BOOK
Finnie's Handling the Young Child with Cerebral Palsy at Home E-Book
(2008)
Additional Information
Book Details
Abstract
The 4th edition of Finnie’s Handling the Young Child with Cerebral Palsy at Home has been updated to reflect the current practices of today. It aims to help parents assist their child with cerebral palsy (CP) towards achieving the most comfortable independence in all activities. It is hoped to show how, by using typical parenting skills, which involve guiding and exposing a child to develop through challenging experiences, the child with CP will also develop. The book is also intended to help professionals and other carers new to this field understand, support and encourage young children with CP and their families.
Over the years since the first edition of this book was written ideas on appropriate therapies have changed and developed. Similarly opinion on early intervention has changed and the method of delivery of service has in some places moved from centralisation to home-based or community provision. The emphasis of this new edition however remains on a holistic approach to the child's needs seeing the difficulties in relation to the overall development of the child as a unique person from childhood to adulthood.
- Assessment procedures and prediction of future abilities
- Management of problems (including medication if appropriate) such as epilepsy, constipation, eneurisis, nourishment, difficulty with sleeping, crying, temper tantrums, sensory deficits and deformity
- Stimulation, fitness, problem solving, compensatory strategies and ease of management
- New chapters include Neuroimaging, Epilepsy, Emotional health, Orthotics, Spasticity management, and Complementary and alternative medicine
- Over 460 revised illustrations showing different pieces of equipment which may be helpful and ways of holding and moving a child with cerebral palsy
- Chapters on Sleeping, Feeding, Lifting and Carrying, Toileting, Communication and Fine motor movement have been completely re-written by a professional specialising in the particular field
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front cover | Cover | ||
| Finnie’s handling the young child with cerebral palsy at home | iii | ||
| Copyright page | iv | ||
| Contents | v | ||
| Dedication | vii | ||
| List of contributors | ix | ||
| Foreword | xi | ||
| Acknowledgements | xiii | ||
| Introduction | xv | ||
| Suggestions on how to use this book | xvii | ||
| Chapter 1 Communication between parents and professionals | 1 | ||
| Exchange of information | 1 | ||
| Assessing the ability of a child with CP | 2 | ||
| A typical day in the life of the child | 3 | ||
| Setting priorities and communicating goals | 4 | ||
| The use of video recording as a means of communication | 4 | ||
| Two-way communication in the intervention programme | 5 | ||
| Chapter 2 Preparing for and coping with hospital appointments, assessments and admissions | 7 | ||
| Appointments and assessments | 7 | ||
| Home visits | 8 | ||
| Hospital admissions | 9 | ||
| References | 12 | ||
| Chapter 3 Medical aspects of cerebral palsy: causes, associated problems and management | 15 | ||
| What are the different types of CP? | 16 | ||
| How often does CP occur? | 18 | ||
| What are the causes of CP? | 18 | ||
| Diagnosis | 19 | ||
| What other problems may the child have? | 20 | ||
| Consequences of the motor disorder | 23 | ||
| Questions commonly asked by parents | 26 | ||
| References | 27 | ||
| Chapter 4 The role of different brain-imaging techniques in the diagnosis of cerebral palsy | 29 | ||
| Neuroimaging methods | 29 | ||
| Neuroimaging techniques in the diagnosis of CP | 33 | ||
| Abnormalities of brain development and CP | 35 | ||
| Conclusion | 36 | ||
| Further reading | 37 | ||
| Chapter 5 Epilepsy in cerebral palsy | 39 | ||
| Definitions and terminology | 39 | ||
| Epidemiology of epilepsy in cerebral palsy | 39 | ||
| Epileptic seizures and main epilepsy syndromes | 41 | ||
| Diagnosis | 47 | ||
| Course of epilepsy | 48 | ||
| What to do if a convulsive seizure occurs | 49 | ||
| When to start treatment with antiepileptic drugs | 49 | ||
| Setting the targets of drug treatment | 49 | ||
| Monitoring of antiepileptic drug treatment | 50 | ||
| Cognitive and behavioural effects of antiepileptic drugs | 50 | ||
| Discontinuation of drug treatment | 50 | ||
| A ketogenic diet | 50 | ||
| Homeopathy | 52 | ||
| Vagus nerve stimulation | 52 | ||
| Surgical treatment | 52 | ||
| General care and risks in daily life | 53 | ||
| References | 53 | ||
| Useful websites | 55 | ||
| Chapter 6 Parents' problems | 57 | ||
| The problem of acceptance | 57 | ||
| Adjustment | 58 | ||
| Shame, embarrassment and social isolation | 59 | ||
| Accepting help | 60 | ||
| Social acceptance: the ultimate objective | 60 | ||
| Establishing the first relationships | 60 | ||
| The changing relationship | 61 | ||
| The mother as teacher | 61 | ||
| Play | 62 | ||
| Self-help skills | 63 | ||
| Guiding principles | 63 | ||
| Helping now | 64 | ||
| Discipline | 65 | ||
| Obstinacy and tantrums | 66 | ||
| Food fads, toilet training, negativism | 67 | ||
| Other behavioural problems | 68 | ||
| Overattachment | 70 | ||
| Brothers and sisters | 70 | ||
| Social behaviour | 71 | ||
| Conclusion | 72 | ||
| Chapter 7 Learning and behaviour – the psychologist's role | 73 | ||
| How typical children learn | 74 | ||
| How does a child with more severe CP learn? | 74 | ||
| How can we assess learning ability? | 75 | ||
| Encouraging your child's interest in learning | 76 | ||
| Learning in the child with additional impairments | 77 | ||
| How to help the child with poor visual perception | 79 | ||
| How to help the child with attention problems | 80 | ||
| Alternative forms of communication | 80 | ||
| Educational groups | 81 | ||
| Formal educational provision | 81 | ||
| Emotional factors | 82 | ||
| Sharing the care | 83 | ||
| Chapter 8 Emotional health | 85 | ||
| The early days | 86 | ||
| The toddler years | 88 | ||
| Preparing for playschool and school | 89 | ||
| Encouraging independence and helping your child to learn | 90 | ||
| Play | 91 | ||
| Behavioural problems | 92 | ||
| When to seek help | 92 | ||
| Preschool attention deficit hyperactivity disorder (PS-ADHD) | 93 | ||
| Further reading | 94 | ||
| Useful websites | 94 | ||
| Chapter 9 Parents' contribution to early learning – developing a dialogue using touch, sight, hearing and communication | 95 | ||
| How does a child learn? | 96 | ||
| Chapter 10 Understanding movement, both typical and in the child with cerebral palsy | 101 | ||
| Movement | 101 | ||
| Types of muscle activity | 102 | ||
| The child with cerebral palsy | 102 | ||
| Primitive reactions, early infantile reactions | 104 | ||
| Normal postural tone | 104 | ||
| Postural reactions or automatic reactions | 104 | ||
| Differences between typical sequences of movement and sequences of movement in a child with CP | 105 | ||
| Movements which may be possible for the child with cerebral palsy, but are abnormally performed | 109 | ||
| Understanding early sensorimotor development in the child with typical movement | 115 | ||
| Chapter 11 Handling | 119 | ||
| Using our hands | 120 | ||
| Non-recommended handling and the reasons why | 132 | ||
| Handling during routine activities | 135 | ||
| Summary | 136 | ||
| Chapter 12 Sleeping | 137 | ||
| The process of sleep | 138 | ||
| Sleep-time events which may occur in any child | 139 | ||
| Conditions associated with cerebral palsy which can affect a child's sleep | 140 | ||
| Daytime naps | 143 | ||
| The bedroom | 144 | ||
| Techniques which may help to prevent later sleep problems in any child | 145 | ||
| Optimizing the chance of a good night's sleep for a child with cerebral palsy | 146 | ||
| References | 147 | ||
| Further reading | 148 | ||
| Chapter 13 Feeding | 149 | ||
| Developmental stages: early breast- or bottle-feeding | 150 | ||
| The swallowing mechanism | 150 | ||
| Managing early feeding problems | 151 | ||
| Introduction of semi-solid food | 152 | ||
| Developing chewing skills | 155 | ||
| Nutrition | 157 | ||
| Self-feeding | 158 | ||
| Swallow safety | 159 | ||
| Supplementary/non-oral feeding | 159 | ||
| Constipation | 161 | ||
| Teeth cleaning | 161 | ||
| Saliva control | 162 | ||
| Summary | 163 | ||
| References | 164 | ||
| Further reading | 164 | ||
| Useful website | 164 | ||
| Chapter 14 Lifting and carrying | 165 | ||
| The typical child | 165 | ||
| The child with cerebral palsy | 166 | ||
| Back care for parents and carers | 166 | ||
| Lifting and moving tasks | 175 | ||
| Acknowledgement | 180 | ||
| Chapter 15 Toilet training | 181 | ||
| Basic bowel function | 181 | ||
| Basic bladder function | 183 | ||
| Achieving voluntary control over bowel and bladder | 184 | ||
| Toilet training readiness check | 184 | ||
| Getting started | 185 | ||
| Special considerations in children with cerebral palsy | 186 | ||
| Unsuccessful toilet training | 189 | ||
| References | 190 | ||
| Chapter 16 Bathing | 191 | ||
| Strategies which may help when bathing the young, small child | 192 | ||
| Choosing a bath for the young, small child | 193 | ||
| Interactive play with your child at bath time | 194 | ||
| Strategies which may help when bathing the growing, older child | 194 | ||
| Choosing a bath seat | 195 | ||
| Preventive back care for parents | 199 | ||
| Bath time: a learning situation | 199 | ||
| Working towards independence | 200 | ||
| Reference | 202 | ||
| Chapter 17 Dressing | 203 | ||
| Dressing and undressing the child with cerebral palsy | 204 | ||
| Positioning, holding and moving the child with cerebral palsy | 204 | ||
| Common problems and some suggestions | 212 | ||
| Clothing | 221 | ||
| General points | 226 | ||
| Reference | 226 | ||
| Chapter 18 Communication | 227 | ||
| How cerebral palsy can affect communication skills | 227 | ||
| Early interaction | 229 | ||
| Object play | 230 | ||
| Joint attention | 231 | ||
| Gestures | 231 | ||
| Speech | 233 | ||
| Unaided communication: signing | 237 | ||
| Aided communication | 238 | ||
| Summary | 241 | ||
| References | 242 | ||
| Further information | 242 | ||
| Chapter 19 Hand function and fine motor activities | 243 | ||
| Development of skilled use of the hands | 243 | ||
| Stages in the development of typical hand use | 244 | ||
| Identification of atypical use of the hands | 250 | ||
| Promoting hand skills | 252 | ||
| Complementary or alternative strategies | 266 | ||
| Emerging therapies | 267 | ||
| Summary | 267 | ||
| References | 268 | ||
| Chapter 20 Gross motor development in children with cerebral palsy: what do we know, and how may that knowledge help? | 269 | ||
| The Gross Motor Function Classification System (GMFCS) (Palisano et al. 1997 and 2008) | 269 | ||
| Ontario Motor Growth (OMG) curves | 270 | ||
| References | 280 | ||
| Chapter 21 Chairs, pushchairs and car seats | 283 | ||
| General considerations | 284 | ||
| Assessment | 285 | ||
| Measuring for a regular chair | 286 | ||
| Chairs | 286 | ||
| Tables | 295 | ||
| Summary | 295 | ||
| Pushchairs or strollers | 296 | ||
| Car seats | 298 | ||
| Reference | 299 | ||
| Chapter 22 Aids to mobility | 301 | ||
| Mobility in prone | 302 | ||
| Mobility in sitting | 303 | ||
| Sturdy trucks which can be used as walkers | 303 | ||
| Providing support | 305 | ||
| Balance training | 306 | ||
| Walking independently | 306 | ||
| References | 308 | ||
| Chapter 23 Play | 309 | ||
| The typical child | 310 | ||
| The child with cerebral palsy | 310 | ||
| The importance of concentration | 310 | ||
| Play that involves sensory motor learning | 311 | ||
| Play throughout the day | 312 | ||
| Integration between gross motor abilities and play | 313 | ||
| Organization of self | 313 | ||
| The transition from play to function | 313 | ||
| Choice of toys | 313 | ||
| Some dos and don'ts when playing | 316 | ||
| Imitative play | 317 | ||
| Shape recognition | 318 | ||
| Activities which may encourage motor skills through play | 319 | ||
| Reference | 329 | ||
| Chapter 24 Leisure and fitness | 331 | ||
| Music and movement | 332 | ||
| Swimming | 333 | ||
| Horse riding | 337 | ||
| Summary | 338 | ||
| Chapter 25 Deformity: growth and the problems of getting taller | 339 | ||
| Deformities | 339 | ||
| Movements, postures and muscle action | 340 | ||
| Physical examination (looking for deformity) | 341 | ||
| Preventing deformity: what do we know? | 349 | ||
| Prevention, management and treatment | 351 | ||
| Deformity and walking | 357 | ||
| Conclusion | 358 | ||
| References | 359 | ||
| Further reading | 360 | ||
| Chapter 26 Orthoses and children with cerebral palsy | 361 | ||
| Terminology | 361 | ||
| Supply process | 362 | ||
| Lower-limb orthoses | 362 | ||
| Spinal orthoses | 365 | ||
| Hip orthoses | 365 | ||
| Upper-limb orthoses | 366 | ||
| Conclusion | 366 | ||
| Further reading | 366 | ||
| Chapter 27 Spasticity | 367 | ||
| Oral medications | 367 | ||
| Botulinum toxin | 368 | ||
| Intrathecal baclofen pump | 369 | ||
| Selective dorsal rhizotomy | 370 | ||
| Orthopaedic interventions | 372 | ||
| Useful websites | 374 | ||
| Chapter 28 Complementary and alternative medicine in cerebral palsy | 375 | ||
| What is complementary and alternative medicine? | 375 | ||
| What CAMs are used in cerebral palsy? | 376 | ||
| Who uses CAM? | 378 | ||
| The worst form of CAM – quackery | 378 | ||
| Worries about using CAM | 379 | ||
| Advice to parents, carers and health care professionals about CAM | 379 | ||
| References | 379 | ||
| Appendix 1 An overview of the first five stages of sensorimotor development in a child with typical movement | 381 | ||
| Stage 1 | 381 | ||
| Stage 2 | 382 | ||
| Stage 3 | 384 | ||
| Stage 4 | 385 | ||
| Stage 5 | 387 | ||
| Appendix 2 A typical child's gross motor development | 389 | ||
| Appendix 3 Validated measures of motor development and function which can be used for children with cerebral palsy | 391 | ||
| Alberta Infant Motor Scale (AIMS) (Piper and Darrah 1994) | 391 | ||
| Bayley Scales of Infant and Toddler Development (3rd edn) (Bayley 2005) | 391 | ||
| Gross Motor Function Measure (GMFM 66 and 88) (Russell et al. 2002) | 391 | ||
| Movement ABC-2 test Henderson and Sugden 2007) | 391 | ||
| Paediatric Evaluation of Disability Inventory (PEDI) (Haley et al. 1992) | 391 | ||
| Peabody Developmental Motor Scale (2nd edn) (Folio and Fewell 2000) | 392 | ||
| WeeFIM (Msall et al. 1994) | 392 | ||
| References | 392 | ||
| Appendix 4 Using the Gross Motor Function Classification System (GMFCS) for intervention planning in children 0–5 years | 393 | ||
| Appendix 5 Glossary of some of the terms used by therapists | 395 | ||
| A | 395 | ||
| B | 395 | ||
| C | 396 | ||
| D | 396 | ||
| E | 396 | ||
| F | 396 | ||
| G | 397 | ||
| H | 397 | ||
| I | 397 | ||
| K | 397 | ||
| L | 397 | ||
| M | 397 | ||
| N | 397 | ||
| O | 397 | ||
| P | 397 | ||
| Q | 398 | ||
| R | 398 | ||
| S | 398 | ||
| T | 399 | ||
| U | 399 | ||
| V | 399 | ||
| W | 399 | ||
| Index | 401 | ||
| A | 401 | ||
| B | 402 | ||
| C | 403 | ||
| D | 405 | ||
| E | 406 | ||
| F | 408 | ||
| G | 408 | ||
| H | 409 | ||
| I | 410 | ||
| J | 411 | ||
| K | 411 | ||
| L | 411 | ||
| M | 412 | ||
| N | 414 | ||
| O | 414 | ||
| P | 414 | ||
| Q | 416 | ||
| R | 416 | ||
| S | 417 | ||
| T | 419 | ||
| U | 420 | ||
| V | 420 | ||
| W | 421 | ||
| Y | 421 | ||
| Z | 421 |