Examination of the Older Child

  • Gerald S. Golden
Part of the Topics in Pediatrics book series (TIPE)

Abstract

As the child approaches school age, the format and content of the neurological examination become more like that used for the adult. It should be obvious that young children cannot carry out complex tasks as easily or with the same skill as older ones, and that age-specific norms must be acquired through the examiner’s experience. Anxiety interferes with a child’s performance, and every attempt should be made to minimize this factor. Here again, intrusive and uncomfortable procedures should be reserved for the end of the session. Specific details of the basic examination are spelled out in almost all standard texts. An outline of the major areas is presented in Table 6-1.

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Reference

  1. 1.
    Levine, M. D., Meltzer, L. J., Busch, B., Palfrey, J., and Sullivan, M., 1983, The pediatric early elementary examination: Studies of a neurodevelopmental examination for 7- to 9-year-old children, Pediatrics 71: 894–903.PubMedGoogle Scholar

Additional Reading

  1. Brown, S.B., 1982, Neurologic examination of the older child, in: The Practice of Pediatric Neurology (K.F. Swaiman and F.S. Wright, eds), C.V. Mosby Co., St. Louis, pp. 35–51.Google Scholar

Copyright information

© Plenum Publishing Corporation 1987

Authors and Affiliations

  • Gerald S. Golden
    • 1
  1. 1.Department of Neurology, The Health Science CenterUniversity of Tennessee, MemphisMemphisUSA

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