Understanding Primitive Reflexes and Their Role in Growth and Development: a Review
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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 -
The Grasp Reflex and Moro Reflex in Infants: Hierarchy of Primitive
Hindawi Publishing Corporation International Journal of Pediatrics Volume 2012, Article ID 191562, 10 pages doi:10.1155/2012/191562 Review Article The Grasp Reflex and Moro Reflex in Infants: Hierarchy of Primitive Reflex Responses Yasuyuki Futagi, Yasuhisa Toribe, and Yasuhiro Suzuki Department of Pediatric Neurology, Osaka Medical Center and Research Institute for Maternal and Child Health, 840 Murodo-cho, Izumi, Osaka 594-1101, Japan Correspondence should be addressed to Yasuyuki Futagi, [email protected] Received 27 October 2011; Accepted 30 March 2012 Academic Editor: Sheffali Gulati Copyright © 2012 Yasuyuki Futagi et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The plantar grasp reflex is of great clinical significance, especially in terms of the detection of spasticity. The palmar grasp reflex also has diagnostic significance. This grasp reflex of the hands and feet is mediated by a spinal reflex mechanism, which appears to be under the regulatory control of nonprimary motor areas through the spinal interneurons. This reflex in human infants can be regarded as a rudiment of phylogenetic function. The absence of the Moro reflex during the neonatal period and early infancy is highly diagnostic, indicating a variety of compromised conditions. The center of the reflex is probably in the lower region of the pons to the medulla. The phylogenetic meaning of the reflex remains unclear. However, the hierarchical interrelation among these primitive reflexes seems to be essential for the arboreal life of monkey newborns, and the possible role of the Moro reflex in these newborns was discussed in relation to the interrelationship. -
Retained Neonatal Reflexes | the Chiropractic Office of Dr
Retained Neonatal Reflexes | The Chiropractic Office of Dr. Bob Apol 12/24/16, 1:56 PM Temper tantrums Hypersensitive to touch, sound, change in visual field Moro Reflex The Moro Reflex is present at 9-12 weeks after conception and is normally fully developed at birth. It is the baby’s “danger signal”. The baby is ill-equipped to determine whether a signal is threatening or not, and will undergo instantaneous arousal. This may be due to sudden unexpected occurrences such as change in head position, noise, sudden movement or change of light or even pain or temperature change. This activates the stress response system of “fight or flight”. If the Moro Reflex is present after 6 months of age, the following signs may be present: Reaction to foods Poor regulation of blood sugar Fatigues easily, if adrenalin stores have been depleted Anxiety Mood swings, tense muscles and tone, inability to accept criticism Hyperactivity Low self-esteem and insecurity Juvenile Suck Reflex This is active together with the “Rooting Reflex” which allows the baby to feed and suck. If this reflex is not sufficiently integrated, the baby will continue to thrust their tongue forward, pushing on the upper jaw and causing an overbite. This by nature affects the jaw and bite position. This may affect: Chewing Difficulties with solid foods Dribbling Rooting Reflex Light touch around the mouth and cheek causes the baby’s head to turn to the stimulation, the mouth to open and tongue extended in preparation for feeding. It is present from birth usually to 4 months. -
Newborn Reflexes
O C T O B E R 2 0 1 9 NEWBORN REFLEXES MORO Reflex: also known as the embracing or startle reflex. Moro reflex is mediated by the brain stem and becomes apparent at approximately 25 to 26 weeks' gestational age. It is an involuntary motor response meant to protect the infant from sudden changes in body displacements.In normal infants, the response is symmetrical and disappears by 3 to 4 months. The Moro reflex consists predominantly of abduction and extension of the arms with hands open, and the thumb and index finger semiflexed to form a “C”. Leg movements may occur, but they are not as uniform as the arm movements. With return of the arms toward the body, the infant either relaxes or cries. Absence of the reflex may indicate: intracranial lesions asymmetrical response may indicate birth injury involving the brachial plexus, clavicle, or humerus abnormal persistence of embrace gesture may indicate hypertonicity persistence of entire Moro reflex after 4 months may indicate delay in neurologic maturation. ROOTING Reflex: Indicates normal maturity and intact trigeminal nerve. When cheek is stroked, infant turns toward stroking and opens the lips to suck (if not fed recently). This reflex helps the newborn baby find food; when the mother hold the child and allows her breast to brush the newborns cheek, the reflex makes the baby turn toward the breast. The rooting reflex disappears around the sixth week of life. SUCKING Reflex: Indicates normal maturity and intact hypoglossal nerve. Offer non-latex gloved finger or nipple to test; Newborns suck even when sleeping (non-nutritive sucking) and it can have a quieting effect on the baby; This reflex doesn't start until about the 32nd week of pregnancy and is not fully developed until about 36 weeks. -
Practice Resource: CARE of the NEWBORN EXPOSED to SUBSTANCES DURING PREGNANCY
Care of the Newborn Exposed to Substances During Pregnancy Practice Resource for Health Care Providers November 2020 Practice Resource: CARE OF THE NEWBORN EXPOSED TO SUBSTANCES DURING PREGNANCY © 2020 Perinatal Services BC Suggested Citation: Perinatal Services BC. (November 2020). Care of the Newborn Exposed to Substances During Pregnancy: Instructional Manual. Vancouver, BC. All rights reserved. No part of this publication may be reproduced for commercial purposes without prior written permission from Perinatal Services BC. Requests for permission should be directed to: Perinatal Services BC Suite 260 1770 West 7th Avenue Vancouver, BC V6J 4Y6 T: 604-877-2121 F: 604-872-1987 [email protected] www.perinatalservicesbc.ca This manual was designed in partnership by UBC Faculty of Medicine’s Division of Continuing Professional Development (UBC CPD), Perinatal Services BC (PSBC), BC Women’s Hospital & Health Centre (BCW) and Fraser Health. Content in this manual was derived from module 3: Care of the newborn exposed to substances during pregnancy in the online module series, Perinatal Substance Use, available from https://ubccpd.ca/course/perinatal-substance-use Perinatal Services BC Care of the Newborn Exposed to Substances During Pregnancy ii Limitations of Scope Iatrogenic opioid withdrawal: Infants recovering from serious illness who received opioids and sedatives in the hospital may experience symptoms of withdrawal once the drug is discontinued or tapered too quickly. While these infants may benefit from the management strategies discussed in this module, the ESC Care Tool is intended for newborns with prenatal substance exposure. Language A note about gender and sexual orientation terminology: In this module, the terms pregnant women and pregnant individual are used. -
Brainstem Dysfunction in Critically Ill Patients
Benghanem et al. Critical Care (2020) 24:5 https://doi.org/10.1186/s13054-019-2718-9 REVIEW Open Access Brainstem dysfunction in critically ill patients Sarah Benghanem1,2 , Aurélien Mazeraud3,4, Eric Azabou5, Vibol Chhor6, Cassia Righy Shinotsuka7,8, Jan Claassen9, Benjamin Rohaut1,9,10† and Tarek Sharshar3,4*† Abstract The brainstem conveys sensory and motor inputs between the spinal cord and the brain, and contains nuclei of the cranial nerves. It controls the sleep-wake cycle and vital functions via the ascending reticular activating system and the autonomic nuclei, respectively. Brainstem dysfunction may lead to sensory and motor deficits, cranial nerve palsies, impairment of consciousness, dysautonomia, and respiratory failure. The brainstem is prone to various primary and secondary insults, resulting in acute or chronic dysfunction. Of particular importance for characterizing brainstem dysfunction and identifying the underlying etiology are a detailed clinical examination, MRI, neurophysiologic tests such as brainstem auditory evoked potentials, and an analysis of the cerebrospinal fluid. Detection of brainstem dysfunction is challenging but of utmost importance in comatose and deeply sedated patients both to guide therapy and to support outcome prediction. In the present review, we summarize the neuroanatomy, clinical syndromes, and diagnostic techniques of critical illness-associated brainstem dysfunction for the critical care setting. Keywords: Brainstem dysfunction, Brain injured patients, Intensive care unit, Sedation, Brainstem -
Neurologic AESI Glossary of Terms
Neurologic AESI Glossary of Terms Includes terms for the following Brighton Collaboration Case Definitions: • Encephalitis, myelitis, acute disseminated encephalomyelitis • Guillain Barré and Miller Fisher Syndromes • Peripheral Facial Nerve Palsy (Bell’s palsy) • Aseptic meningitis • Generalized convulsion Acalculia: inability to perform simple mathematical tasks (addition, subtraction, multiplication) Agnosia: inability to recognize objects or persons Agraphesthesia: difficulty recognizing a written number or letter traced on the palm of the hand Agraphia: impairment in the ability to write AIDP: acute inflammatory demyelinating polyneuropathy (most common form of GBS) Alexia: impairment of ability to read AMAN: acute motor axonal neuropathy (a less common form of GBS) AMSAN: acute motor and sensory axonal neuropathy (a less common form of GBS) Aphasia / Dysphasia: impairment of spoken language abilities that affect production and/or comprehension of speech. Apraxia: inability to execute purposeful movements Aprosodia: decreased ability to generate or comprehend emotion as conveyed in spoken language Asterognosia: inability to identify an object by active touch of the hands without other sensory input (e.g. visual) Ataxia: loss of coordination in voluntary movements; can present in many ways including: lack of coordination, slurred speech, gait abnormalities, inability to balance, trouble eating and swallowing, loss of fine motor skills, tremors; Atonic motor manifestations: sudden loss in tone of postural muscles; may be preceded by -
Spontaneous Motility Disorders and Postural Control in Infants (0-6
Medical Rehabilitation (Med Rehabil) 2015, 19 (1), 25-33 eISSN 1896–3250 ISSN 1427–9622 © AWF Kraków Spontaneous motility disorders and postural control in infants (0-6 months of life) with a history of perinatal disorders Zaburzenia motoryki spontanicznej oraz kontroli posturalnej u niemowląt (0-6 miesiąc życia) z obciążonym wywiadem okołoporodowym Magdalena Czajkowska FinMed, Rehabilitation Center, Szczecin, Poland Key words early physiotherapy intervention, neonatal reflexes, Vojta method, standard pattern, segmental extension, locomotion Abstract Newborn infants with a history of perinatal neurological conditions require special monitoring. Their psychomotor development is determined by the potential damage to the structure of their immature nervous system, perinatal hypoxia or disharmony in motor development. However, muscle tension disorders and minor postural control issues, in the light of the high plasticity of the brain, can be independently adjusted. What is more, in most cases infants need help from the moment of birth, and the first signs of irreg- ularities occur within the first weeks of life. The first signs of disturbances in motor development are frequently found by an infant’s parents or guardians. They have the opportunity to observe the infant in natural settings, such as during care, play or feeding. Care- ful clinical examination performed by a pediatric neurologist takes into account an assessment of the child’s eye contact, spontane- ous motor activity and support and erectile mechanisms, and also evaluates the child’s neonatal reflexes and postural reactions (in the case of a diagnosis by Vaclav Vojta). Early physiotherapy intervention shall take action when the first signs of delayed motor de- velopment appear in the infant. -
Brainstem Dysfunction in Critically Ill Patients
Benghanem et al. Critical Care (2020) 24:5 https://doi.org/10.1186/s13054-019-2718-9 REVIEW Open Access Brainstem dysfunction in critically ill patients Sarah Benghanem1,2 , Aurélien Mazeraud3,4, Eric Azabou5, Vibol Chhor6, Cassia Righy Shinotsuka7,8, Jan Claassen9, Benjamin Rohaut1,9,10† and Tarek Sharshar3,4*† Abstract The brainstem conveys sensory and motor inputs between the spinal cord and the brain, and contains nuclei of the cranial nerves. It controls the sleep-wake cycle and vital functions via the ascending reticular activating system and the autonomic nuclei, respectively. Brainstem dysfunction may lead to sensory and motor deficits, cranial nerve palsies, impairment of consciousness, dysautonomia, and respiratory failure. The brainstem is prone to various primary and secondary insults, resulting in acute or chronic dysfunction. Of particular importance for characterizing brainstem dysfunction and identifying the underlying etiology are a detailed clinical examination, MRI, neurophysiologic tests such as brainstem auditory evoked potentials, and an analysis of the cerebrospinal fluid. Detection of brainstem dysfunction is challenging but of utmost importance in comatose and deeply sedated patients both to guide therapy and to support outcome prediction. In the present review, we summarize the neuroanatomy, clinical syndromes, and diagnostic techniques of critical illness-associated brainstem dysfunction for the critical care setting. Keywords: Brainstem dysfunction, Brain injured patients, Intensive care unit, Sedation, Brainstem -
Understanding the Impact of Retained Reflexes on Relationships and Development a Guide for the Infant Mental Health Practitioner
Understanding the Impact of Retained Reflexes on Relationships and Development A Guide for the Infant Mental Health Practitioner Pamela Crljenica, LMSW, IMH-E® (III) Ledges Wellness LLC [email protected] Michigan State University School of Social Work Faculty Workshop Description The field of Infant Mental Health has long understood the critical importance of the infant- parent relationship to all learning and development. But, what if something is interfering with that relationship that the field has yet to recognize? What does it mean for development if a child's or parent’s primitive reflexes, specifically Fear Paralysis and Moro, are still retained? And, how does this impact their ability to build a successful relationship? In this workshop, learn how to identify if these reflexes are retained and impacting attachment, and what you as an Infant Mental Health practitioner can do about it. Objectives Identify specific symptoms of inappropriately active (i.e., retained) Fear Paralysis and Moro reflexes. Learn and apply several relationship- based strategies that encourage integration of the Fear Paralysis and Moro reflexes. What are Primitive Reflexes? Can also be known as primary, infant, or newborn reflexes Innate movement patterns that emerge in- utero Originate in the brainstem or spinal cord Activated through the birthing process (cardinal movements) A predetermined patterned movement response triggered by a sensory stimulation Happens automatically without conscious effort or will What do Primitive Reflexes do? Start a developmental process in the brain and central nervous system Help babies during the birth process and orient them to their new environment after birth Prepares newborn to move against gravity and teaches muscles to move together Gradually lead to voluntary movement (i.e., transforms into adult postural and defensive reflexes) Simply put… Primitive reflexes are the blueprint for movement. -
Retained Reflexes and Vision
Retained Reflexes and Vision What are Primitive Reflexes? Many people who have cared for an infant are familiar with primitive reflexes. Turn an infant’s head to one side and the arm and leg on that side turns in the same direction (Asymmetric Tonic Neck Reflex). Stroke an infant’s low back on one side and their side muscles instantly contract (Spinal Galant Reflex). Doctors often gauge the development of the child by the orderly progression of these reflexes. Under optimal circumstances all reflexes “initiate” during the appropriate stage of the child’s development, “integrate” themselves as a fully functioning reflex, and then “inhibit” or fall away when it’s time to move on to the next developmental stage. It is vital that this occurs. If various reflexes fail to initiate, integrate and inhibit, the system is locked into a developmental holding pattern that prevents natural maturation of neural systems, inevitably leading to mild through severe learning and performance challenges. Retained Reflexes Lead to Learning Challenges For children, these challenges show up clearly in the classroom, where it is hard for them to keep up with grade level expectations for academics and behavior. Those children most able to cope develop techniques for compensation. They just get by or succeed with great effort. Those children who are least able to cope often end up in specialized classrooms or alternative schools. They are at high risk for behavior and attitude problems, most often due to years of sheer frustration. Children and teens with reflex challenges grow into adults with reflex challenges. They may end up with limited career choices, or may simply have to work extremely hard for each success. -
National Board of Examinations
NATIONAL BOARD OF EXAMINATIONS Module for Continuing Medical Education For DNB candidates NATIONAL BOARD OF EXAMINATIONS (Ministry of Health & Family Welfare) Ansari Nagar, New Delhi-110029 Contents Introduction ....................................................................................................................................... 4 Objectives ......................................................................................................................................... 4 Main content areas ........................................................................................................................... 4 Duration ............................................................................................................................................ 4 Methodology ..................................................................................................................................... 4 Category of participants ................................................................................................................... 4 Evaluation ......................................................................................................................................... 4 Tentative programme and guidelines for organization of CME ....................................................... 5 Sample cases for presentation and discussion Guidelines for the case presentation ............................................................................................... 8 Feedback form for participants