Examination of the Older Child
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.
Unable to display preview. Download preview PDF.
- 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