BOOK
Campbell's Physical Therapy for Children Expert Consult - E-Book
Robert J. Palisano | Margo Orlin | Joseph Schreiber
(2016)
Additional Information
Book Details
Abstract
Get all the pediatric physical therapy background and guidance you need with Campbell’s Physical Therapy for Children Expert Consult, 5th Edition. Insightful and comprehensive coverage walks you through all aspects of working with children, including: decision making, screening, development, motor control and motor learning, the impairments of body function and structure, and the PT management of pediatric disorders. Like the previous bestselling editions, this edition also follows the practice pattern categories of the　Guide to Physical Therapist Practice　and uses the IFC model of the disabling process as it presents up-to-date, evidence-based coverage of treatment. New to this edition are a number of added and extensively revised chapters — covering topics such as tests and measures, autism spectrum disorder, pediatric oncology, and the neonatal intensive care unit — to keep you at the cutting edge of the latest issues and best-practices. Finally, with it’s wealth of online resources and learning aids, you’ll have all the tools and support you need to tackle every aspect of pediatric physical therapy!
- Focus on the International Classification of Function, Disability, and Health (ICF) of the World Health Organization (WHO)　emphasizes activity rather than functional limitations and participation rather than disability.
- Incorporation of practice pattern guidelines from the　Guide to Physical Therapist Practice, 2nd Edition sets the standard for physical therapy practice.
- Comprehensive reference offers a thorough understanding of all aspects of pediatric physical therapy, including: decision making, screening, development, motor control, and motor learning, the impairments of body function and structure, and the PT management of pediatric disorders.
- Expert authorship and editors lend their experience and guidance for on-the-job success.
- Variety of user resources to enhance study include review questions, critical questions, and additional resources and activities.
- Questions and exercises offer great preparation for the APTA’s Pediatric Specialist Certification Examination.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Front Cover | Cover | ||
| IFC | ES1 | ||
| Campbell's Physical Threrapy for Children | i | ||
| Campbell's Physical Threrapy for Children | iii | ||
| Copyright | iv | ||
| DEDICATION | v | ||
| PREFACE | vi | ||
| ACKNOWLEDGMENTS | vii | ||
| CONTRIBUTORS | viii | ||
| CONTENTS | xi | ||
| TABLE OF CONTENTS – CASE SCENARIOS | xii | ||
| TABLE OF CONTENTS – VIDEOS | xiv | ||
| 1 Understanding Motor Performance in Children | 1 | ||
| 1 - Evidence-Based Decision Making in Pediatric Physical Therapy | 1 | ||
| INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY AND HEALTH | 1 | ||
| APTA GUIDE TO PHYSICAL THERAPIST PRACTICE 3.0 | 3 | ||
| Patient/Client Management Model | 3 | ||
| Examination | 3 | ||
| Evaluation | 3 | ||
| Diagnosis | 3 | ||
| Prognosis | 4 | ||
| Intervention | 4 | ||
| Outcomes | 4 | ||
| EVIDENCE-BASED PRACTICE | 4 | ||
| Background and Foreground Information | 4 | ||
| Declarative and Procedural Knowledge | 5 | ||
| Evidence-Based Resources for Acquiring Knowledge | 5 | ||
| APPRAISAL OF RESEARCH FROM INDIVIDUAL STUDIES | 8 | ||
| Strength of Evidence | 9 | ||
| Qualitative and Mixed Methods Research | 9 | ||
| Methodologic Quality in Individual Research Studies | 10 | ||
| GRADES OF RECOMMENDATIONS | 10 | ||
| KNOWLEDGE TRANSLATION | 11 | ||
| EVIDENCE-INFORMED CLINICAL DECISION MAKING | 11 | ||
| REFERENCES (NOTE: ASTERISK INDICATES RECOMMENDED READINGS) | 13 | ||
| 2 - Measurement | 15 | ||
| INTRODUCTION | 15 | ||
| MEASUREMENT PRINCIPLES | 16 | ||
| Norm- Versus Criterion-Referenced Outcome Measures | 16 | ||
| Test Development | 16 | ||
| Psychometric Properties | 17 | ||
| Computer- and Technology-Aided Measures | 18 | ||
| ANALYSIS AND INTERPRETATION | 18 | ||
| Screening and Prediction | 19 | ||
| Determining Difference | 19 | ||
| EVALUATING CHANGE | 20 | ||
| SELECTION | 20 | ||
| REPORTING AND SHARING RESULTS | 21 | ||
| CASE ILLUSTRATIONS OF ANALYSIS AND INTERPRETATION OF EXAMINATION DATA | 21 | ||
| Case 1: Sophia | 21 | ||
| Screening and Prediction | 21 | ||
| Eligibility Decisions | 21 | ||
| Evaluation of Change of Time | 22 | ||
| Case 2: Jacob | 22 | ||
| Measures collected during this time are shown in Tables 2.11 to 2.13 | 22 | ||
| Measures collected during this episode of care are shown in Tables 2.14 to 2.16 | 22 | ||
| REFERENCES | 28 | ||
| 3 - Motor Development and Control | 30 | ||
| THEORETICAL BACKGROUND: PERSPECTIVES LEADING TO UNDERSTANDING THE BASICSOF HOW AND WHY MOTOR SKILLS CHANGEOVER TIME | 30 | ||
| Neural-Maturationist Theories | 31 | ||
| Theory Summary | 40 | ||
| Cognitive Theories | 34 | ||
| Developmental Cognitive Theories | 34 | ||
| Motor Learning Cognitive Theory | 35 | ||
| Dynamic Systems | 37 | ||
| Neuronal Group Selection Theory | 38 | ||
| Embodied Mind Concept | 39 | ||
| Perception Action Theory | 40 | ||
| Ecological Theory | 40 | ||
| CURRENT FRAMEWORK FOR DEVELOPMENTAL INTERVENTION | 41 | ||
| Factors External to the Nervous System | 41 | ||
| Anthropometrics, Body Mass, and Nutrition | 41 | ||
| Musculoskeletal System Factors | 41 | ||
| Cultural Differences/Influences on Motor Skill Development | 42 | ||
| Task Demands | 42 | ||
| Internal Child Factors (Related to the Nervous System) | 42 | ||
| Cognitive and Behavioral Factors | 42 | ||
| Sensory Factors | 43 | ||
| VARIABLES OF MOTOR CONTROL THAT INFLUENCE DEVELOPMENT | 46 | ||
| Current Hypotheses of Motor Control | 46 | ||
| Postural Control | 46 | ||
| Reaching | 49 | ||
| Locomotive Control | 51 | ||
| DETAILS OF DEVELOPMENT: WHEN AND WHAT SKILLS ARE ACQUIRED | 52 | ||
| Early Development: First Year of Life | 53 | ||
| Early Neonatal Movement | 53 | ||
| Neonatal and Infant Reflexes | 54 | ||
| Functional Head Control | 54 | ||
| Sitting and Transitioning Toward Mobility | 56 | ||
| Upper Extremity Use: Grasping and Object Manipulation | 57 | ||
| Anticipatory Control of the Hand During Grasping | 60 | ||
| Becoming Mobile | 61 | ||
| Motor Development Beyond the First Year | 61 | ||
| Functional Motor Skills and Activity Levels in Preschoolers | 61 | ||
| Early School Years | 63 | ||
| Steps in Motor Skill Development for Older Children | 64 | ||
| Reaching Strategies in School-Age Children | 66 | ||
| Maturation of Precision Grip and Load Force Control in Preschool and School-Age Children | 67 | ||
| The Role of Play in Development | 68 | ||
| EXAMPLES OF MULTIFACTORIAL NATURE OF MOTOR DEVELOPMENT: PULLING IT ALL TOGETHER | 69 | ||
| REFERENCES | 69 | ||
| 4 - Motor Learning: Application of Principles to Pediatric Rehabilitation | 78 | ||
| MOTOR LEARNING PRINCIPLES | 78 | ||
| Basic Assumptions | 78 | ||
| General Influences on the Learning of Motor Skills | 78 | ||
| Categories and Taxonomies of Motor Skills | 79 | ||
| Types of Knowledge Acquired During Learning | 79 | ||
| Stages of Learning | 80 | ||
| Practice Conditions Considerations | 80 | ||
| Generalization: From the Clinic to the Everyday Experience | 80 | ||
| Presenting Instructions About How to Perform a Skill: Demonstration and Verbal Instructions | 81 | ||
| . Sometimes referred to as modeling, demonstration is an effective way to communicate how to perform a skill or activity. It is ... | 81 | ||
| . An alternative to demonstrating how to perform an activity is providing verbal instructions. Although evidence supports the va... | 81 | ||
| . When a person practices a skill or activity, he or she typically performs some parts correctly and some incorrectly. The thera... | 81 | ||
| . An often debated issue is whether the performance information conveyed by feedback should refer to the mistakes the person mad... | 82 | ||
| . When performing a skill or activity during a therapy session, a child will undoubtedly make many errors. The challenge for the... | 82 | ||
| . It is not uncommon for therapists to want to give error correction feedback after every attempt a patient makes at performing ... | 82 | ||
| Practice Structure | 82 | ||
| . A practice structure characteristic that increases the chances for future performance success is the variability of the learne... | 82 | ||
| . When variations of a skill or activity, or performance context, are included in therapy sessions, the therapist needs to deter... | 83 | ||
| . The earlier discussion of the generalization of learning emphasized the importance of the degree of similarity between practic... | 83 | ||
| Massed and Distributed Practice | 83 | ||
| Whole and Part Practice | 84 | ||
| . For some skills or activities, it may be more desirable to reduce the difficulty of the skill and practice a modified version ... | 84 | ||
| Mental Practice | 84 | ||
| MOTOR LEARNING IN TYPICALLY DEVELOPING CHILDREN | 85 | ||
| Children Are Not Simply Little Adults | 85 | ||
| Feedback Schedules | 85 | ||
| Types of Practice Schedules | 86 | ||
| Learning Occurs Over Considerable Time and Practice | 86 | ||
| MOTOR LEARNING IN PEDIATRIC REHABILITATION | 87 | ||
| Practice Makes Better | 87 | ||
| TASK-ORIENTED TRAINING | 89 | ||
| Constraint-Induced Therapy | 90 | ||
| Constraint-Induced Therapy in Children with Hemiparesis | 90 | ||
| Unconstraining the Constraint: Bimanual Training | 92 | ||
| TWO MORE LIMBS | 93 | ||
| SALIENCE OF MOTOR ACTIVITIES | 93 | ||
| CONSIDERATIONS | 93 | ||
| REFERENCES | 94 | ||
| 5 - Musculoskeletal Development and Adaptation | 99 | ||
| MUSCLE HISTOLOGY AND DEVELOPMENT | 99 | ||
| Structure and Function of the Normal Muscle-Tendon Unit | 100 | ||
| Adaptations of Muscle Fibers | 100 | ||
| FORCE AND LENGTH ADAPTATIONS IN THE MUSCLE-TENDON UNIT | 101 | ||
| Skeletal and Articular Structures | 102 | ||
| Skeletal Adaptations | 103 | ||
| Long-Term Effects of Atypical Musculoskeletal Development | 107 | ||
| Measurement and Effects of Intervention | 108 | ||
| Range-of-Motion Examination | 108 | ||
| Strength Examination | 109 | ||
| Effects of Intervention on the Musculoskeletal System | 109 | ||
| REFERENCES | 112 | ||
| 6 - PHYSICAL FITNESS DURING CHILDHOOD AND ADOLESCENCE | 117 | ||
| HEALTH, PHYSICAL ACTIVITY, AND PHYSICAL FITNESS | 117 | ||
| Definition of Physical Fitness | 118 | ||
| Cardiopulmonary Response to Exercise | 118 | ||
| Cardiac Output | 120 | ||
| Arteriovenous Difference and Hemoglobin Concentration | 120 | ||
| Arterial Blood Pressure | 120 | ||
| Ventilation | 120 | ||
| Vital Capacity | 120 | ||
| Respiratory Rate | 120 | ||
| Blood Lactate | 120 | ||
| Review of Tests of Physical Fitness | 120 | ||
| Physical Best Program | 121 | ||
| FITNESSGRAM Program | 121 | ||
| National Children, Youth, and Fitness Study I and II | 121 | ||
| Presidential Youth Fitness Program (Replacement for President’s Challenge Youth Fitness Test) | 121 | ||
| Brockport Physical Fitness Test | 121 | ||
| Comparison of Tests | 122 | ||
| COMPONENTS OF PHYSICAL FITNESS | 122 | ||
| Cardiorespiratory Endurance | 122 | ||
| Criterion Measure | 122 | ||
| Laboratory Measurement | 122 | ||
| . An ergometer is a device that measures the amount of work performed under controlled conditions. The two devices commonly avai... | 122 | ||
| . Indirect determination methods use submaximal exercise to indirectly predict VO2max. The child is not taken to his or her self... | 123 | ||
| Developmental Aspects of Cardiorespiratory Endurance | 123 | ||
| Measurement in the Field | 123 | ||
| Standards by Age | 124 | ||
| Physical Activities | 124 | ||
| Response to Training | 124 | ||
| Assessment of Cardiorespiratory Endurance in Children With Disabilities | 124 | ||
| . The directly measured maximal aerobic capacity of children and adolescents with cerebral palsy (CP) is 10% to 30% less than th... | 125 | ||
| . Maximal aerobic capacity measured by cycle ergometry in children with juvenile rheumatoid arthritis has been reported to be 25... | 126 | ||
| . Chest deformity, decreased lung size, and decreased physical activity are believed to contribute to the lower maximal aerobic ... | 126 | ||
| . Most studies indicate that individuals with intellectual disabilities display lower VO2max scores than do their peers without ... | 126 | ||
| . The prevalence of obesity in children age 2 to 19 years designated as overweight by the National Health and Nutrition Examinat... | 126 | ||
| Muscular Strength and Endurance | 126 | ||
| Laboratory Measurement | 126 | ||
| Developmental aspects and standards by age | 127 | ||
| . Grip strength is the most commonly reported upper extremity strength measure in children. Absolute strength scores, however, a... | 127 | ||
| . Isometric elbow flexion strength is greater than isometric elbow extension strength throughout childhood and adolescence, and ... | 127 | ||
| . Isokinetic knee flexion strength and knee extension strength also increase throughout childhood. Rather than examining each in... | 127 | ||
| . Few data are available for laboratory dynamometry standards for trunk strength in children. Values for isokinetic trunk flexio... | 127 | ||
| . A second method for muscular function assessment in the laboratory is by evoked responses from electrical stimulation. Muscle ... | 127 | ||
| Developmental Aspects of Muscular Strength and Endurance | 127 | ||
| Measurement in the Field | 127 | ||
| . The exact relationship between curl-up performance (Fig. 6.4) and abdominal strength and endurance is unclear. How abdominal s... | 128 | ||
| . The recommended test for upper body strength and endurance within the FITNESSGRAM is the 90° push-up at a cadence of one repet... | 128 | ||
| Standards by Age | 128 | ||
| Physical Activities | 128 | ||
| Response to Training | 128 | ||
| Assessment of Muscular Strength and Endurance in Children With Disabilities | 129 | ||
| . Strength measurements by dynamo | 129 | ||
| . Strength deficits in children with CP are common, and strength profiles for lower extremity muscle groups in children with spa... | 130 | ||
| . Performance on field tests of abdominal and upper body muscle strength (curl-up and modified pull-up or flexed arm hang) is po... | 130 | ||
| Flexibility | 130 | ||
| Criterion Measure | 131 | ||
| . Lower extremity passive ROM measurements have been described in the newborn, infant, and toddler.75,191,267 Newborns exhibit h... | 131 | ||
| . Spinal mobility has been measured in both young children and adolescents.109,170 The technique of measurement of back mobility... | 131 | ||
| Measurement in the Field | 131 | ||
| Standards by Age | 132 | ||
| Physical Activities | 132 | ||
| Assessment of Flexibility in Children with Disabilities | 132 | ||
| . Performance on field tests of flexibility (back-saver sit and reach test) is similar for children identified as overweight (≥ ... | 132 | ||
| Body Composition | 132 | ||
| Laboratory Measurement | 132 | ||
| . More commonly referred to as underwater or hydrostatic weighing, densitometry determines the density of an individual by divid... | 133 | ||
| . The measurement of total body water is used as a means of estimating the nonfat portion of the body because neutral fat does n... | 133 | ||
| . This method is based on the principle that impedance to electrical flow varies in proportion to the amount of lean tissue pres... | 133 | ||
| . Using dual-energy x-ray absorptiometry (DXA), the body’s differential absorption of two low-dose x-rays at different energy le... | 133 | ||
| Developmental Aspects of Body Composition | 133 | ||
| Measurement in the Field | 134 | ||
| Standards by Age | 134 | ||
| Response to Training | 134 | ||
| Assessment of Body Composition in Children with Disabilities | 134 | ||
| . Clinicians treat many children with disabilities who were born prematurely. Premature birth has been shown to affect body comp... | 134 | ||
| . The importance of body composition measurement has come to the forefront for individuals with CP.107,179,255 An increased perc... | 134 | ||
| . The risk of obesity in children with all forms of spina bifida has been a concern of clinicians for decades.113 Children with ... | 135 | ||
| . Regional and whole body composition has been assessed in children with Duchenne muscular dystrophy (DMD) in comparison with ty... | 135 | ||
| CONDITIONING AND TRAINING | 135 | ||
| Fitness Components and Training in Children | 135 | ||
| Cardiorespiratory Endurance | 135 | ||
| Muscular Strength and Endurance | 135 | ||
| Principles of Training | 136 | ||
| Specificity | 136 | ||
| Intensity | 137 | ||
| Frequency | 137 | ||
| Duration | 137 | ||
| Progression | 137 | ||
| Conditioning in Children with Disabilities | 137 | ||
| Cerebral Palsy | 137 | ||
| Cystic Fibrosis | 138 | ||
| Muscular Dystrophy | 138 | ||
| Children With Obesity | 138 | ||
| REFERENCES | 139 | ||
| SUGGESTED READINGS | 144 | ||
| 2 Management of Musculoskeletal Conditions | 145 | ||
| 7 - Juvenile Idiopathic Arthritis | 145 | ||
| ROLE OF THE THERAPIST | 145 | ||
| DIAGNOSIS AND CLASSIFICATION | 145 | ||
| Incidence and Prevalence | 147 | ||
| Origin and Pathogenesis | 147 | ||
| Pharmacologic Management | 147 | ||
| PROGNOSIS | 149 | ||
| BODY FUNCTION AND STRUCTURE | 149 | ||
| Joint Structure and Function | 149 | ||
| Muscular Structure and Function | 150 | ||
| Growth Disturbances and Postural Abnormalities | 150 | ||
| Physical Fitness: Health-Related Fitness and Performance-Related Fitness | 150 | ||
| ACTIVITY AND PARTICIPATION RESTRICTIONS | 152 | ||
| Self-Care and Participation | 152 | ||
| Physical Therapy Examination | 153 | ||
| Pain Examination | 153 | ||
| Joint and Muscle Examination | 153 | ||
| Physical Fitness Examination | 156 | ||
| Performance-Related Fitness Examination | 156 | ||
| Activity and Participation | 157 | ||
| Activity and Participation Examination | 157 | ||
| PHYSICAL THERAPY INTERVENTION | 157 | ||
| Body Function and Structures | 157 | ||
| Management of Joint Health | 157 | ||
| Muscle Strength | 159 | ||
| Aerobic Capacity | 159 | ||
| Anaerobic Capacity | 159 | ||
| Activity and Participation | 159 | ||
| Encouraging Active-Healthy Living | 159 | ||
| Self-Care Activities | 159 | ||
| Functional Mobility | 160 | ||
| Issues Related to School | 160 | ||
| Recreational Activities | 160 | ||
| ORTHOPEDIC SURGERY AND THE ROLE OF THE PHYSICAL THERAPIST | 161 | ||
| ACKNOWLEDGMENT | 161 | ||
| REFERENCES | 161 | ||
| 8 - Spinal Conditions | 165 | ||
| DEVELOPMENT OF THE SPINE | 165 | ||
| SCOLIOSIS | 166 | ||
| Background Information | 166 | ||
| Detection and Clinical Examination | 166 | ||
| Terminology | 167 | ||
| Idiopathic Scoliosis | 167 | ||
| Background | 167 | ||
| Origin, Incidence, and Pathophysiology | 167 | ||
| Natural History | 169 | ||
| Congenital Scoliosis | 169 | ||
| Origin, Incidence, and Pathophysiology | 169 | ||
| Thoracic Insufficiency Syndrome | 170 | ||
| Interventions for Idiopathic and Congenital Scoliosis | 170 | ||
| Surgical Interventions | 170 | ||
| Nonsurgical Interventions | 171 | ||
| Exercise | 173 | ||
| Outcomes for Persons with Idiopathic Scoliosis | 173 | ||
| BACKGROUND INFORMATION | 174 | ||
| Neuromuscular Scoliosis | 174 | ||
| Surgical Intervention | 175 | ||
| Nonsurgical Intervention | 175 | ||
| KYPHOSIS | 176 | ||
| Background and Foreground Information | 176 | ||
| Congenital Kyphosis | 176 | ||
| Postural Roundback | 176 | ||
| Scheuermann Disease | 176 | ||
| Intervention | 177 | ||
| LORDOSIS | 177 | ||
| Background and Foreground Information | 177 | ||
| Spondylolysis and Spondylolisthesis | 177 | ||
| Clinical Symptoms | 179 | ||
| Risk of Progression | 179 | ||
| Surgical Intervention | 179 | ||
| Nonsurgical Intervention | 180 | ||
| REFERENCES | 180 | ||
| 9 - Congenital Muscular Torticollis | 184 | ||
| ANATOMY OF THE STERNOCLEIDOMASTOID MUSCLE AND CRANIUM | 184 | ||
| ETIOLOGY AND PATHOPHYSIOLOGY OF CMT | 184 | ||
| ETIOLOGY AND PATHOPHYSIOLOGY OF CD | 186 | ||
| COMBINED CONDITIONS OF CMT AND CD | 186 | ||
| METHODS OF CLASSIFICATION FOR CMT | 186 | ||
| METHODS OF CLASSIFICATION FOR CD | 187 | ||
| CMT CHANGES IN BODY STRUCTURE AND FUNCTION, ACTIVITY, AND PARTICIPATION | 188 | ||
| CD CHANGES IN BODY STRUCTURE AND FUNCTION, ACTIVITY, AND PARTICIPATION | 189 | ||
| Screening and Differential Diagnosis for Confounding Conditions | 191 | ||
| Physical Therapy Examination | 193 | ||
| Participation | 193 | ||
| Activities | 194 | ||
| Body Function and Body Structures | 194 | ||
| Physical Therapy Classification and Prognosis for Clinical Management | 195 | ||
| CMT Classification and Prognosis | 195 | ||
| CD Classification and Prognosis | 195 | ||
| Conservative Interventions for CMT and CD | 196 | ||
| First-Choice Interventions | 196 | ||
| Supplemental Physical Therapy Interventions with Evidence for CMT | 200 | ||
| Microcurrent for CMT | 200 | ||
| Myokinetic Stretching for CMT | 200 | ||
| Kinesiologic Taping for CMT | 200 | ||
| Tscharnuter Akademie for Motor Organization (TAMO) Approach for CMT | 200 | ||
| Cervical Collars for CMT | 200 | ||
| Cranial Remolding Therapy for CD | 201 | ||
| Positioning Devices | 202 | ||
| Nonconservative Interventions for CMT | 202 | ||
| Surgery | 202 | ||
| Botox | 202 | ||
| ANTICIPATED OUTCOMES AND DISCHARGE CRITERIA | 202 | ||
| REFERENCES | 203 | ||
| 10 - Arthrogryposis Multiplex Congenita | 207 | ||
| INCIDENCE AND ETIOLOGY | 207 | ||
| PROGRESS IN PRIMARY PREVENTION | 207 | ||
| DIAGNOSIS | 208 | ||
| CLINICAL MANIFESTATIONS | 208 | ||
| MEDICAL MANAGEMENT | 208 | ||
| Diagnosis and Problem Identification | 210 | ||
| Problem Identification by the Team | 210 | ||
| PHYSICAL THERAPY IN INFANCY | 211 | ||
| Examination | 212 | ||
| Intervention Strategies | 212 | ||
| Development, Strength, and Mobility | 212 | ||
| Stretching and Splinting | 214 | ||
| PHYSICAL THERAPY IN THE PRESCHOOL PERIOD | 214 | ||
| Examination | 214 | ||
| Goals | 215 | ||
| Intervention Strategies | 215 | ||
| Stretching | 215 | ||
| Orthotics | 216 | ||
| PHYSICAL THERAPY DURING THE SCHOOL-AGE AND ADOLESCENT PERIODS | 217 | ||
| Examination | 217 | ||
| Goals | 217 | ||
| Intervention Strategies | 217 | ||
| TRANSITION TO ADULTHOOD | 219 | ||
| Intervention Strategies | 219 | ||
| ACKNOWLEDGMENT | 221 | ||
| REFERENCES | 221 | ||
| ADDITIONAL RESOURCES | 223 | ||
| 11 - Osteogenesis Imperfecta | 224 | ||
| CLASSIFICATION | 224 | ||
| OI Type I | 225 | ||
| OI Type II | 225 | ||
| OI Type III | 225 | ||
| OI Type IV | 225 | ||
| OI Type V | 225 | ||
| OI Type VI | 225 | ||
| OI Type VII | 225 | ||
| OI Type VIII | 225 | ||
| OI Type IX | 225 | ||
| OI Type X | 225 | ||
| OI Type XI | 225 | ||
| PATHOPHYSIOLOGY | 226 | ||
| MEDICAL MANAGEMENT | 226 | ||
| IMPAIRMENT | 229 | ||
| Diagnosis and Problem Identification | 229 | ||
| Infancy | 230 | ||
| Preschool Period | 235 | ||
| School Age and Adolescence | 237 | ||
| Transition to Adulthood | 239 | ||
| REFERENCES | 239 | ||
| RESOURCES | 241 | ||
| 12 - Muscular Dystrophies and Spinal Muscular Atrophy | 242 | ||
| ROLE OF THE PHYSICAL THERAPIST | 242 | ||
| PHYSICAL THERAPY EXAMINATION AND EVALUATION | 242 | ||
| DYSTROPHIN-ASSOCIATED PROTEINS AND MUSCULAR DYSTROPHY | 243 | ||
| DUCHENNE MUSCULAR DYSTROPHY | 244 | ||
| Background Information | 244 | ||
| Impairments, Activity Limitations, and Participation Restrictions | 245 | ||
| Foreground Information | 246 | ||
| Management Considerations | 246 | ||
| BECKER MUSCULAR DYSTROPHY | 255 | ||
| Background Information | 255 | ||
| Foreground Information | 255 | ||
| CONGENITAL MUSCULAR DYSTROPHY | 256 | ||
| Background Information | 256 | ||
| Foreground Information | 257 | ||
| CHILDHOOD-ONSET FACIOSCAPULOHUMERAL MUSCULAR DYSTROPHY | 257 | ||
| Background | 257 | ||
| Foreground | 257 | ||
| Infancy and Preschool-Age Period | 257 | ||
| School-Age Period | 257 | ||
| Transition to Adulthood | 257 | ||
| MYOTONIC DYSTROPHY | 258 | ||
| Background | 258 | ||
| Foreground | 258 | ||
| Infancy | 258 | ||
| School-Age Period | 258 | ||
| Transition to Adulthood | 259 | ||
| EMERY-DREIFUSS MUSCULAR DYSTROPHY | 259 | ||
| Background | 259 | ||
| Foreground | 259 | ||
| Diagnosis and Pathophysiology | 259 | ||
| SPINAL MUSCULAR ATROPHY (TYPE I) | 260 | ||
| Background | 260 | ||
| Impairments, Activity Limitations, and Participation Restrictions | 260 | ||
| Foreground | 261 | ||
| Infancy | 261 | ||
| SPINAL MUSCULAR ATROPHY (TYPE II) | 262 | ||
| Background | 262 | ||
| Impairments, Activity Limitations, and Participation Restrictions | 262 | ||
| Foreground | 263 | ||
| Infancy | 263 | ||
| Preschool-Age and School-Age Period | 263 | ||
| Transition to Adulthood | 263 | ||
| SPINAL MUSCULAR ATROPHY (TYPE III) | 264 | ||
| Background | 264 | ||
| Impairments, Activity Limitations, and Participation Restrictions | 264 | ||
| Foreground | 264 | ||
| School-Age Period | 264 | ||
| Transition to Adulthood | 264 | ||
| ACKNOWLEDGMENTS | 265 | ||
| REFERENCES | 265 | ||
| 13 - Limb Deficiencies and Amputations | 272 | ||
| CONGENITAL LIMB DEFICIENCIES | 272 | ||
| Classification | 272 | ||
| Origin | 272 | ||
| Levels of Limb Deficiency | 273 | ||
| ACQUIRED AMPUTATIONS | 274 | ||
| Traumatic Amputations | 274 | ||
| Disease-Related Amputations | 274 | ||
| Sarcoma of Bone | 274 | ||
| Osteosarcoma | 274 | ||
| Ewing’s Sarcoma Family of Tumors | 274 | ||
| Diagnosis | 274 | ||
| Medical Management of Malignancies | 275 | ||
| Radiation Therapy | 276 | ||
| Chemotherapy | 276 | ||
| SURGICAL OPTIONS IN THE MANAGEMENT OF ACQUIRED AND CONGENITAL LIMB DEFICIENCIES | 276 | ||
| Amputation as a General Surgical Option | 276 | ||
| Amputation to Revise Congenital Limb Deficiencies to Improve Function | 277 | ||
| Amputation in the Management of Traumatic Injuries and Malignant Tumors | 277 | ||
| Rotationplasty | 278 | ||
| Limb-Sparing Procedures | 278 | ||
| Comparison of Surgical Options | 280 | ||
| Limb Replantation | 281 | ||
| Osseointegration | 281 | ||
| Phantom Limb Sensations | 281 | ||
| OVERVIEW OF PROSTHETICS | 281 | ||
| Upper Extremity Prosthetics | 281 | ||
| Lower Extremity Prosthetics | 282 | ||
| PHYSICAL THERAPY INTERVENTION FOR THE CHILD WITH A LIMB DEFICIENCY OR AN ACQUIRED AMPUTATION | 285 | ||
| Infancy and Toddler Period | 285 | ||
| Preschool- and School-Age Period | 287 | ||
| Adolescence and Transition to Adulthood | 289 | ||
| REFERENCES | 290 | ||
| 14 - Orthopedic Conditions | 294 | ||
| TORSIONAL CONDITIONS (IN-TOEING AND OUT-TOEING) | 294 | ||
| Clinical History | 294 | ||
| Torsional Profile | 295 | ||
| Foot Progression Angle | 295 | ||
| Hip Rotation | 295 | ||
| Thigh-Foot Angle | 298 | ||
| Transmalleolar Axis | 298 | ||
| Foot Alignment | 298 | ||
| In-Toeing | 298 | ||
| Femoral Antetorsion and Anteversion | 300 | ||
| Internal Tibial Torsion | 301 | ||
| Metatarsus Adductus | 302 | ||
| Out-Toeing | 304 | ||
| External Rotation Contractures of the Hip/True Femoral Retroversion | 304 | ||
| External Tibial Torsion | 304 | ||
| Calcaneovalgus | 304 | ||
| ANGULAR CONDITIONS | 305 | ||
| Clinical Examination | 305 | ||
| Measurement of the Hip-Knee-Ankle Angle | 305 | ||
| Genu Varum | 305 | ||
| Genu Valgum | 305 | ||
| FLAT FOOT | 306 | ||
| Flexible Flatfoot | 306 | ||
| Rigid Flat Feet | 307 | ||
| CLUBFOOT | 307 | ||
| BLOUNT’S DISEASE/TIBIA VARA | 308 | ||
| DEVELOPMENTAL DYSPLASIA OF THE HIP | 309 | ||
| Clinical Examination | 310 | ||
| Intervention for DDH | 312 | ||
| Goals for Intervention | 312 | ||
| CAUSES OF LIMPING IN CHILDREN | 315 | ||
| History and Physical Examination | 315 | ||
| Other Diagnostic Tests | 317 | ||
| Osteomyelitis | 317 | ||
| Septic Arthritis | 318 | ||
| Transient Synovitis | 319 | ||
| Occult Fractures | 319 | ||
| Kohler Disease | 319 | ||
| Legg-Calvé-Perthes Disease (LCPD) | 319 | ||
| Discoid Lateral Meniscus | 322 | ||
| Sever Disease | 322 | ||
| Growing Pains | 323 | ||
| Slipped Capital Femoral Epiphysis (SCFE) | 323 | ||
| Osgood-Schlatter Syndrome | 325 | ||
| Osteochondritis Dissecans | 325 | ||
| Tarsal Coalition | 326 | ||
| Freiberg Disease | 326 | ||
| Accessory Navicular | 326 | ||
| Additional Causes of Limp | 326 | ||
| HEMANGIOMA/VASCULAR MALFORMATION | 327 | ||
| MISCELLANEOUS CONDITIONS | 327 | ||
| Back Pain | 327 | ||
| Idiopathic Toe-Walking | 327 | ||
| Achondroplasia | 328 | ||
| LEG LENGTH INEQUALITY | 328 | ||
| Origin | 328 | ||
| Impairments | 328 | ||
| Clinical Examination | 329 | ||
| Intervention | 330 | ||
| Orthotic Intervention | 330 | ||
| RECOMMENDED MEASURES FOR CHILDREN RECEIVING ORTHOPEDIC EVALUATION | 334 | ||
| Body Functions and Structures | 334 | ||
| Activities and Participation | 334 | ||
| 15 - Sports Injuries in Children | 339 | ||
| INCIDENCE OF INJURY | 339 | ||
| Anatomic Location | 342 | ||
| Incidence of Acute Injuries | 342 | ||
| Incidence of Overuse Injuries | 342 | ||
| Alternative Sports | 342 | ||
| Catastrophic Injuries | 342 | ||
| Sex Differences in Injury Rates | 344 | ||
| PREVENTION OF INJURIES | 345 | ||
| Preparticipation Examination | 345 | ||
| History | 346 | ||
| Medical Examination | 346 | ||
| Musculoskeletal Examination | 346 | ||
| Medication Use | 346 | ||
| Specific Field Tests | 347 | ||
| Limitations and Outcomes of the PPE | 347 | ||
| Training Program | 347 | ||
| Energy Training | 348 | ||
| Resistance Training (Strength Training) | 349 | ||
| Speed | 349 | ||
| Proper Supervision | 349 | ||
| Protection | 350 | ||
| Environmental Control | 350 | ||
| RISK FACTORS FOR INJURY | 351 | ||
| Training Error | 351 | ||
| Muscle-Tendon Imbalance | 351 | ||
| Anatomic Malalignment | 351 | ||
| Improper Footwear and Playing Surface | 351 | ||
| Associated Disease States | 351 | ||
| Growth Factors | 351 | ||
| TYPES OF INJURIES | 352 | ||
| Fractures | 352 | ||
| Joint Injuries | 352 | ||
| Muscle-Tendon Unit Injuries | 353 | ||
| SITES OF INJURY | 353 | ||
| Concussions | 353 | ||
| Concussions Incidence | 353 | ||
| Concussion Evaluation | 353 | ||
| Concussions Management and Recovery | 354 | ||
| Cervical Injuries | 355 | ||
| Thoracic and Lumbar Spinal Injuries | 356 | ||
| Shoulder Injuries | 356 | ||
| Elbow Injuries | 357 | ||
| Wrist and Hand Injuries | 358 | ||
| Pelvis and Hip Injuries | 359 | ||
| Knee Injuries | 360 | ||
| Ankle and Foot Injuries | 362 | ||
| Acute and Intermediate Phases of Rehabilitation | 364 | ||
| Advanced Stages of Rehabilitation | 364 | ||
| Return to Activity | 364 | ||
| THE YOUNG ATHLETE WITH A PHYSICAL DISABILITY | 365 | ||
| Adaptive Sports | 368 | ||
| Risk of Injury | 368 | ||
| Preparticipation Examination and Classification | 369 | ||
| Training Programs | 370 | ||
| REFERENCES | 371 | ||
| 16 - Pediatric Oncology | 381 | ||
| INTRODUCTION | 381 | ||
| COMMON PEDIATRIC CANCERS | 381 | ||
| Leukemias | 382 | ||
| Lymphomas | 382 | ||
| Brain and Central Nervous System Tumors | 383 | ||
| Astrocytomas | 383 | ||
| Medulloblastomas | 383 | ||
| Ependymomas | 383 | ||
| Embryonal Tumors | 383 | ||
| Neuroblastomas | 383 | ||
| Retinoblastomas | 383 | ||
| Wilms’ Tumor or Nephroblastoma | 383 | ||
| Bone Tumors and Soft Tissue Sarcomas | 383 | ||
| Osteosarcomas | 383 | ||
| Ewing’s Sarcoma | 385 | ||
| Rhabdomyosarcoma | 385 | ||
| MEDICAL MANAGEMENT OF PEDIATRIC CANCERS | 385 | ||
| Surgery | 385 | ||
| Radiation | 386 | ||
| Chemotherapy | 387 | ||
| Bone Marrow Transplantation/Stem Cell Transplantation | 389 | ||
| History | 391 | ||
| Systems Review | 391 | ||
| Tests and Measures | 391 | ||
| Neuromuscular | 391 | ||
| Musculoskeletal | 392 | ||
| Cardiovascular and Pulmonary | 392 | ||
| Integumentary | 392 | ||
| Gross Motor Development/Functional Mobility | 392 | ||
| Quality-of-Life Measures | 392 | ||
| PHYSICAL THERAPY INTERVENTION | 392 | ||
| Leukemia | 393 | ||
| Lower-Extremity Sarcoma | 394 | ||
| Brain Tumor | 395 | ||
| REFERENCES | 395 | ||
| 3 Management of Neurologic Conditions | 398 | ||
| 17 - Developmental Coordination Disorder | 398 | ||
| HISTORICAL BACKGROUND | 398 | ||
| DEFINITION AND PREVALENCE | 399 | ||
| Etiology and Pathophysiology | 399 | ||
| DIAGNOSIS | 400 | ||
| CO-OCCURRING CONDITIONS | 401 | ||
| LONG-TERM PROGNOSIS | 401 | ||
| DESCRIBING CHILDREN WITH DCD | 401 | ||
| Body Structure and Function | 401 | ||
| Primary Impairments | 401 | ||
| Secondary Impairments | 403 | ||
| Activity Limitations | 404 | ||
| Fine Motor Activity Limitations | 404 | ||
| Gross Motor Activity Limitations | 405 | ||
| Participation Restrictions | 405 | ||
| Personal Factors | 407 | ||
| Environmental Factors | 407 | ||
| ROLE OF THE PHYSICAL THERAPIST | 407 | ||
| Identification and Referral to Physical Therapy | 407 | ||
| Examination and Evaluation | 408 | ||
| History and Systems Review | 408 | ||
| Tests and Measures | 409 | ||
| Norm-Referenced Tests and Measures | 410 | ||
| Single-Item Activity Level Tests and Measures | 411 | ||
| FACILITATING A DIAGNOSIS OF DCD | 411 | ||
| REFERRAL TO OTHER DISCIPLINES | 411 | ||
| INTERVENTION | 411 | ||
| Direct Intervention Approaches | 411 | ||
| Task-Specific Approaches | 412 | ||
| Cognitive Approaches | 412 | ||
| Tools for Goal Setting and Measuring Intervention Effectiveness | 413 | ||
| Parent/Child Instruction | 414 | ||
| Coordination/Communication/Consultation | 414 | ||
| Consultation Regarding Physical Activity | 415 | ||
| Physical Education Class | 415 | ||
| The School Playground | 415 | ||
| Sports and Leisure Activities | 415 | ||
| TRANSITION TO ADULTHOOD AND LIFELONG MANAGEMENT OF DCD | 416 | ||
| ACKNOWLEDGMENTS | 416 | ||
| REFERENCES | 416 | ||
| 18 - CHILDREN WITH MOTOR AND INTELLECTUAL DISABILITIES | 423 | ||
| DEFINITION OF INTELLECTUAL DISABILITIES | 423 | ||
| INCIDENCE AND PREVALENCE OF INTELLECTUAL DISABILITIES | 424 | ||
| ETIOLOGY AND PATHOPHYSIOLOGY OF INTELLECTUAL DISABILITIES | 424 | ||
| Prevention | 424 | ||
| PRIMARY IMPAIRMENT | 425 | ||
| Diagnosis/Problem Identification | 425 | ||
| Neuromotor Impairments of Children with Intellectual Disabilities | 425 | ||
| Relationship Between Environmental Exploration and Intellectual Abilities | 425 | ||
| Learning in Children with Intellectual Impairments | 427 | ||
| Assessment of Intellectual Functioning | 427 | ||
| Assessment of Infants | 427 | ||
| Assessment of Children | 428 | ||
| Assessment of Adaptive Behaviors | 428 | ||
| Intellectual Referencing | 428 | ||
| PHYSICAL THERAPY EXAMINATION | 429 | ||
| History and Systems Review | 429 | ||
| Tests and Measures: Activity | 429 | ||
| Tests and Measures: Participation | 429 | ||
| Tests and Measures: Body Structures and Functions | 429 | ||
| Tests and Measures: Contextual Factors | 431 | ||
| Determining Intervention Goals and Outcomes | 431 | ||
| INTERVENTION | 432 | ||
| Interventions for Impairments of Body Structures and Functions | 432 | ||
| Physical Therapy Interventions to Address Intellectual, Communication, and Psychosocial Limitations | 433 | ||
| Use of Power Mobility to Prevent Activity Limitations | 434 | ||
| Use of Assistive Positioning to Promote Environmental Interaction | 434 | ||
| Supporting Participation of Children with Intellectual and Motor Impairments | 434 | ||
| Teaching and Learning Considerations | 435 | ||
| Instruction in Natural Environments | 435 | ||
| Behavioral Programming Intervention | 436 | ||
| Promoting Children’s Communication Development | 437 | ||
| Evaluation of Outcomes | 437 | ||
| Use of Behavioral Objectives and Goal Attainment Scaling | 437 | ||
| Canadian Occupational Performance Measure | 438 | ||
| Single-Subject Research Methods | 438 | ||
| TRANSITION TO ADULTHOOD | 439 | ||
| Self-Determination | 439 | ||
| Employment | 440 | ||
| REFERENCES | 441 | ||
| 19 - Cerebral Palsy | 447 | ||
| ETIOLOGY | 447 | ||
| PROGRESS IN PREVENTION | 448 | ||
| DIAGNOSIS | 449 | ||
| CLASSIFICATION OF FUNCTIONAL ABILITIES | 449 | ||
| CHARACTERISTICS OF THE MOVEMENT DISORDERS IN CEREBRAL PALSY | 451 | ||
| Body Functions and Structures | 451 | ||
| Muscle Tone and Extensibility | 451 | ||
| Muscle Strength | 453 | ||
| Skeletal Structure | 453 | ||
| Selective Control | 453 | ||
| Postural Control | 454 | ||
| Pain | 454 | ||
| Fatigue | 454 | ||
| Activity and Participation | 454 | ||
| RESEARCH EVIDENCE FOR INTERVENTIONS | 454 | ||
| Body Functions and Structures | 456 | ||
| Muscle Tone and Extensibility | 456 | ||
| Strength/Endurance | 456 | ||
| Selective Control and Postural Control | 457 | ||
| Pain | 457 | ||
| Activity and Participation | 457 | ||
| Health-Related Quality of Life | 459 | ||
| Individualized Outcomes | 459 | ||
| PROGNOSIS FOR GROSS MOTOR FUNCTION | 459 | ||
| Gross Motor Development Curves | 460 | ||
| Probability Estimates for Methods of Mobility | 461 | ||
| INTERVENTION | 461 | ||
| Framework for Evidence-Informed Decision Making | 461 | ||
| Family and Relationship-Centered Services | 462 | ||
| Collaboration in Setting Goals and Intervention Planning | 462 | ||
| How Much, How Often? | 463 | ||
| INFANCY | 464 | ||
| Physical Therapy Examination and Evaluation | 464 | ||
| Physical Therapy Goals, Outcomes, and Intervention | 464 | ||
| Role of Other Disciplines | 466 | ||
| PRESCHOOL PERIOD | 466 | ||
| Physical Therapy Examination and Evaluation | 466 | ||
| Physical Therapy Goals, Outcomes, and Intervention | 466 | ||
| Managing Primary Impairments and Preventing Secondary Impairments | 466 | ||
| Promotion of Activity | 470 | ||
| Mobility | 471 | ||
| Play | 472 | ||
| Family Involvement | 472 | ||
| Role of Other Disciplines | 473 | ||
| SCHOOL-AGE AND ADOLESCENT PERIOD | 473 | ||
| Physical Therapy Examination and Evaluation | 473 | ||
| Physical Therapy Goals, Outcomes, and Interventions | 473 | ||
| Reducing Primary Impairment and Preventing Secondary Impairment | 474 | ||
| Activity and Participation | 475 | ||
| School and Community | 477 | ||
| Role of Other Disciplines | 477 | ||
| TRANSITION TO ADULTHOOD | 477 | ||
| Role of Physical Therapy | 478 | ||
| GLOBAL ISSUES | 479 | ||
| PROFESSIONAL ISSUES | 479 | ||
| ACKNOWLEDGMENTS | 480 | ||
| REFERENCES | 480 | ||
| 20 - Brachial Plexus Injury | 488 | ||
| ETIOLOGY AND INCIDENCE | 488 | ||
| PATHOPHYSIOLOGY | 488 | ||
| NATURAL HISTORY AND PROGNOSIS | 488 | ||
| CHANGES IN BODY STRUCTURE AND FUNCTION | 489 | ||
| Injury Classification and General Impairments | 489 | ||
| Shoulder Impairment | 490 | ||
| ACTIVITY AND PARTICIPATION LIMITATIONS | 490 | ||
| THERAPEUTIC EXAMINATION | 491 | ||
| Impairments | 491 | ||
| Imaging: Electromyography | 491 | ||
| Range of Motion | 491 | ||
| Muscle Strength and Motor Function | 491 | ||
| Sensation | 492 | ||
| Pain | 492 | ||
| Activity and Participation | 492 | ||
| SURGICAL MANAGEMENT | 493 | ||
| Neurosurgery | 493 | ||
| Indications and Timing of Neurosurgery | 493 | ||
| Outcomes of Neurosurgery | 494 | ||
| Orthopedic Surgery | 494 | ||
| REHABILITATION GOALS | 495 | ||
| THERAPEUTIC PROCEDURAL INTERVENTIONS AND FAMILY EDUCATION | 495 | ||
| Active Movement | 495 | ||
| Range of Motion | 496 | ||
| Sensory Awareness | 497 | ||
| Orthotics | 497 | ||
| Electrical Stimulation | 497 | ||
| OUTCOMES | 497 | ||
| PREVENTION | 498 | ||
| REFERENCES | 498 | ||
| 21 - Spinal Cord Injury | 501 | ||
| BACKGROUND INFORMATION | 501 | ||
| Epidemiology | 501 | ||
| PREVENTION | 501 | ||
| ADVANCES IN RECOVERY | 502 | ||
| PATHOPHYSIOLOGY | 503 | ||
| MEDICAL DIAGNOSIS, ACUTE MANAGEMENT, AND STABILIZATION | 503 | ||
| Emergent Stabilization (In the Field) | 503 | ||
| Diagnostic Studies | 503 | ||
| Surgical Stabilization | 504 | ||
| Underlying Injuries and Comorbidities | 504 | ||
| MEDICAL COMPLICATIONS, LONG-TERM MEDICAL MANAGEMENT, AND PREVENTION OF SECONDARY IMPAIRMENTS | 505 | ||
| Autonomic Dysreflexia | 505 | ||
| Respiratory Dysfunction | 505 | ||
| Deep Vein Thrombosis | 505 | ||
| Hypercalcemia/Bone Density/Muscle Atrophy | 505 | ||
| Orthostatic Hypotension | 505 | ||
| Thermoregulatory Dysfunction | 506 | ||
| Syringomyelia | 506 | ||
| Spasticity and Pain | 506 | ||
| Skin Breakdown and Pressure Ulcers | 506 | ||
| Orthopedic Management | 506 | ||
| Key History and Systems Review Information | 507 | ||
| Tests for Impairments of Body Structure and Function | 507 | ||
| International Standards for Neurological Classification of Spinal Cord Injury or American Spinal Injury Association Examination | 508 | ||
| Defining the Level of Spinal Cord Injury | 508 | ||
| Classification | 509 | ||
| Application to the Pediatric Population | 509 | ||
| Tests for Activity and Participation | 509 | ||
| PHYSICAL THERAPY INTERVENTION | 512 | ||
| Rehabilitation and Habilitation | 512 | ||
| Continuum of Care | 512 | ||
| Education | 512 | ||
| Outcomes | 513 | ||
| Bed Mobility and Transfer Techniques | 514 | ||
| Wheeled Mobility | 515 | ||
| Ambulation | 516 | ||
| Functional Electrical Stimulation for Children | 517 | ||
| Coordination/Communication/Consultation | 518 | ||
| Exercise and Fitness | 518 | ||
| Sports and Recreation | 519 | ||
| PSYCHOSOCIAL ASPECTS | 519 | ||
| QUALITY OF LIFE | 520 | ||
| FOLLOW-UP AND TRANSITION TO ADULTHOOD | 520 | ||
| REFERENCES | 521 | ||
| 22 - Acquired Brain Injuries: Trauma, Near-Drowning, and Tumors | 525 | ||
| TRAUMATIC BRAIN INJURY | 525 | ||
| Epidemiology | 525 | ||
| Pathology | 526 | ||
| Primary Brain Damage | 526 | ||
| Secondary Brain Damage | 526 | ||
| 4 Management of Cardiopulmonary Conditions | 600 | ||
| 25 - Children Requiring Long-Term Mechanical Ventilation | 600 | ||
| INCIDENCE | 600 | ||
| CHRONIC RESPIRATORY FAILURE | 601 | ||
| Central Dysregulation of Breathing | 601 | ||
| Lungs, Lung Parenchyma, and Airway | 602 | ||
| Respiratory Pump Failure | 602 | ||
| MECHANICAL VENTILATION | 602 | ||
| Weaning From a Ventilator | 604 | ||
| CONTINUUM OF CARE | 606 | ||
| PHYSICAL THERAPIST MANAGEMENT | 606 | ||
| Examination | 607 | ||
| Evaluation and Diagnosis | 608 | ||
| Prognosis and Plan of Care | 608 | ||
| Physical Therapist Intervention | 609 | ||
| Patient or Client Instruction | 610 | ||
| Airway Clearance Techniques | 610 | ||
| Assistive Technology | 610 | ||
| Biophysical Agents | 611 | ||
| Integumentary Repair and Protection Techniques | 611 | ||
| Manual Therapy Techniques | 611 | ||
| Motor Function Training | 611 | ||
| Therapeutic Exercise | 611 | ||
| REFERENCES | 612 | ||
| 26 - Cystic Fibrosis | 615 | ||
| PATHOPHYSIOLOGY | 615 | ||
| ETIOLOGY | 616 | ||
| DIAGNOSIS | 616 | ||
| MEDICAL MANAGEMENT | 616 | ||
| LUNG TRANSPLANTATION | 619 | ||
| Impairments in Pulmonary Function and Digestive Absorption | 619 | ||
| Pulmonary Function Testing | 621 | ||
| Infancy | 622 | ||
| Supporting Families | 623 | ||
| Management of Impairments in Pulmonary Function | 623 | ||
| Preschool and School Age | 625 | ||
| Self-Efficacy and Participation | 625 | ||
| Examination and Evaluation | 625 | ||
| Management of Impairments in Respiratory Function | 626 | ||
| Physical Activity | 629 | ||
| Adolescence | 629 | ||
| Management of Impairments in Respiratory Function | 630 | ||
| Transition to Adulthood | 630 | ||
| Management of Impairments in Pulmonary Function | 632 | ||
| REFERENCES | 633 | ||
| 27 - Asthma: Multisystem Implications | 638 | ||
| PREVALENCE | 638 | ||
| PATHOPHYSIOLOGY | 638 | ||
| PRIMARY IMPAIRMENT | 638 | ||
| Diagnosis | 638 | ||
| Classification and Guidelines for Treatment | 639 | ||
| Pulmonary Function Tests (PFTs) | 639 | ||
| Impairments in Body Functions and Structures | 639 | ||
| Prognosis | 641 | ||
| Medical Management | 641 | ||
| SECONDARY IMPAIRMENTS | 642 | ||
| Quality of Life | 642 | ||
| Growth and Development | 643 | ||
| Financial Impact on the Family and Society | 643 | ||
| PHYSICAL THERAPY MANAGEMENT | 643 | ||
| REFERENCES | 644 | ||
| 28 - Congenital Heart Conditions | 646 | ||
| ACYANOTIC DEFECTS | 648 | ||
| Atrial Septal Defect | 648 | ||
| Ventricular Septal Defect | 648 | ||
| Patent Ductus Arteriosus | 648 | ||
| Coarctation of the Aorta | 649 | ||
| Pulmonary Stenosis | 649 | ||
| Aortic Stenosis | 649 | ||
| CYANOTIC DEFECTS | 649 | ||
| Tetralogy of Fallot | 649 | ||
| Transposition of the Great Arteries | 650 | ||
| Tricuspid Atresia | 651 | ||
| Pulmonary Atresia | 651 | ||
| Truncus Arteriosus | 651 | ||
| Total Anomalous Pulmonary Venous Return | 651 | ||
| Hypoplastic Left Heart Syndrome | 652 | ||
| HEART FAILURE | 653 | ||
| Inotropic Support | 653 | ||
| Technological Support | 653 | ||
| Extracorporeal Membrane Oxygenation | 653 | ||
| Ventricular Assistive Devices | 653 | ||
| Heart Transplantation | 654 | ||
| Pulmonary Management | 655 | ||
| Pain and Sedation Management | 658 | ||
| Early Mobilization | 658 | ||
| Potential Effects of Cardiac Surgery on Early Motor Development | 659 | ||
| Medical Complications | 660 | ||
| Neurologic Implications and Complications | 660 | ||
| MANAGEMENT OF CHILDREN WITH CHRONIC ACTIVITY LIMITATIONS | 661 | ||
| Chronic Disabilities and Activity Limitations | 661 | ||
| Infancy | 661 | ||
| Early Childhood | 663 | ||
| Childhood | 663 | ||
| Adolescence | 664 | ||
| REFERENCES | 666 | ||
| 5 Special Settings and Special Considerations | 672 | ||
| 29 - The Neonatal Intensive Care Unit | 672 | ||
| ADVANCES IN NEONATAL CARE | 672 | ||
| Prematurity and Low Birth Weight | 673 | ||
| ROLE OF THE PHYSICAL THERAPIST IN THE NICU | 674 | ||
| Teamwork in the NICU | 674 | ||
| Models of Service Delivery | 675 | ||
| Professional Role Delineation | 676 | ||
| THEORETICAL FRAMEWORKS GUIDING PRACTICE IN THE NICU | 676 | ||
| Family Systems | 676 | ||
| Family-Centered Care | 677 | ||
| International Classification of Functioning, Disability and Health | 677 | ||
| Synactive Theory | 678 | ||
| MEDICAL COMPLICATIONS OF INFANTS ADMITTED TO THE NICU | 678 | ||
| Respiratory System | 678 | ||
| Respiratory Distress Syndrome | 679 | ||
| Bronchopulmonary Dysplasia and Chronic Lung Disease of Infancy | 680 | ||
| Meconium Aspiration Syndrome | 681 | ||
| Cardiac System | 681 | ||
| Neurologic System | 681 | ||
| Intraventricular Hemorrhage and Periventricular Hemorrhage | 681 | ||
| Periventricular Leukomalacia | 681 | ||
| Hypoxic Ischemic Encephalopathy | 682 | ||
| Pain | 683 | ||
| Other Complications | 683 | ||
| Gastroesophageal Reflux | 683 | ||
| Neonatal Abstinence Syndrome | 684 | ||
| Necrotizing Enterocolitis | 684 | ||
| Retinopathy of Prematurity | 684 | ||
| Hyperbilirubinemia | 685 | ||
| Neurobehavioral Observation | 685 | ||
| Behavioral State | 685 | ||
| Autonomic System | 685 | ||
| Motor System | 686 | ||
| Social Interaction | 686 | ||
| TESTS AND MEASURES | 686 | ||
| Neurological Assessment of the Preterm and Full-Term Newborn Infant | 687 | ||
| Neonatal Behavioral Assessment Scale | 687 | ||
| Newborn Behavioral Observation System | 687 | ||
| Newborn Individualized Developmental Care and Assessment Program | 688 | ||
| Assessment of Preterm Infant Behavior | 688 | ||
| NICU Network Neurobehavioral Scale | 688 | ||
| Test of Infant Motor Performance | 688 | ||
| General Movements Assessment | 689 | ||
| Neurobehavioral Assessment of Preterm Infant | 689 | ||
| Oral-Motor Examination | 689 | ||
| PHYSICAL THERAPIST INTERVENTION | 690 | ||
| Developmental Care | 690 | ||
| Direct Interventions by Physical Therapists | 693 | ||
| Positioning | 693 | ||
| Massage | 694 | ||
| Physical Activity | 694 | ||
| Facilitated Movement | 694 | ||
| Discharge Planning | 694 | ||
| Developmental Follow-up | 695 | ||
| RESOURCES AND PROFESSIONAL DEVELOPMENT | 695 | ||
| Fellowship and Residency Programs | 695 | ||
| NICU Special Interest Groups | 696 | ||
| Therapists Who Are New to the NICU | 696 | ||
| REFERENCES | 696 | ||
| 30 - INFANTS, TODDLERS, AND THEIR FAMILIES: EARLY INTERVENTION SERVICES UNDER IDEA | 703 | ||
| FAMILY-CENTERED CARE | 705 | ||
| Effectiveness of Family-Centered Care | 706 | ||
| Parent Self-Efficacy, Family Engagement, and Participation | 706 | ||
| EFFECTIVENESS OF EARLY INTERVENTION | 707 | ||
| Role of the Physical Therapist | 708 | ||
| Elements of Early Intervention | 708 | ||
| Team Collaboration | 708 | ||
| Evaluation and Assessment | 711 | ||
| Individualized Family Service Plan | 713 | ||
| Providing Services in Natural Environments | 715 | ||
| The Transition Plan | 717 | ||
| PROGRAM EVALUATION | 718 | ||
| PROFESSIONAL DEVELOPMENT | 719 | ||
| REFERENCES | 719 | ||
| 31 - The Educational Environment | 723 | ||
| BACKGROUND INFORMATION | 723 | ||
| FEDERAL LEGISLATION AND LITIGATION | 723 | ||
| PL 94-142: EDUCATION FOR ALL HANDICAPPED CHILDREN ACT | 724 | ||
| Provisions | 724 | ||
| Zero Reject | 724 | ||
| Least Restrictive Environment | 724 | ||
| Right to Due Process | 724 | ||
| Nondiscriminatory Evaluation | 724 | ||
| Individualized Educational Program | 724 | ||
| Parent Participation | 724 | ||
| Related Services | 724 | ||
| PL 99-457: EDUCATION OF THE HANDICAPPED ACT AMENDMENTS OF 1986; PL 102-119: INDIVIDUALS WITH DISABILITIES EDUCATION ACT AMENDMEN... | 725 | ||
| Part A: General Provisions | 725 | ||
| Part B: Assistance for Education of All Children With Disabilities | 725 | ||
| Least Restrictive Environment | 725 | ||
| Transition | 725 | ||
| Assistive Technology | 726 | ||
| Early Intervening Services and Response to Intervention | 726 | ||
| SECTION 504 OF THE REHABILITATION ACT | 726 | ||
| PL 101-336: AMERICANS WITH DISABILITIES ACT | 727 | ||
| ELEMENTARY AND SECONDARY EDUCATION ACT | 727 | ||
| CASE LAW | 727 | ||
| Related Services | 727 | ||
| Best Possible Education | 727 | ||
| Extended School Year | 728 | ||
| INDEX | 800 | ||
| A | 800 | ||
| B | 802 | ||
| C | 802 | ||
| D | 805 | ||
| E | 806 | ||
| F | 807 | ||
| G | 808 | ||
| H | 809 | ||
| I | 809 | ||
| J | 810 | ||
| K | 810 | ||
| L | 811 | ||
| M | 811 | ||
| N | 813 | ||
| O | 814 | ||
| P | 815 | ||
| Q | 818 | ||
| R | 818 | ||
| S | 818 | ||
| T | 821 | ||
| U | 822 | ||
| V | 822 | ||
| W | 822 | ||
| Y | 822 | ||
| Z | 822 |