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Early Detection and Early Intervention in Developmental Motor Disorders: From Neuroscience to Participation PDF

275 Pages·2021·7.064 MB·English
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Clinics in Developmental Medicine CDM Clinics in Developmental Medicine Early Detection and Early iE Early Detection and Early n Intervention in Developmental a Dr l Intervention in Developmental Motor Disorders ey vD Motor Disorders e From Neuroscience to Participation e l ot e Edited by M ijna Hadders-Algra p From Neuroscience to Participation c m t i eo From the Foreword nn t aa “The combination of theoretical and practical information with ln some really philosophical insights provide value for clinicians and for those Md wanting to teach and expand the evidence base in this area for the future.” oE Anna Basu ta Clinical Senior Lecturer and Honorary Consultant Paediatric Neurologist, o r Population Health Sciences Institute, Newcastle upon Tyne, UK rl y D I Critically ill infants in the newborn period are at high risk of developmental motor disorders. in s Mijna Hadders-Algra comprehensively addresses how best to detect which infants will be later ot e diagnosed and how best to enact early intervention to improve their quality of life. Parts I & II r dr provide an overview of the clinical picture and neurodevelopmental mechanisms. In Parts III & IV v basic principles and features governing typical and atypical motor development are explained. ee Part V summarises assessment methods and Part VI discusses the methods and effectiveness of rn s early intervention. t i o • Provides practical clinical strategies to improve care of children with or at risk of n developmental motor disorders (such as cerebral palsy or developmenatal co- ordination disorder). • Pays special attention to the family and environmental adaptations. • Video-clips illustrate typical and atypical movements. • Consistent use of the ICF as a framework. H A This evidence-based practical guidance will be useful for health professionals working in the field D D of early detection and early intervention including paediatricians, developmental paediatricians, E R neonatologists, child neurologists, paediatric physiotherapists, occupational S ISBN 9781911612438 -A therapists, psychologists and educationalists. L G R A Edited by M ijna Hadders-Algra 9 781911 612438 www.mackeith.co.uk Early Detection and Early Intervention in Developmental Motor Disorders Clinics in Developmental Medicine Early Detection and Early Intervention in Developmental Motor Disorders: From Neuroscience to Participation Edited by Mijna Hadders-Algra MD, PhD, University Medical Center Groningen, Developmental Neurology, Groningen, The Netherlands 2021 Mac Keith Press © 2021 Mac Keith Press Managing Director: Ann-Marie Halligan Senior Publishing Manager: Sally Wilkinson Publishing Co-ordinator: Lucy White The views and opinions expressed herein are those of the authors and do not necessarily represent those of the publisher. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written consent of the copyright holder or the publisher. First published in this edition in 2021 by Mac Keith Press 2nd Floor, Rankin Building, 139–143 Bermondsey Street, London, SE1 3UW British Library Cataloguing-in-Publication data A catalogue record for this book is available from the British Library Cover designer: Marten Sealby ISBN: 978-1-911612-43-8 Typeset by Riverside Publishing Solutions Ltd Printed by Hobbs the Printers Ltd, Totton, Hampshire, UK Contents Author Appointments vii Foreword ix Preface xi Video Captions xiii P ART I Introduction 1 1. Introduction 3 Mijna Hadders-Algra 2. Early Diagnosis and Early Intervention in the Clinic 9 Leena Haataja P ART II Developmental Neurology 23 3. Neurodevelopmental Mechanism in Early Life 25 Mijna Hadders-Algra P ART III Typical Motor Development 39 4. Sensory, Language, Cognitive, and Socio-Emotional Development 41 Hayley C Leonard 5. Motor Development During Foetal Life and Early Infancy 58 Mijna Hadders-Algra 6. Motor Development Between 3 Months and 2 Years 70 Mijna Hadders-Algra v vi Contents P ART IV Atypical Motor Development 87 7. Atypical Motor Development of the Foetus and Young Infant 89 Mijna Hadders-Algra 8. Atypical Motor Development Between 3 Months and 2 Years 99 Mijna Hadders-Algra and Lindsay Pennington P ART V Diagnostics: Assessment of Neuromotor Conditions in Early Childhood 113 9. Psychometric Properties of Standardized Tests 115 Barbara Sargent 10. Assessments in the Neonatal Period and Early Infancy 124 Alicia Jane Spittle and Mijna Hadders-Algra 11. Assessment of Infants and Toddlers 144 Annette Majnemer, Laurie Snider, and Mijna Hadders-Algra P ART VI Early Intervention 171 12. Early Intervention: What About the Family? 173 Peter Rosenbaum, Monika Novak-Pavlic, Schirin Akhbari Ziegler, and Mijna Hadders-Algra 13. Early Intervention in the Neonatal Period 185 Mijna Hadders-Algra 14. Early Intervention in the First 2 Years Post-Term 198 Mijna Hadders-Algra 15. Environmental Adaptations 228 Gunilla Thunberg, Roslyn Livingstone, Margret Buchholz, and Debra Field 16. Concluding Remarks 242 Mijna Hadders-Algra Index 247 Author Appointments Schirin Akhbari Ziegler PT, PhD, Head of Master Programme for Paediatric Physiotherapy, Zurich University of Applied Sciences ZHAW, School of Health Professions, Institute of Physiotherapy, Winterthur, Switzerland Margret Buchholz OT, PhD, Senior lecturer, Senior Occupational Therapist, Specialist in Occupational Therapy, Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg; DART Centre for AAC and AT, Sahlgrenska University Hospital, Gothenburg, Sweden Debra Field OT, PhD, Occupational Therapist Sunny Hill Health Centre, Clinical Assistant Professor, University of British Columbia, Vancouver, BC, Canada Mijna Hadders-Algra MD, PhD, Professor of Developmental Neurology, University Medical Center Groningen, Beatrix Children’s Hospital, Developmental Neurology, Groningen, The Netherlands Leena Haataja MD, PhD, Professor of Paediatric Neurology, Helsinki University Hospital and University of Helsinki, Helsinki, Finland Hayley C Leonard PhD, Department of Psychological Sciences, School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK Roslyn Livingstone MSc(RS), Occupational Therapist Sunny Hill Health Centre, Investigator BC Children’s Hospital Research Institute, Clinical Instructor University of British Columbia, Vancouver, BC, Canada Annette Majnemer OT, PhD, Vice Dean, Education, Faculty of Medicine and Health Sciences; Professor, School of Physical & Occupational Therapy, McGill University; Senior Scientist, Research Institute – McGill University Health Centre and the Centre for Interdisciplinary Research in Rehabilitation, Montreal, QC, Canada Monika Novak-Pavlic PhD Candidate, PT, MSc, CanChild Centre for Childhood Disability Research, School of Rehabilitation Science, McMaster University, Hamilton ON, Canada Lindsay Pennington PhD, Reader in Communication Disorders, Population Health Sciences Institute, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK Peter Rosenbaum MD, FRCP(C), DSc(HC), Professor of Paediatrics, McMaster University; Canada Research Chair in Childhood Disability 2001–2014; Co-Founder, CanChild Centre for Childhood Disability Research, Hamilton, ON, Canada Barbara Sargent PhD, PT, PCS, Assistant Professor of Clinical Physical Therapy, University of Southern California, Division of Biokinesiology and Physical Therapy, Los Angeles, CA, USA vii viii Author Appointments Laurie Snider OT, PhD, Director and Associate Dean, Faculty of Medicine and Health Sciences; Associate Professor, School of Physical & Occupational Therapy, McGill University; Research Institute-McGill University Health and the Centre for Interdisciplinary Research in Rehabilitation, Montreal, QC, Canada Alicia Jane Spittle BPhysio, MPhysio, PhD, Professor of Paediatric Physiotherapy, Department of Physiotherapy, School of Health Sciences University of Melbourne; Victorian Infant Brain Studies, Murdoch Children’s Research Institute, Melbourne, Australia Gunilla Thunberg Assistant Professor Senior University Hospital Speech Language Pathologist, Lecturer Institute of Neuroscience and Physiology, Sahlgrenska Academy at University of Gothenburg; Dart Centre for AAC and AT, Sahlgrenska University Hospital, Gothenburg, Sweden Foreword Developmental motor disorders such as cerebral palsy and developmental coordination disorder are common conditions with consequences for motor function in everyday life, along with comorbidities in many cases. Whilst these conditions occur due to disruption of brain development occurring in early life, historically there have been significant delays in diagnosis and little focus on evidence-based interven- tion. Thankfully, this situation is changing and so it is the perfect time for this book to emerge. It has been an absolute pleasure to read and review this book, for two reasons. Firstly, the topic is dear to my heart and until recently was very much neglected, perhaps due to previous rather negative views on the effects of early intervention for developmental motor disorders, and therefore a lack of urgency around early detection. Those who read this book will understand the importance of a shift in viewpoint, as well as the need for and challenges of research in this field. Secondly, my personal education around early detection and early intervention is inextricably linked to Professor Hadders-Algra, through happy times spent at conferences and educational courses in Groningen. Professor Hadders-Algra is a great and supportive teacher as well as the author of many key original research articles in early detection and early intervention. I will never forget sitting in one of her teaching sessions as every single attendee was asked in turn to voice their opinion on a video of an infant’s movements, before the correct answer was revealed. There was a quiet and growing confidence in the room as we kept going through this process, that I hope readers can also gain through this book. Links to videos of infant movement are also included here for the reader, and are a real strength, saying much more than even well-chosen words can say alone. The introductory section of the book already gives a glimpse of the enormity of the challenges faced in early detection and early intervention in the clinic as well as their importance. It also includes a p rofound personal reflection by the author on disability: ‘Why do we characterize persons with a disability by their disability? ... What prevents us from being open to the idea that everybody has different abilities, everybody has strengths and weaknesses?’ The next sections cover neurodevelopment from a neuroanatomical and neurophysiological view- point, starting antenatally and continuing through the first two years of life. This is used as the basis for insights into behavioural changes during normal development and how damage to the developing brain restricts and reshapes development. The main focus is on the motor system as the infant progresses from general movements through to increasingly sophisticated voluntary control. However, a whole chapter is devoted to sensory, language, cognitive, and socio-emotional development with an acknowledgement of the rich interconnection between all these domains. This understanding is in my opinion critical to providing high quality early intervention. The book then covers the general principles of assessment but also specifically the details of the psychomotor properties of assessments and some very practical information about ‘how to become an assessor’ for each. The last section of the book is devoted to early intervention. It starts by situating inter- vention within the context of the family, considering the impact on caregivers and how to support them in looking after themselves as well as in nurturing their infant’s development. Early intervention in the neonatal period, and in the remaining months of the first two years, are both covered, with discussion of the evidence base and acknowledgement of what is still not known. Intervention is rightly defined broadly and includes the use of environmental modifications such as augmentative and alternative com- munication and powered mobility. The figures really bring this chapter to life, showing how young children can participate with much enjoyment if appropriate support is provided. ix

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