- 80. Denver II screeningtest results and neurological examination findings, neurological risk factors, DP-3, repeat Denver II test results for children < 6 years old, WISC-R results for children > 6 years old; domains of failure in the first and second Denver II tests; and data obtained from families and teachers regarding school performance, behavior and attention. No intervention but routine schooling was given. Results : DP-3 results were average or above (4/6) or low average (2/6) in the abnormal Denver II group and average (9/12) or below average (3/12) in the suspect Denver II group (p: n.s.), both different from the "normal Denver II" sample who rated average or above.
- 81. Children withabnormal and suspect Denver II results had similar rates of abnormality or neurological risk factor in their histories. They were more likely to score "under average classroom level" compared to a children attending the same schools who had normal initial Denver II. WISC-R results were average or below average in children with abnormal initial screening with Denver II, and average or above in those with suspect Denver II. Conclusions: In this population with high mobility, more than half (56%) of the target population could be reached for follow-up. Suspect or abnormal initial screening results persisted after 1 year but a small group (2/12 and 2/6 respectively) improved to normal, possibly due to "catching-up", adverse factors being corrected in the interim period, or just a false-positive initial result.
- 82. Gupta Piyush.Essential Pediatric nursing: 2nd ed. New Delhi: CBS publisher;2010. PP-102-109. Ball Jane and blinder Ruth. Pediatric nursing: 2nd ed. Appleton and Lange Stamford, connecticut.PP-213- 214. Ghai OP, Paul, Vinod, Bagga, Arvind. Essential Pediatrics: 7th ed.New delhi: CBS Publishers;2009. PP. 22-41. Marlow R Dorothy, Redding A Barbara.Textbook of pediatrics,6th ed.Elsevier publisher;2010.PP-66,974. Eratay, Emine; Bayoglu, Birgül; Anlar, Banu. Preschool Developmental Screening with Denver II Test in Semi- Urban Areas. journal of Pediatrics &Child Care (INTERNET) Nov 2015[cited on: 4 Apr];1(2) available from https://eric.ed.gov/?id=ED563248