DEVELOPMENTAL DELAY
(Mohamed's Assignment)

LOW INCIDENCE: Developmental display disorder is a low incidence disorder. It impacts about 18.75 of students with low incidence disorders.

Intervention Services:

Five Areas of Developmental Delay

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Adaptive Behavior: We can see the developmental delayed children have difficulties to following directions, adapting rules, and exhibiting behavior. We can observe immaturity issues, carelessness, not adjustable with others, poor social skills, and lack of toilet training readiness from the developmental delayed children. They mostly depend on others to perform tasks. They have difficulty in early literacy and math skills.

Physical Development: The developmental delayed children have difficulties with standing and walking, and grasping objects. They have stiff arms and legs, floppy body posture, poor muscle tone, and below average balance and coordination. Tracking objects as well as tilting head, unusually looking at object, rubbing eyes a lot, lacking of focus, and bringing object too close are some of the issues related to developmental delayed children.

Cognitive Development: The developmental delayed children have less memory power. They have trouble in logical thinking and basic reasoning skills. They may not be able to stack or sort objects. Short attention span is a significant issue.

Communication Development: The developmental delayed children need help to communicate with words and sounds. Sometimes they may find difficulties to respond name due to hearing issues. They struggle to use non verbal gestures in some situations. They talk very loudly or too softly.

Social and Emotional Development: The developmental delayed children do not make eye contacts. They have trouble in making relationship with others. They can not clearly exhibit social skills. They are not even comfortable for doing simple tasks. They are usually in their dreams.

Audiology or hearing services

Counseling and training for a family

Educational programs

Medical services

Nursing services

Nutrition services

Occupational therapy

Physical therapy

Psychological services

Respite services

Speech/Language

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Risk Factors: GENETICS Risk Factor: Genetic or chromosomal abnormality like down syndrome & ENVIRONMENTAL Risk Factor: Premature delivery, severe poverty, mother's depression, poor nutrition, or lack of care.

TEACHING STRATEGIES

Breakdown skills into step using things like visual aids

Teach and model safety procedures for major disasters as well as general play

Teach and model person hygiene habits such as hand washing , and recital of personal identification information when asked

Plan experiences relevant to the child’s world

TEACHING STRATEGIES

Incorporate singing and dancing into activities

Let students practice cleaning up and swinging

Place objects in the students hand to hold and feel as well as model and use activities with drawing and writing tool

Use child size tables and chairs in the class room as well as non slip materials

Provide fun and simple obstacle courses that the student can complete to build confidence

Plan physical activities for when the students have the most energy

Use songs with finger play to develop fine motor skills

TEACHING STRATEGIES

Be specific when giving praise and feedback

Model instructions don’t just say them verbally

Allow extra time for students to complete a task

When presenting a new task , use concrete instructions, show pictures, provide hands on materials , and speak more slowly leaving pauses to allow extra comprehension time

Use age appropriate materials and keep distractions to a minimum

Provide a visual for activities to be understood

Repeat instructions frequently

TEACHING STRATEGIES

Use a story book sharing to elicit responses and positively praise for all types of responses including partial ones

Use active listening , foster interactive communication, and paraphrase what the student has said and repeat back

Speak slowly , be a good speech model, speak directly , and use other forms of communication not just verbal

Be patient when walking for a response to model the behavior for the class and reinforce verbal and non verbal communication attempts

Consult a speech pathologist about how to design lessons

Avoid correcting speech difficulties

Use large pictures to reinforce understanding and use image to help sequence events

Label areas in the room with pictures and words to assist in labeling images

TEACHING STRATEGIES

Use natural consequences and explain reasoning when possible to reinforce cause and effect for understanding rules, requests, and limits

Read books about feelings as well as practice putting feelings and experiences into words

Role play consequences for behavior and help brainstorm better choices as well as talk about how these choices might affect others.

Use a friend book to enhance communication with other students

Providing play activities that don’t require sharing like using instruments, sand and water play

Provide the students with opportunities to play alongside others

When dealing with conflict, use a calm voice to help model how we deal with anger

REFERENCES:

DEFINITION: A developmental delay is any significant lag in a child's behavioral, physical, cognitive, communication, emotional or social development, in comparison with norms.

BOOKS

Beirne-Smith, Mary R., et al. Mental Retardation: An Introduction to Intellectual Disability. Paramus, NJ: Prentice-Hall, 2005.

Bloom, Paul. Descartes' Baby: How the Science of Child Development Explains What Makes Us Human. New York: Basic Books, 2005.

Harms, Louise. Understanding Human Development: A Multidimensional Approach. Oxford, UK: Oxford University Press, 2004.

Kass, Corrine E., et al. A Human Development View of Learning Disabilities: From Theory to Practice. Springfield, IL: Charles C. Thomas Publisher, 2005.

Loraas, O. Ivar. Teaching Individuals with Developmental Delays: Basics. Austin, TX: PRO-ED Inc., 2002.

PERIODICALS

Norberg, Shani. "Early Signs of Impaired Motor Development in Infants and Toddlers." A Pediatric Perspective 10 (July-August 2001): 1–3, 5.

Tervo, Raymond. "Identifying Patterns of Developmental Delays Can Help Diagnose Neurodevelopment Disorders." A Pediatric Perspective 12 (July 2003): 1–5.

WEB SITES

Carter, Sheena. "Developmental Follow-up of Pre-term Infants at High Risk for Delays." Emory Regional Perinatal Center , September 20, 2004. Available online at http://www.childrensdisabilities.info/prematurity/followup.html (accessed December 15, 2004).

Aliene S. Linwood, RN, DPA, FACHE

Diagnosis: Screening and Evaluation