SOME info from handout
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Help!
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| Reflexes can measure what in kids? | Can be a measurement of age
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| Reflexes can measure what at any age? | Quality of response to stimulation; If response symmetrical; If response exaggerated
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| Does normal reflex testing work for premies? | No!
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| Rooting is what kind of reflex? | Survival
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| What do reflexes do for you? | Environment exploration; Automatic postural runs are foundation of postural adjustements & work as complex system to restore/maintain equilibrium with respect to gravity, environment & other body parts
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| Postural Reflex Characteristics | Context Dependent; Developmentally hierarchial; Activated by wide range of sensory stimuli; Organization & coordination of responses are variable depending upon the magnitude, frequency & type of stimuli
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| Postural Reflex Characteristics | Presence of specific postural rxns is thought to be necessary for developing motor milestones
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| Reflex Development | Continuous (conception->maturity); Sequence same in most kids; Related to CNS maturity; Cephalocaudal, proximodistal, horizontal-vertical
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| Reflex Development | Mass activity replaced by specific individual responses; Certain reflexes have to be "lost" (integrated) before corresponding voluntary mvmt acquired
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| Primitive vs. Pathological Reflexes | Appear at birth, integrated by 6 months; Primitive present in all normal infants; Don't necessarily have to appear in every child as complete reflex each time they're elicited; NEVER obligatory
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| Primitive vs. Pathological | Integration- modification of mvmt thru & by increasingly complex network within CNS; Reflexes may work in concert with other reflexes to expedite mvmt performance; Could be reactivated under stress/injury
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| Primitive vs. Pathological | Primitive reflexes elicited by: tactile, vestibular, proprioceptive, pain stimuli; Primitive are pathologic when stimulus ALWAYS/almost always produces SAME response or when they persist too long
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| Righting Reactions | Eventually integrated into more complex activities such as equilibrium rxns & voluntary mvmt; Essential for building motor patterns; Orient head in space; Right head in space no matter what body position is in the environment
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| Vertical Righting | Hold child & tilt in various directions, head should remain vertical w/ mouth horizontal; Blindfold added = labyrinthine head righting run; No blindfold = optical & labyrinthine head righting; Landau is part of these responses
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| Rotational Righting | aka Body righting; Develops RALBA; Stimulus is somatosensory ; If head turned, vestibular & visual input also result
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| What are 2 types of equilibrium rxns? | Protective & Tilting
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| Protective Rxns aka? | Parachute or Propping Reactions; Extension of extremities in same direction as displacing force; Facilitated by vestibular input
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| Protective Reactions | ritical to faciliation of a protective rxn is the amount, speed & point of application of the force; If child anticipates stimulus, may prepare body & equilibrium rxn occurs instead
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| Protective Reactions | Difficult in kids who have developed equilibrium runs; Rxns are highly context dependent
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| Tilting Reactions | Responses to changes of posture or mvmt which seek to resort disturbed balance; Allow arms to remain free for manipulation (LEs/trunk balance); Muscular response may be invisible; Tonal changes/counter mvmts when COG displaced (usually opposite force)
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| Tilting Rxns | ELONGATION on WB side!; Abd & ext of extremities on downhill side or in direction of push might also occur in prep for protective rxn if balance should be lost
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| What 4 factors influence all types of equilibrium reactions? | Head control (need head righting in prone, sup, laterally); Vision (optical righting, orietntation of head); Ability to change COG (move pelvis); Appropriate extremity mvmt (need hands for some things)
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| Assessment of Reflexes/Rxns | Depends on developmental maturation; Decide on stimulus & analyze how other stimuli can be controlled; Be consistent when using tools!; Grading- absent/present os simple, also look at quality
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| Assessment of Reflexes/Rxns | Overtesting leads to habituation, fatigue, decreased cooperation; Also consider emotional state; When testing, consistent degree & speed, length of time allowed for response should be used (play it by ear = EXPERIENCE)
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