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Effects of Controlled Rotary Vestibular Stimulation on the Motor Performance of Infants with Down Syndrome
Published in Kenneth J Ottenbacher, Margaret A Short Degraft, Vestibular Processing Dysfunction in Children, 2013
Joan Snyder Lydic, Mary Margaret Windsor, Margaret A. Short, Terry Ann Ellis
velopment, 40-45 the Gesell Developmental Schedules, 20.43-46 -47 the Peabody Developmental Motor Scales,45 .48.49 and the Movement Assessment oflnfants.49 Although these tools have proven sensitive enough to reflect changes in motor abilities, they have not been consistently tested for the degree to which they can detect qualitative or subtle motor changes which might appear during, or as a result of, intervention. In an attempt to provide such information about two tests, Lydic, Short and Nelson compared the Movement Assessment of Infants (MAI)50 with the earlier version of the Peabody Developmental Motor Scales (PDMS). 39 Both tests were administered to ten Down syndrome infants at the beginning and end of a six week period. Comparisons of the test results suggested that, when compared to the PDMS, the MAl was more sensitive to developmental changes and appeared more stable over time. PDMS scores did reflect greater variance than did MAl scores, but the authors were unable to determine if the variance was a reflection of test sensitivity to individual differences or of error. Lydic and colleagues pointed out that the new revision of the PDMS51 includes standardized instructions which would reduce error variance in test administration. Comparisons between the MAl and the newly revised PDMS have not been conducted. In spite of the potential insensitivity of many assessments to subtle motor changes over time, study results have consistently demonstrated remediative effects of vestibular stimulation on the motor abilities of children, including those who have Down syndrome. In general, vestibular stimulation in various forms has been found effective in enhancing visual alertness and tracking, 52-54 increasing weight gain and mental functioning, 55-57 causing soothing or increasing arousal,58-62 Specifically, with regard to gross motor abilities, vestibular stimulation has been shown to be effective in fostering reflex integration and motor development in normal infants, 63 ·64 premature infants, 53 ·55 ·65 in children with cerebral palsy ,66 ·67 and in children who are mentally retarded. 48 ·68 What specific populations benefit the most and which parameters of vestibular input are most successful are not clear. The findings of studies by Kantner and colleagues68 and Ottenbacher and colleagues,48 however, point to the possibility that controlled rotary vestibular stimulation may be especially effective in promoting the motor development of infants displaying some of the characteristics associated with Down syndrome. For example, over a two-week period, Kantner and colleagues provided rotary vestibular stimulation to Down syndrome and normal intelligence infants ranging in age from 6 to 24 months. The child with Down syndrome and the normal children in the treatment group all displayed improvements in motor performance and evidence of greater vestibular habituation than the control group. Similarly, positive changes after vestibular stimulation were reported by Ottenbacher, Short and Watson. 48 In this study, Ottenbacher and colleagues investigated the effects of a clinic-
Developmental performance among pediatric candidates for cochlear implantation
Published in Acta Oto-Laryngologica, 2021
Yanhong Li, Wanxia Zhang, Yang Yang, Bing Liu, Min Chen, Wei Liu, Bei Li, Yi Zhou, Jie Zhang, Xin Ni
Developmental performance was evaluated using Gesell developmental schedules by certified care physicians with expertise in working with deaf children. Gesell developmental schedule consists of the five domains mentioned below: (1) Gross motor activities such as sitting, walking and jumping; (2) fine motor skills such as eye-hand coordination and the ability to manipulate small objects; (3) adaptability such as response to moving objects or stimulation; (4) expressive language skills such as hearing and comprehension; (5) social skills such as interactions with people and the ability to meet the individual needs [4]. Physicians selected the most appropriate test item among the Gesell developmental schedules for each child depending on their ages. By ascertaining whether the children displayed the appropriate behavior for their age or not, an individual's development quotient (DQ) was calculated [4]. The average score of the above five domains is considered as overall DQ. According to DQ, the developmental level is classified into normal (with score greater than 85 points), suspicious (76–85 points), mild brain damage (55–75 points), moderate (40–54 points), severe (25–39 points) and very severe (less than 25 points) brain damage [6].
Developmental performance between pediatric cochlear implantation candidates with and without large vestibular aqueduct syndrome
Published in Acta Oto-Laryngologica, 2021
Yanhong Li, Yang Yang, Wanxia Zhang, Jihang Sun, Bing Liu, Min Chen, Wei Liu, Shanshan Liu, Xiaoxu Wang, Shilan Li, Jie Zhang, Xin Ni
The current developmental evaluation tools used for deaf children present several shortcomings, such as lack of objectivity and limitation to one aspect of development. Gesell Developmental Schedules is an authoritative and comprehensive multi-dimensional developmental assessment system including verbal and nonverbal aspects, which has been used to monitor child growth for many years [7]. In this study, we employed Gesell Developmental Schedules to evaluate the overall growth situation of pediatric candidates for CI and compared developmental performance between children with LVAS and without LVAS, particularly discussing motor development in depth.
Early language and communication development in Chinese children: Adaption and validation of a parent report instrument
Published in International Journal of Speech-Language Pathology, 2021
Yiwen Zhang, Xiaojuan Xu, Yanrui Jiang, Wanqi Sun, Yan Wang, Yuanjin Song, Shumei Dong, Qi Zhu, Fan Jiang, Li Sheng
The Bayley Scales of Infant Development (BSID) – Chinese (Yi, 1995) was used as the criterion measure to assess the concurrent validity of the CELCQ. The Chinese BSID was modified from the English version of the BSID (Bayley, 1969). The Chinese norms were developed using 2409 normal children between 2 and 30 months from urban and rural areas across China. The modification resulted in some shifting of item order but all questions in the English version were retained. In a validation study with 206 children, Sun, Ren, and Su (1996) found that the test had good to excellent test-retest (0.91–0.94), split-half (0.82–0.90), and inter-rater (0.98–0.99) reliability. The test score distribution closely paralleled the distribution of the US norms and correlated significantly with children’s scores on the Gesell Developmental Schedules (Gesell, 1949), a commonly used assessment tool among Chinese paediatricians. Like the original English test, the Chinese BSID has three components: a 163-item Mental Scale that yields a Mental Development Index (MDI), an 81-item Motor Scale that yields a Psychomotor Development Index (PDI), and a 30-item Infant Behaviour Record. Only the first two scales were administered in the current study. Although newer editions of the BSID have been published, they have not been normed for the Chinese population. Two researchers independently reviewed the items on the mental scale of the Chinese BSID and coded each item as measuring language and communication behaviours, or nonverbal cognition. Item-by-item agreement was 99% and disagreements were resolved through discussion. In the end, 39 items were coded as measuring prelinguistic communication and expressive or receptive language, and the remaining 124 items as measuring nonverbal cognitive skills.