Children neurodevelopment state evaluation method for pediatric neurology department

Abstract

The invention, which relates to the technical field of child development assessment, discloses a child neural development state assessment method for pediatric neurology department, comprising the following steps: collecting basic information and current state information of a child, and analyzing the current emotional state and physical condition of the child; and according to the current emotional state and physical condition of the child, planning a test environment to evaluate the development level of the child. According to the child neural development state evaluation method for the pediatric neurology department, a comprehensive and objective neural development state portrait is provided for the child by integrating data of development level, muscular tension and consciousness expression, the specific expression of the child in a certain aspect is concerned, the relevance and coordination among various abilities are also concerned, and the child neural development state evaluation method is suitable for the pediatric neurology department. The method can comprehensively reflect the neural development condition of the child, helps parents and professionals to timely discover the problems of the child in the aspect of neural development, provides a scientific basis for making a personalized intervention plan, and ensures that intervention measures are more accurate and effective.

Description

Technical Field

[0001] The present invention relates to the technical field of child development assessment, and in particular to a method for assessing the child's neurodevelopmental status in pediatric neurology. Background Art

[0002] Children's neurodevelopment is characterized by continuity and stages. The neonatal period and infancy are important stages of rapid growth and development for children. In addition to rapid physical growth, neuropsychological development also advances by leaps and bounds. By conducting neurodevelopmental screening and assessment of children, high-risk newborns with brain damage or children with neurodevelopmental abnormalities can be identified as early as possible, and then focused follow-up and timely intervention can be carried out, which can improve neurodevelopmental prognosis and reduce the occurrence of neurodevelopmental diseases. Therefore, appropriate and scientific assessment methods are needed to evaluate the neurodevelopmental level of children at different stages in order to examine their health status.

[0003] Since children's neurodevelopment is a dynamic process, different age groups have different developmental characteristics. A single assessment is difficult to fully reflect the neurodevelopmental status of children, and the assessment results are easily affected by the children's emotions and physical conditions, resulting in volatility in the assessment results. Therefore, how to comprehensively consider the child's overall condition, conduct an assessment of the current condition, and improve the accuracy of the assessment of the child's neurodevelopmental status is a problem we need to solve. To this end, a method for assessing the neurodevelopmental status of children in pediatric neurology is proposed. Summary of the invention

[0004] To achieve the above objectives, the present invention is implemented through the following technical solutions: A method for evaluating the neurodevelopmental status of children in pediatric neurology, comprising the following steps:

[0005] Step 1: Collect the child’s basic information and current status information, and analyze the child’s current emotional state and physical condition;

[0006] Step 2: According to the child's current emotional state and physical condition, select the corresponding developmental level test tool and plan the test environment to assess the child's developmental level, where the developmental level assessment includes the child's behavior and neurological status;

[0007] Step 3: Based on the results of the child's physical condition analysis, evaluate the child's muscle tone and consciousness, check the child's muscle tone to determine whether the muscle tone is excessively increased or decreased, and observe the child's consciousness to determine whether there is overexcitement or overinhibition;

[0008] Step 4: Comprehensively evaluate the developmental level, muscle tone and consciousness performance, summarize and analyze the child’s current emotional state and physical condition, and evaluate the child’s current neurodevelopmental state;

[0009] Step 5. Based on the evaluation results, develop a personalized intervention plan and arrange follow-up to adjust the intervention plan.

[0010] Preferably, in step 1, the analysis process of the current emotional state and physical condition includes:

[0011] Collect basic information about children, including identity information and health and medical information. Identity information includes name, gender, age, date of birth, and health status at birth. Health and medical information includes medical history, vaccination history, and recent medical records.

[0012] Obtain information about the child's current physiological and psychological state, including using medical equipment to measure the child's body temperature, respiration, pulse, and blood pressure to obtain physiological state data to ensure that the child is in good physical condition, and ask parents about the child's recent eating, sleeping, and bowel habits to assess their physical health. Preliminary judgments about the child's emotional state are made by observing the child's behavior, expression, and language, and a standardized emotional scale is used to quantitatively assess the child's psychological state to obtain psychological state data;

[0013] Based on the results of the standardized emotion scale and the description of the parents, determine whether the child has negative emotions such as anxiety, depression, and irritability. Combined with the measurement results of vital signs and the description of the parents, assess whether the child's current physical condition is healthy;

[0014] Comprehensively analyze the child’s basic information, current status information, emotional state, and physical condition to assess whether the child has potential health problems or psychological distress.

[0015] Preferably, in step 2, the process of assessing the child's developmental level includes:

[0016] Based on the assessment results of the child's current emotional state and physical condition, combined with the child's age, select a developmental level test tool to conduct a developmental level assessment;

[0017] Arrange the test environment according to the age of the child, choose a quiet, bright and comfortable test environment to reduce external interference, ensure that the child can relax and focus on the test, and conduct standardized tests on the child according to the operating methods and requirements of the selected developmental level test tool;

[0018] The development level of children is analyzed from multiple aspects, including cognitive development level, motor coordination ability, and social ability. The cognitive development level of children is evaluated by analyzing their scores in language comprehension, expression ability, memory, attention, and logical thinking. The motor coordination ability of children is evaluated by analyzing their scores in fine motor skills (such as grasping and manipulating small objects) and gross motor skills (such as running, jumping, and balancing). The social ability of children is evaluated by analyzing their scores in social interaction, emotional expression, cooperation ability, and compliance with rules.

[0019] Based on the test results, the child's cognitive development level, motor coordination ability, and social ability scores are combined to calculate the developmental level score, evaluate the child's behavior and neurological status, and compare the evaluation results with the average development level of children of the same age to determine whether the child has developmental abnormalities or is lagging behind. The evaluation results include the specific scores of each test and the child's performance characteristics.

[0020] Preferably, the developmental level test tool is a screening scale, a diagnostic scale or a special test scale, wherein the screening scale is the Warning Sign Screening Questionnaire for Child Psychological and Behavioral Development (WSCMBD), which is used to preliminarily screen whether children have signs of developmental delay, and includes 8 age monitoring points, covering gross motor skills, fine motor skills, speech skills, cognitive skills and social skills; the diagnostic scale is the Bayley Scales of Infant and Toddler Development (BSID), which is used to conduct a comprehensive and in-depth assessment of the child's developmental level, and includes three parts: an intelligence scale, a motor scale and a social behavior record sheet; the special test scale is the Chinese Child Development Scale or the McCarthy Scale of Intelligence for Children (MSCA), which is used to comprehensively assess the child's language, cognition, social cognition and movement development;

[0021] The standardized test includes language test, motor test, behavioral test and other aspects. During the test, the examiner should strictly follow the test specifications and avoid hinting, inspiring or inducing the children. At the same time, the examiner should pay close attention to the children's reactions and emotional changes, and adjust the test rhythm and difficulty in time. Among them, language tests are used to evaluate children's language comprehension ability, expression ability and vocabulary, motor tests are used to evaluate children's fine motor skills, gross motor skills and motor coordination ability, and behavioral tests are used to evaluate children's social skills, attention, emotional regulation ability, etc.

[0022] Preferably, in step 3, the process of evaluating the child's muscle tone and consciousness performance includes:

[0023] The child's muscle tone was examined by measuring the increase in resistance during passive muscle stretching, analyzing the child's passive muscle tone, and measuring the dorsiflexion, axillary, and femoral angles;

[0024] Combined with the Child Tone Assessment Tool (HAT), the child's muscle tone is assessed, the child's muscle tone score is calculated, and the degree of the child's muscle tone is analyzed to determine whether the muscle tone is excessively increased or decreased;

[0025] Observe the child's consciousness clarity, reaction ability and pupil state, and evaluate the child's consciousness performance;

[0026] Based on the observations of the children's consciousness clarity, responsiveness, and pupil status, a standardized consciousness level assessment tool (Glasgow Coma Scale) was used to calculate the consciousness performance score and analyze the degree of consciousness of the children.

[0027] Preferably, the calculation process of the muscle tension score is:

[0028] Record the measured dorsiflexion, axillary, and femoral angles and determine a baseline value for each angle, which represents the expected angle for normal muscle tone.

[0029] Based on the measured angle values, the angle sum of the dorsiflexion angle, the axillary angle and the femoral angle is calculated, and the angle sum of the reference value is determined by combining the reference value of each angle value;

[0030] The angle sum of each angle value and the angle sum of the baseline value are combined to calculate the preliminary evaluation value of muscle tension using an exponential function, and then the preliminary value of the muscle tension score is calculated;

[0031] The square root of the ratio of each angle measurement to the baseline value is calculated and summed to extract the child's age, age-related muscle tension development baseline value, and the range width of the age baseline value. The limiting function is calculated comprehensively to ensure that the score does not exceed the normal range and can reflect abnormal increases or decreases in muscle tension.

[0032] The preliminary value of the muscle tension score is multiplied by the limit function to calculate the final muscle tension score T to determine the state of muscle tension.

[0033] Preferably, the calculation process of the consciousness performance score is:

[0034] According to the Glasgow Coma Scale, the scores of the children's eye opening reaction, verbal reaction, motor reaction, pupil size and light reaction were evaluated and recorded;

[0035] The average scores of children of the same age in eye opening reaction, verbal reaction and motor reaction were obtained as the baseline value;

[0036] Calculate the ratio of each score to the benchmark value, sum the calculated ratios, and apply the minimum function to adjust the sum of the ratios to ensure that the sum does not exceed 1;

[0037] The square root of the pupil state score was calculated and combined with the minimum function to calculate the consciousness performance score I to determine the child's consciousness state.

[0038] Preferably, in step 4, the process of evaluating the child's current neurodevelopmental status includes:

[0039] Integrate the assessment data of developmental level, muscle tone and consciousness performance, organize and analyze the collected data, standardize the scores, compare the actual value of each score with the standard value, and calculate the standardized score. The standardized score can reflect the relative level of the child in each assessment;

[0040] According to the importance of each assessment result, the weights of the developmental level score, muscle tension score and consciousness performance score are determined, and the neurodevelopmental status evaluation coefficient is calculated by combining each score and the corresponding weight to reflect the overall level of the child's neurodevelopmental status;

[0041] Based on the score range of the neurodevelopmental status evaluation coefficient, different classification levels are set, namely normal, mildly abnormal, moderately abnormal and severely abnormal, and corresponding classification thresholds are set for each classification level. The calculated neurodevelopmental status evaluation coefficient is compared with the classification threshold to judge the neurodevelopmental status of the child;

[0042] The assessment results, standardized scores, weights, neurodevelopmental status evaluation coefficients and judgment results are summarized to form a complete assessment report.

[0043] Preferably, the calculation expression of the neurodevelopmental status evaluation coefficient is:

[0044] ;

[0045] in, is the neurodevelopmental status evaluation coefficient, is the developmental level score, is the muscle tension score, is the consciousness performance score, is the weight, divided into , The weights of the developmental level score, muscle tone score and consciousness performance score are respectively corresponding to the weights of the developmental level score, muscle tone score and consciousness performance score, and , is the actual evaluation score, corresponding to , is the reference value, corresponding to The average score of children of the same age, The value range of is 0 to 1;

[0046] The plurality of classification levels correspond to the plurality of classification thresholds, wherein the classification thresholds include an upper threshold and a lower threshold;

[0047] The multiple classification levels and the multiple classification thresholds satisfy the following relationship:

[0048] normal: ;Children's developmental level is comparable to that of children of the same age, showing normal cognitive, motor and social abilities;

[0049] Mild abnormality: Children may have mild developmental delays or deficits in certain abilities, but overall functioning is still within normal range;

[0050] Moderate abnormality: ;The child's developmental level is significantly lower than that of children of the same age and may require professional intervention and support;

[0051] Severe abnormalities: The child's development level is seriously lower than that of children of the same age, and his daily life and learning ability are significantly affected, requiring urgent intervention;

[0052] in, is the neurodevelopmental status evaluation coefficient, is the lower threshold corresponding to normal and the upper threshold corresponding to mild abnormality, is the lower threshold corresponding to mild anomaly and the upper threshold corresponding to moderate anomaly, is the lower threshold corresponding to severe abnormality and the upper threshold corresponding to moderate abnormality, , , .

[0053] Preferably, in step 5, the process of formulating the intervention plan includes:

[0054] Analyze the assessment report to clarify the specific scores and performance characteristics of the child's developmental level, muscle tone and consciousness performance, and identify the goals for intervention for the child;

[0055] According to each intervention goal, formulate targeted intervention measures and develop an implementation plan to determine the implementation time, frequency and location of the intervention measures. The intervention measures comprehensively consider the individual differences of children's age, gender, cultural background, and family and social environment factors, including but not limited to rehabilitation training, educational counseling, psychological support, family intervention, etc.;

[0056] According to the implementation progress of the intervention plan and the actual situation of the child, the follow-up time is set, and the follow-up time can be adjusted as needed. During the follow-up process, data on the child's development level, muscle tone, and consciousness performance are collected to observe the changes in the child during the implementation of the intervention plan. The follow-up data are compared with the initial assessment data to evaluate the effectiveness of the intervention plan;

[0057] Adjust the goals, measures, and implementation steps of the intervention plan based on the intervention plan evaluation results and follow-up data.

[0058] The present invention provides a method for evaluating the neurodevelopmental status of children in pediatric neurology. It has the following beneficial effects:

[0059] 1. The child neurodevelopmental status assessment method of the pediatric neurology department provides a comprehensive and objective portrait of the child's neurodevelopmental status by integrating data on developmental level, muscle tone, and consciousness performance. It not only focuses on the child's specific performance in a certain aspect, but also pays attention to the correlation and coordination between various abilities. It can comprehensively reflect the child's neurodevelopmental status, help parents and professionals to promptly discover children's neurodevelopmental problems, and provide a scientific basis for formulating personalized intervention plans to ensure that intervention measures are more accurate and effective.

[0060] 2. The pediatric neurology department's child neurodevelopmental status assessment method and the application of standardized assessment tools provide a reliable and quantifiable basis for the assessment of children's neurodevelopmental status. It can objectively and accurately assess children's neurodevelopmental level, reduce errors caused by subjective judgment, and provide unified assessment standards for children of different age groups and development stages, facilitating comparison and analysis. Through the setting of standardized scores and classification levels, it can intuitively reflect children's performance in various assessments, providing strong support for the formulation of intervention plans. BRIEF DESCRIPTION OF THE DRAWINGS

[0061] Figure 1 This is a flow chart of a method for evaluating the neurodevelopmental status of children in pediatric neurology of the present invention;

[0062] Figure 2 This is a flow chart for evaluating the muscle tone and consciousness performance of children according to the present invention;

[0063] Figure 3 The present invention is a flowchart for assessing the current neurodevelopmental status of a child. DETAILED DESCRIPTION

[0064] The present invention is further described in detail below in conjunction with the accompanying drawings and specific embodiments. The embodiments of the present invention are provided for the purpose of illustration and description, and are not intended to be exhaustive or to limit the present invention to the disclosed forms. Many modifications and variations will be apparent to those of ordinary skill in the art. The embodiments are selected and described in order to better illustrate the principles and practical applications of the present invention, and to enable those of ordinary skill in the art to understand the present invention and thereby design various embodiments with various modifications suitable for specific uses.

[0065] The first embodiment, as Figure 1 , Figure 2As shown, the present invention provides a technical solution: a method for evaluating the neurodevelopmental status of children in pediatric neurology, comprising the following steps:

[0066] Step 1: Collect the basic information and current status information of the child, analyze the child's current emotional state and physical condition, collect the basic information of the child including identity information and health and medical information, where identity information includes name, gender, age, date of birth and health status at birth, and health and medical information includes past medical history, vaccination history and recent medical records, obtain the child's current physiological and psychological status information, where medical equipment is used to measure the child's temperature, respiration, pulse, and blood pressure to obtain physiological status data to ensure that the child is in good physical condition, and ask parents about the child's recent eating, sleeping, and bowel habits to assess their physical health, preliminarily judge the child's emotional state by observing the child's behavior, expression and language, and use a standardized emotional scale to quantitatively assess the child's psychological state to obtain psychological status data, and judge whether the child has negative emotions such as anxiety, depression, and irritability based on the results of the standardized emotional scale and the parents' descriptions, and assess whether the child's current physical condition is healthy in combination with the measurement results of vital signs and the parents' descriptions, and conduct a comprehensive analysis of the child's basic information, current status information, emotional state and physical condition to assess whether the child has potential health problems or psychological distress;

[0067] Step 2. According to the child's current emotional state and physical condition, select the corresponding developmental level test tool, plan the test environment to evaluate the child's developmental level, where the developmental level assessment includes the child's behavior and neurological state. Based on the assessment results of the child's current emotional state and physical condition, combined with the child's age, select the developmental level test tool to conduct developmental level assessment. According to the child's age, arrange the test environment. Choose a quiet, bright and comfortable test environment to reduce external interference and ensure that the child can relax and focus on the test. According to the operating methods and requirements of the selected developmental level test tool, conduct standardized tests on the child, analyze the child's developmental level from multiple aspects such as cognitive development level, motor coordination ability, and social ability, and analyze the child's language development. The scores of verbal comprehension, expression ability, memory, attention, and logical thinking are used to assess the cognitive development level of children. The motor coordination ability of children is assessed by analyzing the scores of children in fine motor skills (such as grasping and manipulating small objects) and gross motor skills (such as running, jumping, and balancing). The social skills of children are assessed by analyzing the scores of children in social interaction, emotional expression, cooperation, and compliance with rules. Based on the test results, the developmental level score is calculated by combining the scores of children's cognitive development level, motor coordination ability, and social skills. The behavior and neurological status of children are assessed, and the assessment results are compared with the average development level of children of the same age to determine whether the children have developmental abnormalities or backwardness. The assessment results include the specific scores of each test and the performance characteristics of the children.

[0068] Furthermore, the developmental level test tool is a screening scale, a diagnostic scale or a special test scale. The screening scale is the Warning Sign Screening Questionnaire for Child Psychological and Behavioral Development (WSCMBD), which is used to preliminarily screen whether children have signs of developmental delay. It includes 8 age monitoring points, covering gross motor skills, fine motor skills, speech skills, cognitive skills and social skills. The diagnostic scale is the Bayley Scales of Infant and Toddler Development (BSID), which is used to conduct a comprehensive and in-depth assessment of the child's development level. It includes three parts: intelligence scale, motor scale and social behavior record form. The special test scale is the Chinese Child Development Scale or the McCarthy Scale of Intelligence for Children (MSCA), which is used to comprehensively assess the child's language, cognition, social cognition and movement development.

[0069] Standardized tests include language tests, motor tests, and behavioral tests. During the test, the examiner should strictly follow the test specifications and avoid hinting, inspiring, or inducing children. At the same time, the examiner should pay close attention to children's reactions and emotional changes, and adjust the test rhythm and difficulty in a timely manner. Among them, language tests are used to assess children's language comprehension ability, expression ability, and vocabulary, motor tests are used to assess children's fine motor skills, gross motor skills, and motor coordination ability, and behavioral tests are used to assess children's social skills, attention, and emotional regulation ability.

[0070] Furthermore, the calculation expression of the development level score is:

[0071] ;

[0072] in, is the developmental level score, It is The specific scores of the tests, including cognitive development level, motor coordination ability, social ability, etc. It is The benchmark score for a test represents the average score of children of the same age on the test. is the total number of tests, when near hour, If it is close to 1, it means that the child's development level is comparable to that of children of the same age. Greater than hour, When it tends to 1, it means that the child's development level is higher than that of children of the same age. Less than hour, A value tending towards 0 indicates that the child's developmental level is lower than that of children of the same age. A comprehensive developmental level score is calculated by combining the scores of multiple tests with the benchmark values ​​of children of the same age. The sum function is used to summarize the scores of various tests, and the minimum function ensures that the score does not exceed 1, thus reflecting whether the child's developmental level reaches or exceeds the average level of children of the same age. The value range of is between 0 and 1;

[0073] Step 3. Based on the results of the child's physical condition analysis, evaluate the child's muscle tone and consciousness, check the child's muscle tone state, determine whether the muscle tone is excessively enhanced or weakened, observe the child's consciousness state, determine whether there is over-excitement or over-inhibition, check the child's muscle tone state, determine the muscle tone state by the increase in resistance when the muscle is passively pulled, analyze the child's passive muscle tone, and measure the dorsiflexion angle, axillary angle and femoral angle. During the dorsiflexion angle measurement process, let the child lie flat, press the child's knee lightly with one hand to straighten the leg, and use the other hand to press the palm of the child's foot, and then press toward the calf (lightly press toward the child's forefoot) to make the child's dorsum flex toward the calf, and observe the formation of the child's dorsum and the front of the calf. Angle (dorsiflexion angle). By measuring the size of the dorsiflexion angle, the muscle tension of the child's feet can be judged. During the axillary angle measurement process, the child is in a lying position. The examiner holds the child's legs (calves) with his hands, bends the child's knees, and fixes the knee joints on both sides of the child's abdomen. Then lifts the calves and observes the angle between the child's calves and thighs (axillary angle). The size of the axillary angle reflects the muscle tension of the child's posterior thigh and calf muscles. During the femoral angle measurement process, let the child lie flat with his legs straight, and then gently pull his legs outward until he encounters greater resistance, and then measure the angle between the two legs. The size of the femoral angle can reflect the muscle tension of the child's inner thigh muscles. Combined with the Child's Muscle Tension Assessment Tool (HAT), the child's muscle tension is assessed and calculated. The child's muscle tone score is used to analyze the child's muscle tone level and determine whether the muscle tone is excessively increased or decreased. If the child's muscle tone score is significantly higher than the normal range and is accompanied by muscle stiffness, inflexible movements, and abnormal posture, the child may have excessive muscle tone. If the child's muscle tone score is significantly lower than the normal range and is accompanied by muscle relaxation, weak movements, and easy fatigue, the child may have weakened muscle tone. The child's consciousness clarity, reaction ability, and pupil state are observed to evaluate the child's consciousness performance. Among them, consciousness clarity is used to observe whether the child can clearly perceive the surrounding environment and whether he can have simple communication and interaction with others. Reaction ability is used to check the child's response to external stimuli. , such as sound, touch or pain stimulation, to observe whether there are corresponding physiological reactions, such as blinking, clenching fists or struggling, etc. The pupil state is used to check the child's pupil size and reaction to light to determine whether he has consciousness disorder. Based on the observation results of the child's consciousness clarity, reaction ability and pupil state, a standardized consciousness level assessment tool (Glasgow Coma Scale) is used to calculate the consciousness performance score and analyze the degree of consciousness of the child. If the child's consciousness performance score is significantly higher than the normal range and is accompanied by high emotions, irritability, and inattention, there may be over-excitement. If the child's consciousness performance score is significantly lower than the normal range and is accompanied by slow reaction, drowsiness, and coma, there may be over-inhibition;

[0074] Furthermore, the calculation process of muscle tension score is:

[0075] Record the measured angle values ​​of dorsiflexion angle, axillary angle and femoral angle, and determine the benchmark value of each angle. The benchmark value represents the expected angle of normal muscle tension. Based on the measured angle values, calculate the angle sum of dorsiflexion angle, axillary angle and femoral angle. Combine the benchmark value of each angle value to determine the angle sum of the benchmark value. Combine the angle sum of each angle value with the angle sum of the benchmark value, use the exponential function to calculate the preliminary assessment value of muscle tension, and then calculate the preliminary value of muscle tension score. Calculate the square root of the ratio of each angle measurement value to the benchmark value and sum them up. Extract the child's age, age-related muscle tension development benchmark value, and the range width of the age benchmark value. Comprehensively calculate the restriction function to ensure that the score does not exceed the normal range and can reflect the abnormal increase or decrease of muscle tension. Multiply the preliminary value of the muscle tension score by the restriction function to calculate the final muscle tension score T to determine the state of muscle tension.

[0076] The calculation expression of muscle tension score is:

[0077] ;

[0078] in, is the muscle tension score, The value range is between 0 and 1. It is the sum of the dorsiflexion angle, axillary angle, and femoral angle, and represents a direct measure of muscle tension. is the angle reference value, representing the average angle and normal muscle tension. is the slope parameter in the exponential function, which is used to control the steepness of the curve. It is angle measurements (dorsiflexion angle, axillary angle, femoral angle), It is The baseline value of the angle represents the expected angle of normal muscle tension. is the age of the child, It is the age-related baseline value of muscle tone development. is the range width of the age reference value, is an exponential factor that affects the shape of the curve, is the number of angles measured, when near hour, Close to 0.5, indicating normal muscle tension. Greater than hour, When it tends to 1, it means that the muscle tension increases. Less than hour, Tends toward 0, indicating decreased muscle tone. A comprehensive muscle tone score is calculated by combining the measured values ​​of multiple angles and the age of the child. The exponential function is used to smoothly convert the measured value of muscle tone into an index between 0 and 1, while the root and minimum functions are used to ensure that the score does not exceed the normal range and can reflect abnormal increases or decreases in muscle tone.

[0079] Furthermore, the calculation process of the consciousness performance score is:

[0080] According to the Glasgow Coma Scale, the scores of the children's eye opening reaction, verbal reaction, motor reaction, pupil size and light reaction were evaluated and recorded. The average score of children of the same age in eye opening reaction, verbal reaction and motor reaction was obtained as the benchmark value. The ratio of each score to the benchmark value was calculated, the calculated ratios were summed, and the minimum function was applied to adjust the ratio summation result to ensure that the summation result did not exceed 1. The square root of the pupil state score was calculated, and the consciousness performance score I was calculated in combination with the minimum function to determine the child's consciousness state.

[0081] The calculation expression of consciousness performance score is:

[0082] ;

[0083] in, is the consciousness performance score, It is The scores of the evaluation indicators, To score the eye opening response, To score the verbal response, To score the motor response, It is The benchmark score for an assessment represents the average score of children of the same age on the test. is the number of evaluation indicators of consciousness performance, It is an assessment score of pupil status, reflecting pupil size and reaction to light. The value range is from 0 to 1. near hour, Close to 1, it means the child is in a normal state of consciousness. Significantly lower than hour, If it tends to 0, it means that the child may have impaired consciousness. The larger the value, the worse the pupil reaction, which further reduces the consciousness performance score.

[0084] Step 4: Comprehensively evaluate the developmental level, muscle tone and consciousness performance, summarize and analyze the child’s current emotional state and physical condition, and evaluate the child’s current neurodevelopmental state;

[0085] Step 5. Based on the evaluation results, develop a personalized intervention plan and arrange follow-up to adjust the intervention plan.

[0086] The second embodiment is based on the first embodiment. Figure 3 As shown in Figure 4, in step 4, the assessment process of the child’s current neurodevelopmental status includes:

[0087] Integrate the assessment data of developmental level, muscle tone and consciousness performance, organize and analyze the collected data, standardize the scores of each item, compare the actual value of each score with the standard value, and calculate the standardized score. The standardized score can reflect the relative level of the child in each assessment. According to the importance of each assessment result, determine the weight of the developmental level score, muscle tone score and consciousness performance score, and calculate the neurodevelopmental status evaluation coefficient based on each score and the corresponding weight to reflect the overall level of the child's neurodevelopmental status. Based on the score range of the neurodevelopmental status evaluation coefficient, set different classification levels, namely normal, mild abnormality, moderate abnormality and severe abnormality, and set the corresponding classification threshold for each classification level. Compare the calculated neurodevelopmental status evaluation coefficient with the classification threshold to judge the child's neurodevelopmental status. Summarize the assessment results, standardized scores, weights, neurodevelopmental status evaluation coefficients and judgment results to form a complete assessment report.

[0088] Furthermore, the calculation expression of the neurodevelopmental status evaluation coefficient is:

[0089] ;

[0090] in, is the neurodevelopmental status evaluation coefficient, is the developmental level score, is the muscle tension score, is the consciousness performance score, is the weight, divided into , The weights of the developmental level score, muscle tone score and consciousness performance score are respectively corresponding to the weights of the developmental level score, muscle tone score and consciousness performance score, and , is the actual evaluation score, corresponding to , is the reference value, corresponding to The average score of children of the same age, The value range is from 0 to 1. The scores were close to or above the benchmark value. hour, Tends toward 1, indicating that the child's neurological development is good. The scores were lower than the benchmark hour, A value tending toward 0 indicates that the child’s neurodevelopmental status is abnormal or backward;

[0091] Multiple classification levels correspond to multiple classification thresholds, where the classification threshold includes an upper threshold and a lower threshold;

[0092] Multiple classification levels and multiple classification thresholds satisfy the following relationship:

[0093] normal: ;Children's developmental level is comparable to that of children of the same age, showing normal cognitive, motor and social abilities;

[0094] Mild abnormality: Children may have mild developmental delays or deficits in certain abilities, but overall functioning is still within normal range;

[0095] Moderate abnormality: ;The child's developmental level is significantly lower than that of children of the same age and may require professional intervention and support;

[0096] Severe abnormalities: The child's development level is seriously lower than that of children of the same age, and his daily life and learning ability are significantly affected, requiring urgent intervention;

[0097] in, is the neurodevelopmental status evaluation coefficient, is the lower threshold corresponding to normal and the upper threshold corresponding to mild abnormality, is the lower threshold corresponding to mild anomaly and the upper threshold corresponding to moderate anomaly, is the lower threshold corresponding to severe abnormality and the upper threshold corresponding to moderate abnormality, , , ;

[0098] In step five, the intervention plan development process includes:

[0099] Analyze the evaluation report, clarify the specific scores and performance characteristics of the child's developmental level, muscle tone and consciousness performance, identify the goals that require intervention for the child, formulate targeted intervention measures according to each intervention goal, and formulate an implementation plan to determine the implementation time, frequency and location of the intervention measures. The intervention measures comprehensively consider the individual differences in children's age, gender, cultural background, and family and social environmental factors, including but not limited to rehabilitation training, educational counseling, psychological support, family intervention, etc. Set the follow-up time according to the implementation progress of the intervention plan and the actual situation of the child. The follow-up time can be adjusted as needed. During the follow-up process, collect data on the child's developmental level, muscle tone, and consciousness performance, observe the changes in the child during the implementation of the intervention plan, compare the follow-up data with the initial assessment data, evaluate the effectiveness of the intervention plan, and adjust the goals, measures and implementation steps of the intervention plan according to the evaluation results of the intervention plan and the follow-up data.

[0100] Obviously, the described embodiments are only some embodiments of the present invention, not all embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field and related fields without creative work should fall within the scope of protection of the present invention. The structures, devices and operating methods not specifically described and explained in the present invention are implemented according to the conventional means in the field unless otherwise specified and limited.

Claims

1. A method for evaluating the neurodevelopmental status of children in pediatric neurology, characterized in that: The following steps are involved: Step 1: Collect the child’s basic information and current status information, and analyze the child’s current emotional state and physical condition; Step 2: Plan a test environment to assess the child’s developmental level based on the child’s current emotional state and physical condition; Step 3: Based on the results of the child's physical condition analysis, assess the child's muscle tone and consciousness performance; Step 4: Comprehensively evaluate the developmental level, muscle tone and consciousness performance, summarize and analyze the child’s current emotional state and physical condition, and evaluate the child’s current neurodevelopmental state; Step 5: Develop a personalized intervention plan based on the assessment results.

2. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 1, characterized in that: In step 1, the analysis process of the current emotional state and physical condition includes: Collect basic information about children, including identity information and health and medical information. Identity information includes name, gender, age, date of birth, and health status at birth. Health and medical information includes medical history, vaccination history, and recent medical records. Obtain information about the child's current physiological and psychological state, including using medical equipment to measure the child's body temperature, respiration, pulse, and blood pressure to obtain physiological state data, observing the child's behavior, expression, and language to preliminarily determine his or her emotional state, and using a standardized emotional scale to quantitatively assess the child's psychological state to obtain psychological state data; Based on the results of the standardized emotion scale, determine whether the child has negative emotions such as anxiety, depression, and irritability, and combine the results of vital sign measurements to assess whether the child's current physical condition is healthy; Comprehensively analyze the child’s basic information, current status information, emotional state, and physical condition to assess whether the child has potential health problems or psychological distress.

3. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 2, characterized in that: In step 2, the process of assessing the child's developmental level includes: Based on the assessment results of the child's current emotional state and physical condition, combined with the child's age, select a developmental level test tool to conduct a developmental level assessment; Arrange the test environment according to the age of the child, and conduct standardized tests on the child according to the operating methods and requirements of the selected developmental level test tools; Analyze the development level of children from multiple aspects, including cognitive development level, motor coordination ability, and social ability. By analyzing the scores of children in language comprehension, expression ability, memory, attention, and logical thinking, the cognitive development level of children is evaluated. By analyzing the scores of children in fine motor and gross motor, the motor coordination ability of children is evaluated. By analyzing the scores of children in social interaction, emotional expression, cooperation ability, and compliance with rules, the social ability of children is evaluated. Based on the test results, the child's cognitive development level, motor coordination ability, and social ability scores are combined to calculate the developmental level score, evaluate the child's behavior and neurological status, and compare the assessment results with the average development level of children of the same age to determine whether the child has developmental abnormalities or is lagging behind.

4. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 3, characterized in that: The developmental level test tool is a screening scale, a diagnostic scale or a special test scale, wherein the screening scale is a screening questionnaire for early warning signs of children's psychological and behavioral development, the diagnostic scale is the Bayley Scales of Infant and Toddler Development, and the special test scale is the Chinese Child Development Scale or the McCarthy Intelligence Scale for Children; The standardized test includes language test, motor test, behavioral test and multiple aspects. Among them, language test is used to evaluate children's language comprehension ability, expression ability and vocabulary, motor test is used to evaluate children's fine motor skills, gross motor skills and motor coordination ability, and behavioral test is used to evaluate children's social skills, attention and emotional regulation ability.

5. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 4, characterized in that: In step 3, the assessment process of children's muscle tone and consciousness performance includes: The child's muscle tone was examined by measuring the increase in resistance during passive muscle stretching, analyzing the child's passive muscle tone, and measuring the dorsiflexion, axillary, and femoral angles; Combined with the children's muscle tension assessment tool, the children's muscle tension is assessed, the child's muscle tension score is calculated, and the degree of the child's muscle tension is analyzed to determine whether the muscle tension is excessively increased or decreased; Observe the child's consciousness clarity, reaction ability and pupil state, and evaluate the child's consciousness performance; Based on the observations of the children's consciousness clarity, responsiveness, and pupil status, a standardized consciousness level assessment tool was used to calculate the consciousness performance score and analyze the degree of consciousness of the children.

6. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 5, characterized in that: The calculation process of the muscle tension score is: Record the measured dorsiflexion, axillary, and femoral angles and determine a baseline value for each angle, which represents the expected angle for normal muscle tone. Based on the measured angle values, the angle sum of the dorsiflexion angle, the axillary angle and the femoral angle is calculated, and the angle sum of the reference value is determined by combining the reference value of each angle value; The angle sum of each angle value and the angle sum of the baseline value are combined to calculate the preliminary evaluation value of muscle tension using an exponential function, and then the preliminary value of the muscle tension score is calculated; The square root of the ratio of each angle measurement to the baseline value is calculated and summed to extract the child's age, age-related muscle tension development baseline value, and the range width of the age baseline value. The limiting function is calculated comprehensively to ensure that the score does not exceed the normal range and can reflect abnormal increases or decreases in muscle tension. The preliminary value of the muscle tension score is multiplied by the limit function to calculate the final muscle tension score T to determine the state of muscle tension; The calculation expression of the muscle tension score is: ； in, is the muscle tension score, It is the sum of the dorsiflexion angle, axillary angle, and femoral angle, and represents a direct measure of muscle tension. is the angle reference value, representing the average angle and normal muscle tension. is the slope parameter, which controls the steepness of the curve. It is Angle measurements, It is The baseline value of the angle represents the expected angle of normal muscle tension. is the age of the child, It is the age-related baseline value of muscle tone development. is the range width of the age reference value, is an exponential factor that affects the shape of the curve, is the number of angles measured.

7. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 6, characterized in that: The calculation process of the consciousness performance score is: According to the Glasgow Coma Scale, the scores of the children's eye opening reaction, verbal reaction, motor reaction, pupil size and light reaction were evaluated and recorded; The average scores of children of the same age in eye opening reaction, verbal reaction and motor reaction were obtained as the baseline value; Calculate the ratio of each score to the benchmark value, sum the calculated ratios, and apply the minimum function to adjust the summed ratio results; Calculate the square root of the pupil state score and use the minimum function to calculate the consciousness performance score I to determine the child's consciousness state; The calculation expression of the consciousness performance score is: ； in, is the consciousness performance score, It is The scores of the evaluation indicators, It is The benchmark score for an assessment represents the average score of children of the same age on the test. is the number of evaluation indicators of consciousness performance, It is an assessment score of pupil status, reflecting pupil size and reaction to light.

8. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 7, characterized in that: In step 4, the assessment process of the child's current neurodevelopmental status includes: Integrate the assessment data of developmental level, muscle tone and consciousness performance, organize and analyze the collected data, standardize the scores, compare the actual value of each score with the standard value, and calculate the standardized score; According to the importance of each assessment result, the weights of the developmental level score, muscle tension score and consciousness performance score are determined, and the neurodevelopmental status evaluation coefficient is calculated by combining each score and the corresponding weight to reflect the overall level of the child's neurodevelopmental status; Based on the score range of the neurodevelopmental status evaluation coefficient, different classification levels are set, namely normal, mildly abnormal, moderately abnormal and severely abnormal, and corresponding classification thresholds are set for each classification level. The calculated neurodevelopmental status evaluation coefficient is compared with the classification threshold to judge the neurodevelopmental status of the child; The assessment results, standardized scores, weights, neurodevelopmental status evaluation coefficients and judgment results are summarized to form a complete assessment report.

9. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 8, characterized in that: The calculation expression of the neurodevelopmental status evaluation coefficient is: ； in, is the neurodevelopmental status evaluation coefficient, is the developmental level score, is the muscle tension score, is the consciousness performance score, is the weight, divided into , The weights of the developmental level score, muscle tone score and consciousness performance score are respectively corresponding to the weights of the developmental level score, muscle tone score and consciousness performance score, and , is the actual evaluation score, corresponding to , is the reference value, corresponding to The average score of children of the same age; The plurality of classification levels correspond to the plurality of classification thresholds, wherein the classification thresholds include an upper threshold and a lower threshold; The multiple classification levels and the multiple classification thresholds satisfy the following relationship: normal: ; Mild abnormality: ; Moderate abnormality: ; Severe abnormalities: ; in, is the neurodevelopmental status evaluation coefficient, is the lower threshold corresponding to normal and the upper threshold corresponding to mild abnormality, is the lower threshold corresponding to mild anomaly and the upper threshold corresponding to moderate anomaly, is the lower threshold corresponding to severe abnormality and the upper threshold corresponding to moderate abnormality, , , .

10. A method for evaluating the neurodevelopmental status of children in pediatric neurology according to claim 9, characterized in that: In step 5, the process of developing an intervention plan includes: Analyze the assessment report to clarify the specific scores and performance characteristics of the child's developmental level, muscle tone and consciousness performance, and identify the goals for intervention for the child; Develop targeted intervention measures based on each intervention goal and formulate an implementation plan to determine the time, frequency and location of the intervention measures; According to the implementation progress of the intervention plan and the actual situation of the child, the follow-up time is set, and the follow-up time can be adjusted as needed. During the follow-up process, data on the child's development level, muscle tone, and consciousness performance are collected to observe the changes in the child during the implementation of the intervention plan. The follow-up data are compared with the initial assessment data to evaluate the effectiveness of the intervention plan; Adjust the goals, measures, and implementation steps of the intervention plan based on the intervention plan evaluation results and follow-up data.

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