Postural Reflexes
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Focusing on the Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries
33 Focusing on The Re-Emergence of Primitive Reflexes Following Acquired Brain Injuries Resiliency Through Reconnections - Reflex Integration Following Brain Injury Alex Andrich, OD, FCOVD Scottsdale, Arizona Patti Andrich, MA, OTR/L, COVT, CINPP September 19, 2019 Alex Andrich, OD, FCOVD Patti Andrich, MA, OTR/L, COVT, CINPP © 2019 Sensory Focus No Pictures or Videos of Patients The contents of this presentation are the property of Sensory Focus / The VISION Development Team and may not be reproduced or shared in any format without express written permission. Disclosure: BINOVI The patients shown today have given us permission to use their pictures and videos for educational purposes only. They would not want their images/videos distributed or shared. We are not receiving any financial compensation for mentioning any other device, equipment, or services that are mentioned during this presentation. Objectives – Advanced Course Objectives Detail what primitive reflexes (PR) are Learn how to effectively screen for the presence of PRs Why they re-emerge following a brain injury Learn how to reintegrate these reflexes to improve patient How they affect sensory-motor integration outcomes How integration techniques can be used in the treatment Current research regarding PR integration and brain of brain injuries injuries will be highlighted Cases will be presented Pioneers to Present Day Leaders Getting Back to Life After Brain Injury (BI) Descartes (1596-1650) What is Vision? Neuro-Optometric Testing Vision writes spatial equations -
VTPP 423 Syllabus General
VTPP 423 BIOMEDICAL PHYSIOLOGY I COURSE INFORMATION Description: Biomedical Physiology I. (3-2). Credit 4. Physiological principles, review of cellular physiology, and development of an understanding of the nervous system and muscle, cardiovascular, and respiratory physiology; clinical applications related to organ systems. Prerequisites: VIBS 305; junior or senior classification. Discussions: MWF: 9:10 a.m. – 10:00 a.m. (Room 309, VICI) Lab Sessions: 501: Tuesdays : 12:40 - 2:30 p.m. (Room 320, VICI) 504: Fridays : 12:40 - 2:30 p.m. (Room 320, VICI) Instructor: J.D. Herman Office Hours: MWF 10:00 – 11:00 or by appointment Office Room # 316 VIDI Phone: 979/862-7765 [email protected] Teaching TBA Assistant: Required Lauralee Sherwood: Human Physiology: from cells to systems, 8th edition, Brooks/Cole Cengage Resources: Learning, ISBN: 978-1-111-57743-8 iClicker 2 Web-sites: htt p://ecampus.tamu.edu/ Course Goal: To understand the physiological significance of cells, organs and organ systems in maintaining homeostasis of the mammalian organism. (To develop critical thinking, problem solving and self- learning skills in preparation for a career in medicine/science.) Learning Outcomes: By the end of the course, the student will: • investigate and solve mathematical calculations commonly used in physiology • articulate an understanding of homeostatic control mechanisms of the: ▪ central nervous system ▪ muscular system ▪ cardiovascular system ▪ respiratory system ▪ renal system • collect and analyze physiologic data related to the ▪ central nervous system ▪ muscular system ▪ cardiovascular system ▪ respiratory system ▪ renal system • evaluate the relationship between physiology and disease ▪ including insight into critical thinking in the clinical setting ▪ including goals and mechanisms of some pharmacologic agents Course Grading: A total of 400 points are possible in the course. -
Neurophysiology (Revised 2012)
The American Physiological Society Medical Curriculum Objectives Project Complete curriculum objectives available at: http://www.the-aps.org/medphysobj Neurophysiology (revised 2012) Cellular Neurophysiology, Blood Brain Barrier, Cerebrovascular Physiology A. Physiology of the Neuron NEU 1. Define, and identify on a diagram of a motor neuron, the following regions: dendrites, axon, axon hillock, soma, and an axodendritic synapse. NEU 2. Define, and identify on a diagram of a primary sensory neuron, the following regions: receptor membrane, peripheral axon process, central axon process, soma, sensory ganglia. NEU 3. Write the Nernst equation, and explain the effects of altering the intracellular or extracellular Na+, K+, Cl-, or Ca2+ concentration on the equilibrium potential for that ion. NEU 4. Describe the normal distribution of Na+, K+, and Cl- across the cell membrane, and using the chord conductance (Goldman) equation, explain how the relative permeabilities of these ions create a resting membrane potential. NEU 5. Describe ionic basis of an action potential. NEU 6. Distinguish the effects of hyperkalemia, hypercalcemia, and hypoxia on the resting membrane and action potential. NEU 7. Explain how the abnormal function of ion channels (channelopathies) can alter the resting membrane and action potential and cause paralysis, ataxia, or night blindness. NEU 8. Describe the ionic basis of each of the following local graded potentials: excitatory post synaptic potential (EPSP), inhibitory post synaptic potential (IPSP), end plate potential (EPP) and a receptor (generator) potential. NEU 9. Contrast the generation and conduction of graded potentials (EPSP and IPSP) with those of action potentials. NEU 10. On a diagram of a motor neuron, indicate where you would most likely find IPSP, EPSP, action potential trigger point, and release of neurotransmitter. -
The Phenomenon of Multiple Stretch Reflexes
Henry Ford Hospital Medical Journal Volume 34 Number 1 Article 6 3-1986 The Phenomenon of Multiple Stretch Reflexes Robert D. Teasdall Follow this and additional works at: https://scholarlycommons.henryford.com/hfhmedjournal Part of the Life Sciences Commons, Medical Specialties Commons, and the Public Health Commons Recommended Citation Teasdall, Robert D. (1986) "The Phenomenon of Multiple Stretch Reflexes," Henry Ford Hospital Medical Journal : Vol. 34 : No. 1 , 31-36. Available at: https://scholarlycommons.henryford.com/hfhmedjournal/vol34/iss1/6 This Article is brought to you for free and open access by Henry Ford Health System Scholarly Commons. It has been accepted for inclusion in Henry Ford Hospital Medical Journal by an authorized editor of Henry Ford Health System Scholarly Commons. The Phenomenon of Multiple Stretch Reflexes Robert D. Teasdall, MD* Multiple stretch reflexes occur in muscles adjacent to or remote from the tap. The response may be ipsilateral or bilateral. These reflexes are encountered not only in normal subjects with brisk stretch reflexes but particularly in patients with lesions of the upper motor neuron. The concussion obtained by the blow is conducted along bone to muscle. Muscle spindles are stimulated, and in this manner independent stretch reflexes are produced in these muscles. This mechanism is responsible for the phenomenon of multiple stretch reflexes. The thorax and pelvis play important roles in the contralateral responses by transmitting these mechanical events across the midline. (Henry FordHosp Med J 1986;34:31-6) ontraction of muscles remote from the site of f)ercussion is Head and neck Cencountered in patients with brisk stretch reflexes. -
Human Physiology (Biology 4) Laboratory Exercises
Human Physiology (Biology 4) Laboratory Exercises Instructor: Rebecca Bailey 1 Laboratory Exercises Lab 1: The Microscope and Overview of Organ Systems..................page 3 Lab 2: Cells & Tissues (See Supplement)........................................page 15 Lab 3: Transport 1 & 2 (See Supplement for Part 2)........................page 16 Labs 4 and 5: Nervous System (ADAM)...........................................page 19 Lab 6: Reflexes & Senses………………...........................................page 20 Lab 7: Muscular System (ADAM).....................................................page 31 Lab 7a: Whole Muscle Function (See Supplement).........................page 32 ---this lab is not done every semester, check your schedule--- Lab 8: ECG and Cardiovascular System…......................................page 33 Lab 9: Cardiovascular System (See Supplement, ADAM)...............page 41 Lab 10: Blood……….........................................................................page 42 Lab 11: Blood Slides and Respiratory System (ADAM)....................page 46 Lab 12: Respiratory System.............................................................page 49 Lab 13: Urinary System....................................................................page 54 Lab 14: Digestive System and Acid/Base Demo..............................page 60 At the end of each lab, you should be able to understand the concepts and processes learned and answer any of the questions investigated in the activity. You are expected to identify microscopic tissues/organs -
The Plantar Reflex
THE PLANTAR REFLEX a historical, clinical and electromyographic study From the Department of Neurology, Academic Hospital 'Dijkzigt', Rotterdam, The Netherlands THE PLANTAR REFLEX A HISTORICAL, CLINICAL AND ELECTROMYOGRAPHIC STUDY PROEFSCHRIFT TER VERKRIJGING VAN DE GRAAD VAN DOCTOR IN DE GENEESKUNDE AAN DE ERASMUS UNIVERSITEIT TE ROTTERDAM OP GEZAG VAN DE RECTOR MAGNIFICUS PROF. DR. B. LEIJNSE EN VOLGENS BESLU!T VAN HET COLLEGE VAN DEKANEN. DE OPENBARE VERDED!GING ZAL PLAATS VINDEN OP WOENSDAG 16 NOVEMBER 1977 DES NAMIDDAGS TE 4.15 UUR PREC!ES DOOR JAN VAN GIJN GEBOREN TE GELDERMALSEN 1977 KRIPS REPRO - MEPPEL PROMOTOR: DR. H. VAN CREVEL CO-PROMOTOR: PROF. DR. A. STAAL CO-REFERENTEN: PROF. DR. H. G. ]. M. KUYPERS PROF. DR. P. E. VOORHOEVE Aan mijn ouders Aan Carien, Maarten en Willem CONTENTS page GENERAL INTRODUCTION 15 CHAPTER I HISTORY OF THE PLANTAR REFLEX AS A CLINICAL SIGN DISCOVERY - the plantar reflex before Babinski 19 - the toe phenomenon . 21 - Joseph Babinski and his work 24 ACCEPTANCE - the pyramidal syndrome before the toe reflex 26 - confirmation . 26 - a curious eponym in Holland 28 - false positive findings? 29 - false negative findings 29 FLEXION AND EXTENSION SYNERGIES - the Babinski sign as part of a flexion synergy . 31 - opposition from Babinski and others . 33 - ipsilateral limb extension with downgoing toes versus the normal plantar response . 36 - crossed toe responses . 36 - tonic plantar flexion of the toes in hemiplegia 37 RIVAL SIGNS - confusion . 39 - different sites of excitation 39 - stretch reflexes of the toe muscles 41 - spontaneous or associated dorsiflexion of the great toe 42 - effects other than in the toes after plantar stimulation 42 THE PLANTAR RESPONSE IN INFANTS - contradictory findings 43 - the grasp reflex of the foot . -
Static Reflexes
Te xt . Important Lecture . Formulas No.16 . Numbers . Doctor notes “Believe In Your Dreams. They . Notes and explanation Were Given To You For A Reason” 1 Physiology of postural reflexes Objectives: 1. Postural reflexes are needed to keep the body in a proper position while standing, moving. When body posture is suddenly altered it is corrected by Sevier reflexes. These reflexes are operating at spinal cord, medulla, mid-brain and cortical levels. To make the reflex movements smooth cerebellum, basal ganglia and vestibular apparatus are needed. Students are required to know posture-regulating parts of CNS. 2 What is posture? ONLY IN MALES’ SLIDES ONLY IN FEMALES’ SLIDES Posture is the attitude taken by the body in any It is maintenance of upright position against gravity particular situation like standing posture, sitting (center of body is needed to be between the legs) it needs posture, etc.. Even during movement, there is a continuously changing posture. anti-garvity muscles (Extensor muscles). Up-right posture need postural reflexes. The basis of posture is the ability to keep certain Posture depends on muscle tone (stretch reflex) ( basic group of muscles in sustained contraction for long periods. Variation in the degree of contraction and postural reflex). tone in different groups of muscle decides the The main pathways concerned with posture are: posture of the individual. Medial tracts: control proximal limbs & axial muscles for posture & gross movements. Lateral pathways: as corticospinal-rubrospinal control distal limbs. 3 ONLY IN MALES’ SLIDES Postural reflex These reflexes resist displacement of the body caused by gravity or acceleratory forces, and they have the following functions: 1. -
Neuropsychiatry Block Spinal Cord Functions and Reflexes
NeuroPsychiatry Block Spinal Cord Functions and Reflexes By Laiche Djouhri, PhD Dept. of Physiology Email: [email protected] Ext:71044 NeuroPsychiatry Block/Week 1 Motor Functions of the Spinal Cord, The cord Reflexes Chapter 55 (Guyton & Hall) 2 Objectives By the end of this session students are expected to: . Appreciate the two-way traffic along the spinal cord . Describe some characteristics of spinal neuronal circuits . Classify reflexes and appreciate their clinical importance . Describe neuronal mechanisms of the 10withdrawal/6/2016 reflex & crossed extensor reflex3 The Spinal Cord (SC) . It is about 45 cm long and 2 cm in diameter 8 Cervical . It is composed of about 100 million neurons and even more neuroglia 12 Thoracic . It is continuous with the brain and together they make up the Lumbar CNS 5 Sacral 5 . 31 pairs of spinal nerves are connected to it 1 10/6/2016 Coccygeal 4 The Spinal Nerves . Each spinal nerve has a ventral root and a dorsal root . The dorsal (posterior) root contains afferent (sensory) nerve fibers, and their cell bodies are located in dorsal root ganglion (DRG). The ventral (anterior) root carries efferent (motor) fibers, and their cells bodies are located in the ventral horn of the spinal cord. Afferent fiber Efferent fiber (DRG) Each DRG has 1000s of cell bodies Spinal Cord Organization: 1. The Grey Matter . The structural organization of the SC can best be studied in a cross section of the cord which reveals: • An outer band of white matter surrounding • An inner core of grey matter (H shaped) which can be divided into 3 functional zones: 1. -
The Spinal Cord, Spinal Nerves, and Spinal Reflexes
12 The Spinal Cord, Spinal Nerves, and Spinal Reflexes Lecture Presentation by Lori Garrett © 2018 Pearson Education, Inc. Section 1: Functional Organization of the Spinal Cord Learning Outcomes 12.1 Describe how the spinal cord can function without input from the brain. 12.2 Discuss the anatomical features of the spinal cord. 12.3 Describe the three meningeal layers that surround the spinal cord. 12.4 Explain the roles of gray matter and white matter in processing and relaying sensory information and motor commands. © 2018 Pearson Education, Inc. Section 1: Functional Organization of the Spinal Cord Learning Outcomes (continued) 12.5 Describe the major components of a spinal nerve. 12.6 Describe the rami associated with spinal nerves. 12.7 Relate the distribution pattern of spinal nerves to the region they innervate. 12.8 Describe the cervical plexus. 12.9 Relate the distribution pattern of the brachial plexus to its function. 12.10 Relate the distribution patterns of the lumbar plexus and sacral plexus to their functions. © 2018 Pearson Education, Inc. Module 12.1: The spinal cord can function independently from the brain © 2018 Pearson Education, Inc. Module 12.1: The brain and spinal cord Both the brain and the spinal cord: . Receive sensory input from receptors . Contain reflex centers . Send motor output to effectors Reflex . Rapid, automatic response triggered by specific stimuli Spinal reflexes . Controlled in the spinal cord . Function without input from the brain © 2018 Pearson Education, Inc. Module 12.1: Review A. Describe the direction of sensory input and motor commands relative to the spinal cord. B. -
Questions for Exam 2012
BIOLOGICAL PSYCHOLOGY I (2012 sec 003) MIDTERM EXAM 3A (Thursday, Nov. 12, 2009) Mark the ONE BEST letter choice (either A, B, C, D, or E) on the computer-graded sheet in NUMBER TWO PENCIL. If you need to erase, do so completely! You MUST use the answer sheet provided by us inside your exam packet. No other answer sheet will be allowed. TAKE A DEEP BREATH – TAKE YOUR TIME, READ ALL QUESTIONS AND ANSWERS CAREFULLY - GOOD LUCK!!! 1. The calcium necessary for the interaction between actin and myosin filaments during muscle contraction is released from: a) the motor neurons presynaptic terminals. b) the sarcoplasmic reticulum. c) the actin filaments. d) myosin filaments. e) the synaptic vesicles. 2. In the early pioneering studies of sleep, which region, when electrically stimulated with a small electrode, would wake sleeping cats? a) the frontal cortex. b) the hippocampus. c) the basal ganglia. d) the ascending reticular activating system. e) medial forebrain bundle. 3. What is the correct sequence of the different stages of sleep experienced through the night, beginning when you fall asleep (numbers are the different stages of non-REM sleep)? a) 1, 2, 3, 4, REM, 4, 3, 2, 1 . b) REM, 1, 2, 3, 4 . c) 4, 3, 2, 1, 2, 3, 4, REM . d) 1, 2, 3, 4, 3, 2, 1, REM . e) 4, 3, 2, 1, REM, 1, 2, 3, 4 . 4. As part of a science-fair project in 1965, how long did Randy Gardner stay awake during his sleep deprivation experiment? a) 2 days. b) 5 days. -
Cvemp Correlated with Imbalance in a Mouse Model of Vestibular Disorder Reina Negishi-Oshino, Nobutaka Ohgami, Tingchao He, Kyoko Ohgami, Xiang Li and Masashi Kato*
Negishi-Oshino et al. Environmental Health and Preventive Medicine Environmental Health and (2019) 24:39 https://doi.org/10.1186/s12199-019-0794-8 Preventive Medicine RESEARCHARTICLE Open Access cVEMP correlated with imbalance in a mouse model of vestibular disorder Reina Negishi-Oshino, Nobutaka Ohgami, Tingchao He, Kyoko Ohgami, Xiang Li and Masashi Kato* Abstract Background: Cervical vestibular evoked myogenic potential (cVEMP) testing is a strong tool that enables objective determination of balance functions in humans. However, it remains unknown whether cVEMP correctly expresses vestibular disorder in mice. Objective: In this study, correlations of cVEMP with scores for balance-related behavior tests including rotarod, beam, and air-righting reflex tests were determined in ICR mice with vestibular disorder induced by 3,3′- iminodipropiontrile (IDPN) as a mouse model of vestibular disorder. Methods: Male ICR mice at 4 weeks of age were orally administered IDPN in saline (28 mmol/kg body weight) once. Rotarod, beam crossing, and air-righting reflex tests were performed before and 3–4 days after oral exposure one time to IDPN to determine balance functions. The saccule and utricles were labeled with fluorescein phalloidin. cVEMP measurements were performed for mice in the control and IDPN groups. Finally, the correlations between the scores of behavior tests and the amplitude or latency of cVEMP were determined with Spearman’s rank correlation coefficient. Two-tailed Student’s t test and Welch’s t test were used to determine a significant difference between the two groups. A difference with p < 0.05 was considered to indicate statistical significance. Results: After oral administration of IDPN at 28 mmol/kg, scores of the rotarod, beam, and air-righting reflex tests in the IDPN group were significantly lower than those in the control group. -
How Do Hoverflies Use Their Righting Reflex? Anna Verbe, Léandre Varennes, Jean-Louis Vercher, Stéphane Viollet
How do hoverflies use their righting reflex? Anna Verbe, Léandre Varennes, Jean-Louis Vercher, Stéphane Viollet To cite this version: Anna Verbe, Léandre Varennes, Jean-Louis Vercher, Stéphane Viollet. How do hoverflies use their righting reflex?. Journal of Experimental Biology, Cambridge University Press, 2020, 223 (13), pp.jeb215327. 10.1242/jeb.215327. hal-02899771 HAL Id: hal-02899771 https://hal-amu.archives-ouvertes.fr/hal-02899771 Submitted on 20 Aug 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. How do hoverflies use their righting reflex? Anna Verbe1, Léandre P. Varennes1, Jean-Louis Vercher1, and Stéphane Viollet1 1Aix Marseille Univ, CNRS, ISM, Marseille, France. Corresponding author: [email protected] Keywords: Syrphidae, hoverflies, Episyrphus balteatus, insect flight, body orientation, righting reflex Abstract When taking off from a sloping surface, flies have to reorient themselves dorsoventrally and stabilize their body by actively controlling their flapping wings. We have observed that the righting is achieved solely by performing a rolling manoeuvre. How flies manage to do this has not yet been elucidated. It was observed here for the first time that hoverflies’ reorientation is entirely achieved within 6 wingbeats (48.8ms) at angular roll velocities of up to 10 × 103 ◦=s and that the onset of their head rotation consistently follows that of their body rotation after a time-lag of 16ms.