Evaluación del neurodesarrollo en niños con exposición intrauterina al virus del Zika: estudio observacional transversal / Developmental assessment of children with intrauterine exposure to Zika virus: cross-sectional observational study

El virus del Zika produce desenlaces adversos para el desarrollo del sistema nervioso. Este estudio describe el neurodesarrollo cognitivo, adaptativo, comunicativo, social y motor de niños expuestos intrauterinamente al virus del Zika y hace una evaluación del neurodesarrollo con la escala de Battelle a los tres años después del nacimiento. Participaron 30 niños con una media de edad al momento de la evaluación de 37,5 (RIC: 35,7-39,2) meses. Se halló una edad equivalente en meses en las áreas: motora 25,8 (DE: 7,8), adaptativa 26,7 (DE: 5,8), comunicativa 30,2 (DE: 6,9), personal social 33,5 (DE: 8,3) y cognitiva 35,6 (DE: 5,9). Los niños presentaron retraso en el desarrollo para la edad cronológica, 25 niños presentaban retraso en una de las cinco áreas evaluadas. Una alta proporción de niños expuestos al virus del Zika durante la gestación presentaron retraso en el desarrollo, principalmente en el dominio adaptativo y motor.

Zika virus infection affects the development of the nervous system. This study describes the cognitive, adaptative, communicative, social and motor neurodevelopment of children exposed to Zika virus in utero. We used the Batelle scale to assess neurodevelopment three years after birth. Thirty children were included, who had a mean age at evaluation of 37.5 (IQR: 35.7-39.2) months. We found the following equivalent ages in months for each area: motor 25.8 (SD: 7.8), adaptive 26.7 (SD: 5.8), communicative 30.2 (SD: 6.9), social personal 33.5 (SD: 8.3) and cognitive 35.6 (SD: 5.9). Children showed development delay for their chronological age, 25 children were delayed in one of the five areas assessed. A high rate of children exposed to Zika virus during gestation presented delayed developmental age, mainly regarding the adaptive and motor areas.

Diagnosis and Management of Global Development Delay: Consensus Guidelines of Growth, Development and Behavioral Pediatrics Chapter, Neurology Chapter and Neurodevelopment Pediatrics Chapter of the Indian Academy of Pediatrics

Justification: Global developmental delay (GDD) is a relatively common neurodevelopmental disorder; however, paucity of published literature and absence of uniform guidelines increases the complexity of clinical management of this condition. Hence, there is a need of practical guidelines for the pediatrician on the diagnosis and management of GDD, summarizing the available evidence, and filling in the gaps in existing knowledge and practices. Process: Seven subcommittees of subject experts comprising of writing and expert group from among members of Indian Academy of Pediatrics (IAP) and its chapters of Neurology, Neurodevelopment Pediatrics and Growth Development and Behavioral Pediatrics were constituted, who reviewed literature, developed key questions and prepared the first draft on guidelines after multiple rounds of discussion. The guidelines were then discussed by the whole group in an online meeting. The points of contention were discussed and a general consensus was arrived at, after which final guidelines were drafted by the writing group and approved by all contributors. The guidelines were then approved by the Executive Board of IAP. Guidelines: GDD is defined as significant delay (at least 2 standard deviations below the mean with standardized developmental tests) in at least two developmental domains in children under 5 years of age; however, children whose delay can be explained primarily by motor issues or severe uncorrected visual/ hearing impairment are excluded. Severity of GDD can be classified as mild, moderate, severe and profound on adaptive functioning. For all children, in addition to routine surveillance, developmental screening using standardized tools should be done at 9-12 months,18-24 months, and at school entry; whereas, for high risk infants, it should be done 6-monthly till 24 months and yearly till 5 years of age; in addition to once at school entry. All children, especially those diagnosed with GDD, should be screened for ASD at 18-24 months, and if screen negative, again at 3 years of age. It is recommended that investigations should always follow a careful history and examination to plan targeted testing and, vision and hearing screening should be done in all cases prior to standardized tests of development. Neuroimaging, preferably magnetic resonance imaging of the brain, should be obtained when specific clinical indicators are present. Biochemical and metabolic investigations should be targeted towards identifying treatable conditions and genetic tests are recommended in presence of clinical suspicion of a genetic syndrome and/or in the absence of a clear etiology. Multidisciplinary intervention should be initiated soon after the delay is recognized even before a formal diagnosis is made, and early intervention for high risk infants should start in the nursery with developmentally supportive care. Detailed structured counselling of family regarding the diagnosis, etiology, comorbidities, investigations, management, prognosis and follow-up is recommended. Regular targeted follow-up should be done, preferably in consultation with a team of experts led by a developmental pediatrician/ pediatric neurologist.

The application of the Griffiths development scales (Chinese edition) among 2-4 year-old children with autism spectrum disorder / 中华物理医学与康复杂志

Objective:To evaluate the development of children 2-4 years old with autism spectrum disorders (ASDs) using the Chinese version of the Griffiths Development Scales (GDS-C).Methods:Eighty-eight children with ASD, 80 children with developmental language disorder (DLD) and 82 healthy children aged 2-4 were evaluated using the GDS-C. They were compared and their development in sports, personal and social relationships, language, hand-eye coordination and other performance were analyzed. The personal-social and language results of the ASD and DLD children were compared.Results:No significant differences were found between the ASD and DLD children in their language development. The development quotient of the ASD children was significantly lower, on average, than those of the DLD and healthy children in all fields except language. However, the ASD children′s development was not balanced. Their average developmental quotients in the language and the personal-social fields were significantly lower than in the sports, performance and hand-eye coordination fields. In the field of language, the entry loss rates of the two structural modes of receptive language and non-verbal expression of the ASD children were significantly higher than the DLD children′s averages. In the personal-social field the entry loss rates of communication and housework skills and of self-care skill were significantly higher than the DLD children′s averages. The command structure model of the ASD children was also superior, on average.Conclusions:The GDS-C can effectively assess the development of ASD children aged 2-4, especially in terms of language and personal and social skills. It can provide clinical evidence useful for early diagnosis and intervention for children with ASD.

Validation of track and act online developmental screening tool: a pilot study

Background: The global prevalence of developmental delay in children is reported as 1-3% according to WHO. Early diagnosis and intervention improve the quality of life in disabled children. There is need for screening tool. So, study was started to evaluate the ability of the online screening tool in detecting the developmental delay in the Indian children.Methods: After IRB approval, around 30 children after parental consent of either gender aged 4 months to 5 years attending the immunization outpatient department were involved in the study After a detailed history, children were screened with online screening tool 'Track and Act'. Due to the logistic reasons among them 30 were assessed in detail using Developmental Assessment Scale for Indian Infants (DASII) which is used as gold standard in this study.Results: Study showed high sensitivity and specificity for all the four domains of the tool. It showed sensitivity and specificity in physical of 83.3% and 91.6%, in language 66.6% and 87.5%, in cognitive 66.6% and 91.6% and in socio-emotional domain 83.3% and 91.6 % respectively.Conclusions: Track and Act screening tool has good test characteristics for detecting developmental delay among Indian children and it can be used for office practice for screening children.

Developmental delay: identification and management at primary care level

Developmental delays are common in childhood, occurring in 10%-15% of preschool children. Global developmental delays are less common, occurring in 1%-3% of preschool children. Developmental delays are identified during routine checks by the primary care physician or when the parent or preschool raises concerns. Assessment for developmental delay in primary care settings should include a general and systemic examination, including plotting growth centiles, hearing and vision assessment, baseline blood tests if deemed necessary, referral to a developmental paediatrician, and counselling the parents. It is important to follow up with the parents at the earliest opportunity to ensure that the referral has been activated. For children with mild developmental delays, in the absence of any red flags for development and no abnormal findings on clinical examination, advice on appropriate stimulation activities can be provided and a review conducted in three months' time.

Actualización de la prueba general para la evaluación del desarrollo integral del niño entre los 0 meses y 6 años de edad (EDIN) / Update of the general test for evaluation of the integral development of the child between 0 months and 6 years of age (EDIN) / Atualização da prova geral para a avaliação do desenvolvimento integral de crianças entre 0 meses e 6 anos de idade (EDIN)

ResumenIntroducción: En este artículo se presentan los resultados obtenidos en la actualización de la prueba general para la evaluación del desarrollo integral del niño y la niña entre los 0 y 6 años de edad (EDIN).Metodología: la metodología fue de carácter cualitativo, transversal y descriptivo. Se contó con la participación de 14 expertos en el área del desarrollo humano. Los datos fueron recolectados mediante la técnica de juicio de expertos de tipo agregados individuales; la información obtenida fue triangulada con evidencia científica actualizada para determinar la permanencia de los ítems en la propuesta actualizada.Resultados: La prueba juicio de expertos permitió confirmar la inconsistencia de algunos ítems, por lo que fue necesario cambiar, eliminar y adecuar ítems del EDIN. Del total de 456 ítems de esta prueba, 72 (16%) del área de "hábitos", fueron excluidos, por no corresponder a un área del desarrollo, 127 (27.9%) fueron inconsistentes , 257 (56%) fueron consistentes y se crearon 15 nuevos ítems, lo cual da como resultado una prueba actualizada con 287 ítems, distribuidos en seis áreas del desarrollo y 19 grupos de edad, más una lista de cotejo compuesta por 112 recomendaciones sobre los patrones de alimentación, sueño y descanso, eliminación, higiene y vestido y seguridad.Conclusiones: La investigación aporta una prueba actualizada para la población infantil costarricense menor de seis años. El estudio de las pruebas de evaluación del desarrollo es necesario para la atención integral durante la infancia, por lo que es importante que el país cuente con instrumentos de evaluación del desarrollo propios y actualizados.

AbstractIntroduction: In this paper the results in updating the general test for evaluating the development of the child and the child between 0 and 6 years of age (EDIN) are presented.Methodology: The methodology was qualitative, transversal and descriptive. It was attended by 14 experts in the field of human development. Data were collected through technical expert judgment of individual aggregates type. The information obtained was triangulated with updated to determine the permanence of the items in the updated proposal scientific evidence.Results: expert opinion evidence confirmed the inconsistency of some items, so it was necessary to change, delete and adjust items in the EDIN. Of the total of 456 items of this test, 72 (16%) items in the area of "habits" were excluded, not correspond to an area of development, 127 (27.9%) were inconsistent, 257 (56%) were consistent and 15 new items were created, leaving an updated 287 tested, distributed in six areas of development and 19 age groups, plus a checklist consisting of 112 recommendations on eating patterns, sleep and rest, elimination, hygiene and clothing and security.Conclusions: The study provides an updated for minor child population six years Costa Rican test. The study of developmental assessment tests necessary for comprehensive care during childhood, so it is important that the country has own assessment tools development and updated.

ResumoIntrodução: Neste artigo se apresentam os resultados obtidos na atualização da prova geral para a avaliação do desenvolvimento integral de meninos e meninas entre 0 e 6 anos de idade (EDIN).Metodologia: a metodologia foi de tipo qualitativo, transversal e descritiva. Participaram 14 especialistas na área de desenvolvimento humano. ; Os dados foram recoletados mediante a técnica de julgamento de especialistas, de especialistas de tipo agregados individuais; a informação obtida foi triangulada com evidência científica atualizada para determinar a permanência dos ítens na proposta atualizada.Resultados: A prova de julgamento dos especialistas permitiu confirmar a inconsistência de alguns ítens, pelo que foi necessário mudar, eliminar e adequar ítens do EDIN. Do total de 456 ítens desta prova, 72 (16%) ítens da área de "hábitos", foram excluídos, por não corresponder a uma área do desenvolvimento, 127 (27.9%) ítens foram inconsistentes , 257 (56%) ítens foram consistentes e se criaram 15 novos ítens, o qual dá como resultado uma prova atualizada com 287 ítens, distribuídos em 6 seis áreas de desenvolvimento e 19 grupos de idade , mais uma lista de cotejo composta por 112 recomendações sobre os padrões de alimentação, sono e descanso, eliminação, higiene, vestuário e segurança.Conclusões: A pesquisa aporta uma prova atualizada para a população infantil costarriquense menor de 6 (seis) anos. O estudo das provas de avaliação de desenvolvimento é necessário para a atenção integral durante a infância, porque é importante que o país conte com instrumentos de avaliação de desenvolvimento próprios e atualizados.

Ages and Stages Questionnaire: a global screening scale / Ages and Stages Questionnaire: una escala de evaluación global

Abstract: With standardized screening tools, research studies have shown that developmental disabilities can be detected reliably and with validity in children as young as 4 months of age by using the instruments such as the Ages and Stages Questionnaire. In this review, we will focus on one tool, the Ages and Stages Questionnaire, to illustrate the usefulness of developmental screening across the globe.

Resumen: Mediante el uso de herramientas de evaluación estandarizada, algunos estudios de investigación han demostrado que discapacidades de desarrollo se pueden detectar con fiabilidad y validez en niños desde los 4 meses de edad mediante el uso de los instrumentos estandarizados como el Ages and Stages Questionnaire (Cuestionario de las Edades y Etapas). Para ilustrar la utilidad de la evaluación del desarrollo infantil a escala global, en este trabajo se revisará la herramienta Ages and Stages Questionnaire.

The application of developmental assessment in the core specialty courses of emergency and inten-sive care orientation in nursing profession / 中华医学教育探索杂志

To construct “developmental assessment” in the course of emergency nursing and inten-sive care nursing by applying the combination of formative assessment and summative evaluation, the com-bination of qualitative assessment and quantitative assessment and the incorporation of self-assessment and other evaluation. Specifically, this project contains investigation activity (accounting for 10%), operating activity (10%), checking on work attendance and homework evaluation (15%), reflection activity (15%), comprehensive design experiment evaluation (20%) and theoretical evaluation (30%). Process evaluation and self-evaluation are highlighted, especially feedback and improvement after evaluation. Through multi stage and multi form evaluation, the goal of emergency and critical care professional education has been achieved, which has promoted the development of student nurses' quality and overall development.

TEPSI en cuestión: usarlo mejor o reemplazarlo? / TEPSI in question: best use it or replace it?

Relato de la experiencia de trabajo en el campo de la enfermería en la aplicación del test de desarrollo psicomotor en niños de 2 a 5 años, con la finalidad de evaluar al niño bajo el marco del programa crecimiento y desarrollo, se pone en relevancia la identificación de problemas habituales en la aplicación de la prueba de desarrollo psicomotor, se trata de tomar conciencia sobre la responsabilidad de las buenas prácticas de evaluación. El trabajo se basa en la experiencia de los autores en el ámbito de la investigación y la práctica profesional, específicamente en la aplicación del TEPSI, el objetivo principal es la identificación de los problemas habituales ocurridos en su aplicación en instituciones educativas, puestos de salud y en docencia universitaria.

Story of experience working in the field of nursing in implementing the psychomotor test in children aged 2-5 years in order to assess the child in the context of growth and development program , set the identification relevance common problems in applying the test of psychomotor development , it is aware of the responsibility of good assessment practices . The work is based on the experience of the authors in the field of research and professional practice , specifically in the application of TEPSI , the main objective is to identify common problems occurred in its application in educational institutions, health posts and in university teaching.

Pais, educadores e testes: estão de acordo na avaliação de aptidões de crianças pré-escolares? / Parents, teachers and tests: do they agree in the assessment of preschoolers’ abilities?

O presente estudo pretende contribuir para o esclarecimento de questões relativas ao acordo entre pais e educadores quando avaliam o desenvolvimento infantil e com o grau em que estas avaliações estão relacionadas com aptidões cognitivas das crianças. Cento e setenta e três crianças pré-escolares foram classificadas de modo independente por pais e por educadores em diferentes áreas do desenvolvimento e os resultados na WPPSI-R foram tomados como critério externo. A idade e o género das crianças foram considerados nas análises realizadas. O grau de acordo entre informadores revelou-se baixo a moderado. Em comparação com os educadores, os pais classificam os seus filhos como mais desenvolvidos. Algumas dimensões do desenvolvimento (e.g. aprendizagem) encontram-se mais relacionadas com o desempenho na WPPSI-R do que outras. Os resultados são discutidos quanto às suas implicações para a avaliação psicológica de crianças pré-escolares.

This paper addresses issues related to the agreement between parents and teachers when they assess children's development, and to what extend those assessments are related to children's cognitive abilities. A hundred seventy three preschoolers were independently classified by their parents and teachers regarding different developmental domains. The results on the WPPSI-R test were taken as an external criterion to evaluate the accuracy of the parents' ratings. Children's age and gender were considered in the analysis. Inter-rater agreement is low to moderate. Compared with teachers, parents systematically rate their children as more developed. Some dimensions of development (e.g. learning) are more related to performance on the WPPSIR than others. Results are discussed regarding their implications to the psychological assessment of preschoolers.

Development of Korean Infant Developmental Assessment Scale / 아동간호학회지

PURPOSE: To develop an Infant Developmental Assesment Scale appropriate for Korean infants that includes cultural context. METHOD: The total sample included 990 infants aged birth to 24months. The developmental tests were conducted at hospital well baby clinic, daycare centers, public health centers and homes located in city, urban and rural areas. Item analysis was done to examine content validity of the scale. Test responses were analyzed by SPSS to examine the inter-rater reliability, and construct validity. RESULTS: Based on the naturalistic observation and analysis of other developmental instruments, 260 Korean infant developmental items were created. The mean score of the developmental quotient of 966 infants was 101.63+/-10.89. Correlation coefficient of inter-rater reliability was .99. In addition, 84.6% of total items showed Kappa .70 and above. The development quotient was significantly different depending upon the residential area and father's occupation, therefore, construct validity using known group technique was supported. CONCLUSION: The developed instrument can be used to assess the development of handicapped infants, as well as normal infant's general abilities and to study individual differences within the normal range for Korean.

Behavioral Item List for Korean Infants by Naturalistic Observation / 아동간호학회지

PURPOSE: This study was conducted to identify behavioral items for Korean infants under 24months by naturalistic observation. These items will be the basis for developmental scale for Korean infants. METHOD: Data were collected by observing and interviewing fifty one infants and their mothers during the period from November 15 to December 14, 2003. Raw data in descriptive form were obtained by unstructured naturalistic observation, and were reformed to behavioral items through discussion with professors in pediatric nursing and experienced nurses in child care department. Also, behavioral items were classified into five developmental areas. RESULT: Total number of behavioral items was two hundreds and thirty eight. 52 items for motor development, 66 items for personal-social, 40 items for hearing and speech, 41 items for eye-hand coordination, and 39 items for performance. CONCLUSION: This is meaningful that fundamental items for Korean developmental scale for infants were identified by observing behaviors of Korean infants. On the basis of these items, average age will be calculated for passing each item by testing Korean infants. We hope to develop Korean infant developmental scale as a final outcome in the future research.

Developmental Assessment in Pediatric Practice

No abstract available.