Additional Information
Book Details
Abstract
Special Needs & Cerebral Palsy is a new e-book in a collection of subject-themed e-books containing relevant key articles from Paediatrics & Child Health. The e-books provide a perfect source of revision for post-graduate exams in paediatrics and portfolio material for life-long learning.
As well as mapping to the requirements of post-graduate training in paediatrics, these e-books also enable anyone with a short-term interest in a specific area to buy individual articles at a price-point that will give affordable access to all readers (from medical students to GPs and practitioners in related areas). The quality of user experience on mobiles, tablets and laptops will be an added bonus for learning on the move.
About the journal
The parent journal (http://www.paediatricsandchildhealthjournal.co.uk/) is a rolling, continuously updated review of clinical medicine over a 4-year cycle covering all the important topics for post-graduate exams in paediatrics. The journal’s articles are refreshed, updated, augmented or replaced as appropriate each time the subject is due for revision to provide a concise overview of knowledge and practice core to the curriculum. Each article is written by invited experts and overseen by the relevant subject specialist on the Board. A trainee representative on the Board ensures relevance and accessibility for exam candidates.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| Special Needs and Cerebral Palsy: Prepare for the MRCPCH | Fm-1 | ||
| Copyright Page | Fm-2 | ||
| PREFACE | Fm-4 | ||
| Table of Contents | Fm-5 | ||
| Section 1: Special Needs | 1 | ||
| Genetics of learning disability | 1 | ||
| Introduction | 1 | ||
| Approach to the investigation of a child with LD | 2 | ||
| Clinical conditions | 3 | ||
| Conclusion | 7 | ||
| FURTHER READING | 7 | ||
| Paediatric palliative care | 9 | ||
| Background | 9 | ||
| Uncertainty in prognosis and parallel planning | 9 | ||
| Prognostic factors | 10 | ||
| Planning ahead | 10 | ||
| Benefits of planning ahead | 10 | ||
| Tools to support planning ahead | 11 | ||
| Challenges in palliative care | 11 | ||
| At the end of the day | 12 | ||
| FURTHER READING | 12 | ||
| Respiratory problems in children with neurodisability | 14 | ||
| Introduction | 14 | ||
| Common features | 14 | ||
| Specific conditions | 16 | ||
| Summary | 16 | ||
| FURTHER READING | 17 | ||
| Tuberous sclerosis complex | 18 | ||
| Definition | 18 | ||
| Epidemiology | 18 | ||
| Pathogenesis | 18 | ||
| TSC presentation and outcome | 19 | ||
| Diagnosis | 22 | ||
| Differential diagnosis | 22 | ||
| Management of TSC | 22 | ||
| Follow up | 23 | ||
| Prevention | 24 | ||
| FURTHER READING | 24 | ||
| Parental reaction to disability | 25 | ||
| Introduction | 25 | ||
| Before diagnosis | 25 | ||
| Diagnostic consultation | 26 | ||
| Guidelines for diagnostic consultation | 26 | ||
| Impact of diagnosis | 27 | ||
| Coping with the child’s disability | 28 | ||
| Conclusion | 29 | ||
| FURTHER READING | 29 | ||
| WEBSITES AND DOCUMENTS | 30 | ||
| Palliative care for disabled children and young people | 31 | ||
| Definitions & numbers | 31 | ||
| National policies, drivers and funding for paediatric palliative care Figure 1 | 31 | ||
| Conclusion | 38 | ||
| FURTHER READING | 38 | ||
| Pros and cons of gastrostomy feeding in children with cerebral palsy | 39 | ||
| Causes of feeding problems | 39 | ||
| Consequences and management of undernutrition | 39 | ||
| Indications for gastrostomy tube feeding | 40 | ||
| Methods of insertion | 40 | ||
| Benefits of gastrostomy tube feeding | 40 | ||
| Complications of gastrostomy tube feeding | 40 | ||
| Risk of overfeeding | 41 | ||
| Parents’ perceptions | 41 | ||
| Timing of gastrostomy insertion | 41 | ||
| Conclusion: pros and cons | 42 | ||
| FURTHER READING | 42 | ||
| Did we aim high enough? Will legislation lead to better results for disabled children? | 43 | ||
| Introduction | 43 | ||
| Better health outcomes for disabled children — outcomes frameworks | 43 | ||
| How will we deliver? — New commissioning arrangements | 44 | ||
| Parent and patient — participation and feedback | 44 | ||
| Short breaks | 44 | ||
| The New Education, Health & Care (EHC) plan pathway and implications for Clinical Commissioning Groups (CCG’s) | 46 | ||
| Proposed transitional arrangements to Education, Health and Care plans and the local offer | 47 | ||
| Personal budgets | 47 | ||
| Outcomes for children | 47 | ||
| Dealing with complaints | 47 | ||
| Designated Health Officers | 47 | ||
| Transitional care | 48 | ||
| The national indicator — atlas and outcomes | 48 | ||
| Conclusion | 48 | ||
| FURTHER READING | 48 | ||
| Medical management of children with Down syndrome | 50 | ||
| The Paediatrician’s role | 50 | ||
| Specific medical problems | 52 | ||
| Sexual development | 54 | ||
| Thyroid dysfunctiona | 54 | ||
| Cervical spine disordersa | 55 | ||
| Other orthopaedic problems | 55 | ||
| Ophthalmological problemsa | 55 | ||
| Sleep related breathing disorders (SRBD) | 56 | ||
| Other respiratory disorders | 56 | ||
| Haematological problems | 56 | ||
| Immune dysfunction and immunization | 56 | ||
| Autistic spectrum disorders | 56 | ||
| Conclusion | 56 | ||
| FURTHER READING | 57 | ||
| Review of diagnostic hearing problems in childhood | 58 | ||
| Early onset permanent childhood hearing impairment | 58 | ||
| Auditory neuropathy spectrum disorder | 58 | ||
| Protocols for hearing management following referral from NHSP | 59 | ||
| Family-centred management | 59 | ||
| Early amplification, support and monitoring protocols | 59 | ||
| Supporting parents in feeling competent and confident in use of technology | 60 | ||
| Is early fitting of hearing aids changing outcomes for PCHI? | 60 | ||
| Later-onset forms of childhood hearing loss | 60 | ||
| Guidelines for the management of persistent OME with hearing loss | 61 | ||
| Genetic syndromes with increased susceptibility to conductive hearing loss from OME | 61 | ||
| Acquired sensori-neural hearing loss | 62 | ||
| Unilateral hearing loss | 62 | ||
| Acquired hearing loss from infection | 62 | ||
| Ototoxic drugs and medications | 62 | ||
| Other causes of acquired hearing loss | 63 | ||
| FURTHER READING | 63 | ||
| Communication disorders in preschool children | 64 | ||
| Introduction | 64 | ||
| Speech & language development | 64 | ||
| Clinical presentations | 64 | ||
| Screening, surveillance and assessment | 65 | ||
| Clinical examination findings | 67 | ||
| Investigations | 68 | ||
| Intervention | 69 | ||
| Conclusion | 69 | ||
| FURTHER READING | 70 | ||
| Education of children with hearing impairment | 71 | ||
| Introduction | 71 | ||
| National statistics on educational attainment | 71 | ||
| Professionals who support education for children with hearing impairments | 71 | ||
| Educational audiologist | 72 | ||
| Equipment to support inclusion | 73 | ||
| British Sign Language | 73 | ||
| Special schools for children with hearing impairments | 73 | ||
| Changes to special educational needs provision | 74 | ||
| Summary | 74 | ||
| FURTHER READING | 74 | ||
| Child mental health and deafness | 75 | ||
| Introduction | 75 | ||
| Deafness: prevalence | 75 | ||
| Prevalence of mental health difficulties in deaf children | 75 | ||
| Assessment | 75 | ||
| Deafness: severity, age of onset and age of diagnosis | 76 | ||
| Aetiology: congenital deafness | 76 | ||
| Syndromes | 76 | ||
| Aetiology: acquired deafness | 77 | ||
| Adjustment | 77 | ||
| Deaf culture | 77 | ||
| Deaf children in Deaf families | 78 | ||
| Communication | 78 | ||
| Cochlear implantation (CI) | 78 | ||
| Education | 78 | ||
| Mental health disorders | 78 | ||
| Interventions | 79 | ||
| FURTHER READING | 79 | ||
| Improving adherence to treatment in child health | 80 | ||
| Introduction | 80 | ||
| What is adherence? | 80 | ||
| How common is incomplete adherence? | 80 | ||
| Why does incomplete adherence matter? | 80 | ||
| What are the factors that lead to poor adherence? | 80 | ||
| Personal (and familial) factors | 81 | ||
| Can we do anything to minimise poor adherence? | 82 | ||
| Conclusion | 84 | ||
| FURTHER READING | 85 | ||
| Investigating developmental delay/impairment | 86 | ||
| Definition | 86 | ||
| Diagnosis | 86 | ||
| History | 86 | ||
| Physical examination | 87 | ||
| Investigations | 87 | ||
| Guidelines | 88 | ||
| Management | 88 | ||
| Prognosis | 88 | ||
| FURTHER READING | 90 | ||
| Roles and responsibilities of the paediatrician in a child development team: a case-based discussion | 91 | ||
| Introduction | 91 | ||
| Background | 91 | ||
| The paediatrician role in an inter-disciplinary child development team — the ideal? | 91 | ||
| Conclusions | 95 | ||
| FURTHER READING | 95 | ||
| Bladder and bowel management in physically disabled children | 97 | ||
| Introduction | 97 | ||
| The bladder | 97 | ||
| The bowel | 99 | ||
| Child Protection | 101 | ||
| Conclusion | 101 | ||
| Medical management of neurofibromatosis | 102 | ||
| Introduction | 102 | ||
| Neurofibromatosis 1 (NF1) | 102 | ||
| Neurofibromatosis 2 (NF2) | 106 | ||
| FURTHER READING | 108 | ||
| Providing medical advice to support children with special educational needs | 109 | ||
| Introduction | 109 | ||
| The designated doctor for education | 109 | ||
| Special educational needs coordinator | 110 | ||
| Paediatric involvement | 110 | ||
| Case reports | 112 | ||
| Feedback from the cases | 114 | ||
| Ongoing reviews | 114 | ||
| Transitional reviews | 114 | ||
| School leaver review | 115 | ||
| Conclusions | 115 | ||
| REFERENCES | 115 | ||
| Section 2: Cerebral Palsy | 116 | ||
| Aetiology and epidemiology of cerebral palsy | 116 | ||
| Epidemiology | 116 | ||
| Classification of cerebral palsy | 117 | ||
| Aetiology | 118 | ||
| Discussion | 120 | ||
| FURTHER READING | 121 | ||
| Augmentative and alternative communication for children with cerebral palsy | 122 | ||
| Introduction | 122 | ||
| Types of AAC: signs and symbols | 122 | ||
| Prevalence | 123 | ||
| Functional communication groups | 123 | ||
| Theoretical issues | 123 | ||
| Assessment | 123 | ||
| Body structure and function | 124 | ||
| Environmental factors | 124 | ||
| Personal factors | 125 | ||
| Participation | 125 | ||
| Intervention | 125 | ||
| FURTHER READING | 125 | ||
| The medical management of cerebral palsy | 127 | ||
| Introduction | 127 | ||
| Assessment | 127 | ||
| Neurological investigations | 128 | ||
| Conventional medical therapies to reduce hypertonicity | 128 | ||
| Deep brain stimulation | 130 | ||
| Therapies to improve motor control | 130 | ||
| Unconventional or experimental medical therapies | 130 | ||
| Therapies to encourage or modify brain plasticity | 130 | ||
| Stem cell transplantation | 130 | ||
| Conclusion | 131 | ||
| FURTHER READING | 131 | ||
| The surgical treatment of cerebral palsy | 132 | ||
| Introduction | 132 | ||
| Timing of treatment | 132 | ||
| Setting surgical objectives | 132 | ||
| Surgery in the under 6s | 133 | ||
| Surgery for spasticity: SDR | 133 | ||
| Hip surveillance | 133 | ||
| Hip stabilization in the pre adolescent | 133 | ||
| Spinal surgery | 134 | ||
| Lower limb surgery in the pre adolescent | 134 | ||
| The adolescent growth spurt | 134 | ||
| Multilevel orthopaedic surgery | 135 | ||
| Surgery to enable standing to transfer | 136 | ||
| Anaesthesia and analgesia | 136 | ||
| The upper limb | 137 | ||
| Late effects: the adult with cerebral palsy | 137 | ||
| FURTHER READING | 138 | ||
| Outcomes for people with cerebral palsy: life expectancy and quality of life | 139 | ||
| Life expectancy | 139 | ||
| Quality of life | 139 | ||
| Participation | 140 | ||
| Mental health | 141 | ||
| Physical health and unmet needs | 141 | ||
| Impact on parental stress and family life | 141 | ||
| What should be done to improve outcomes? | 141 | ||
| FURTHER READING | 142 |