ABPMR Pediatric Rehab study plan

Build a one-page table of pediatric brain injury mechanisms by age band (infant, school-age, adolescent) with the mechanism-specific rehabilitation risk each one carries.

Derive the age-adjusted Glasgow Coma Scale scoring rules, then classify five written vignettes as mild, moderate, or severe without looking at reference aids.

Sketch the Rancho Los Amigos cognitive levels next to the expected rehabilitation and discharge milestones for children, noting where the adult timeline does not transfer.

Summarize tone-management options - botulinum toxin, intrathecal baclofen, selective dorsal rhizotomy, oral agents - and match each to a plausible pediatric candidacy scenario.

List the secondary complications to screen for after pediatric brain injury (heterotopic ossification, dysautonomia, pituitary dysfunction, post-traumatic seizures) with the surveillance window for each.

Compare pediatric brain injury and pediatric spinal cord injury across four axes: mechanism, acute medical and surgical management, early rehabilitation priorities, and family education.

List age-specific causes of pediatric spinal cord injury and explain why SCIWORA predominates in children under about 8 years old.

Rehearse the ASIA International Standards examination sequence, then assign motor and sensory levels in three written cases.

Outline acute post-injury protocols for spinal cord injury: spinal precautions, neurogenic bladder and bowel programs, pressure injury prevention, and thromboprophylaxis.

Explain how pediatric brain injury affects school re-entry planning, and identify the documentation a rehabilitation physician must supply to the school team.

Map functional expectations for feeding, transfers, mobility, and upper extremity function onto each cervical and thoracic injury level.

Construct a table of spinal cord injury complications - spasticity, heterotopic ossification, syringomyelia, scoliosis, hip subluxation, autonomic dysreflexia - with onset timing, detection method, and first-line management.

Differentiate autonomic dysreflexia triggers and pediatric-specific presentation, then write a stepwise acute response plan.

Select bracing and mobility equipment (TLSO, HKAFO or RGO, standing frame, power wheelchair) for three different injury levels and justify each choice.

Describe the musculoskeletal surveillance schedule for scoliosis and hip subluxation in a child with thoracic-level paraplegia.

Explain how myelin maturation alters nerve conduction velocity, amplitude, and needle electromyography findings from infancy through adolescence, and state age-corrected normal values.

Distinguish myopathic from neuropathic patterns and axonal from demyelinating findings by working through a set of written electrodiagnostic worksheets.

Compare Duchenne, Becker, spinal muscular atrophy types, and congenital myopathies on inheritance, onset, examination findings, genetic testing, and disease-modifying therapy.

Outline respiratory and cardiac surveillance for Duchenne and spinal muscular atrophy, including pulmonary function timing, cough assist, noninvasive ventilation, and steroid side-effect monitoring.

Identify the electrodiagnostic pitfalls unique to children, including tolerance, electrode size, limb temperature, and sedation considerations.

Contrast acquired demyelinating neuropathies (Guillain-Barre, CIDP) with hereditary ones (Charcot-Marie-Tooth) on presentation, electrodiagnostic findings, and treatment.

Review repetitive nerve stimulation and single-fiber principles as they apply to juvenile myasthenia gravis, including the limb-cooling maneuver.

Build a differential for the limping child by age group and name the key examination maneuver and imaging step for each diagnosis, including developmental dysplasia of the hip, Legg-Calve-Perthes, and slipped capital femoral epiphysis.

Explain the evaluation and bracing decisions in adolescent idiopathic scoliosis: Risser staging, Cobb angle measurement, bracing thresholds, and the evidence behind them.

Describe how cerebral palsy gait patterns are analyzed and which tone or orthopedic interventions target each pattern.

Rank common cerebral palsy gait patterns (hemiplegic, diplegic, crouch) by their orthopedic consequences and pair each with orthotic, tone, and surgical options.

Apply the GMFCS and MACS to assign mobility and hand-function prognosis in five short cases.

List syndrome-specific surveillance requirements, including atlantoaxial instability screening in Down syndrome, and justify the timing of each.

Compare cerebral palsy, spina bifida, and Down syndrome on rehabilitation priorities and common secondary conditions.

Explain when serial casting, botulinum toxin, and surgery are each preferred for equinus or crouch gait in a growing child.

Outline pediatric cardiac rehabilitation phases for repaired congenital heart disease, including Fontan physiology, and state exercise prescription limits and red flags.

Describe exercise and pulmonary rehabilitation for cystic fibrosis and asthma, including airway clearance, contraindications, and monitoring.

Map rehabilitation for childhood leukemia and posterior fossa tumor, covering steroid myopathy, chemotherapy-induced peripheral neuropathy, radiation effects, and limb salvage.

Outline the six core elements of health care transition and apply them to a 16-year-old with spinal cord injury approaching adult care.

Compare IEP, Section 504, and early intervention services and specify the physician's role in documenting medical necessity for school-based therapy.

Select seating and mobility systems - tilt-in-space, pressure mapping, power mobility - for three pediatric profiles and justify each configuration.

Compare AFO, KAFO, and RGO designs and match each to specific impairments such as equinus, genu recurvatum, crouch gait, and hip instability.

Explain prosthetic considerations in congenital limb deficiency, including terminal overgrowth, rotationplasty, and timing of first fitting.

Complete a full-length timed mock examination spanning all eight domains and convert every missed item into a written teaching point.

Consolidate a one-page rapid-review sheet for the five concepts still scoring weakest across the eight weeks.