Patterns in Development and Disability

Presented By Sonya Felmly

After this presentation you will be able to

Describe the definitions of development and disability

Understand the importance of the nervous system and development

Understand patterns and milestones of development

Recognize different developmental disabilities

Objectives

Anything the changes over time◦ Change in thought, behavior, and function◦Growth in reference to height, weight, head size, and sexual

maturation

What is Development?

Two meanings of development can be….

Humans change due to life circumstances and experiences Unique development history

“Blueprint” Changes in cognitive, emotion, and specific abilities are during a common time period.

Examples- when kids start to speak, walk, toilet train Behavior and social interactions

Different Meanings of Development

Infants to 9 months“Stranger Anxiety”Infants become anxious and fearful around strangers.

Object Permanence

ToddlersAutonomyPersonal Interest/Explores the world

School AgedBecome more aware of themselves as individuals. Become responsibleDoing everything right

PreteenPeer relationships

Independence

Common Blueprint (Erikson)

Piaget’s Stages of Cognitive Development

Vgostky (1896-1934)◦ Foundation for The Social Development Theory◦ Emphasis on social interaction

Vgostky Vs. Piaget

1. Vgostky stresses the importance of culture for cognitive development. (Does not use steps!)

2. Vgostky stresses the role of language for cognitive development

3. Piaget focuses on motor learning and sensory abilities

“Blueprint”

Development of a human is directly related to the central nervous system.

By the end of the second trimester of pregnancy the fetus will have the maximum number of neurons.

By age two the brain is 80% of its adult size!

Nervous System

How does the brain work?

When the synapses are strengthened it creates connections and pathways that is the foundation of how the child learns. ◦ Example- parents repeatedly calling a child's name. That child’s

brain strengthens that connection and the child will recognize their name.

If a pathway is not used, it will be eliminated.

Synapse

Brain Connections Over Time

In order to observe specific development it is essential to break it down into different factor parts. ◦ Strands, streams, and domains

Functional domains –real life situations◦ Activities of daily living

Dressing Skills Toilet Skills Feeding Skills

Patterns In Development

Specific Skills Sets- specific abilities that can be tested◦ Sensory

Vision Hearing

◦ Motor Skills Fine motor Gross motor Oral motor

◦ Academic Skills

Skill Sets contribute to functional domains◦ Example- fine motor skills can help with ◦ zipping a zipper to get changed

Patterns in Development

Arnold Gesell and his colleagues at Yale University defined a variety of milestones.

Gesell collected data using the different domains and correlating them to different ages.

His findings have become components of developmental assessments and screenings that are used today.

Developmental Milestones

Milestones can be used to track children’s developmental progress. ◦Important milestones can include walking independently, and speaking in sentences.

Milestones?

Milestones are associated with an exact age◦ For example- children begin walking at one years old.

A more specific assessment for beginning to walk would be a small percent of children take their first step before 9

months of age 50% of children take their first step by 11 months of age 75% of children take their first step by 12.5 months of age 90% of children take their first step by 13.5 months of age

*at 75% of children who achieve the milestone is considered the typical age for that skill set. At 90% the child is considered to be delayed.

Misunderstands About Milestones

Development delay is defined as how many months or years a child is behind the

specific milestone. ◦ Example- A child who begins walking at 18 months is

considered to be 6 months delayed.

Developmental Gap ◦ Chronological age- developmental age= Developmental Gap◦ 18 Months-12 Months=6 months

Percentage of Expected Attainment12 months/18 months X 100 = 67%

Developmental Delay

Importance of Expected Attainment◦ Shows how the child is developing ◦ Tracks and compares developing delays over a

period of years◦ Assesses delays in specific domains and

behaviors to assist in diagnosis

Developmental Delay

Disability- decrement in the ability to perform some action, engage in some activity, or participate in some real-life situation or setting.

          In the past disability was in reference to

cognitive, physical, or psychological impairment.

Now disability is in reference to ecological/environmental context.

Disability?

1.  Delay- attaining milestones at a slower rate

2. Deviate- deviate from the expected development rate and demonstrates functional and behavioral characteristics that are not normal for any child at any age◦ Example- a child who has complete vocabulary but refuses to

speak when he/she wants something. Instead they pull the person by the hand to show the adult what they want. That behavior is not typical for any child at any age.

Patterns Of Disability

3. Dissociation- when the child accomplishes some milestones at the typical time but is delayed or deviated in other domains. ◦ Example- A student who excels in Reading,

Science, and Social Studies but needs assistance in Math.

**Most children will exhibit components of all three patterns

Patterns Of Disability

Specific diagnostic entity characterized by a disturbance in or departure from expected patterns of development that results in predictable patterns of impairment, functional limitation, and disadvantage with regard to participation in real-life situations and settings.

Developmental Disability

Delays Divergence DissociationIntellectual Disability

Early delays across developmental domains associated with long-term dysfunction

Atypical Behavior patterns(e.g., self-injurious behavior)

Language skills are more affected than other areas

Cerebral Palsy Delays in motor skills and mobility

Pathological motor control, muscle tone

Motor and mobility

Autism Spectrum Disorders

Delays in language, and social skills

Social communication and socialization, atypical play interest and behavioral patterns

Problem solving, self-care, and motor skills

Developmental DisabilitiesTable 15.3 Page 226

Delay Divergence DissociationCommunication Disorders

Delays in language skills

Atypical communication skills

Relatively few difficulties with nonlanguage skills

Learning Disabilities Specific areas(e.g., Math, Reading, Writing)

Mildly atypical social and behavioral characteristics

Prominent discrepancy between areas of weakness and areas of strength

Attention-deficit/hyperactivity disorder

Weak attention, response inhibition and executive function

Mildly atypical social and behavioral characteristics occasionally observed

Prominent discrepancy between areas of weakness and areas of strength

Hearing Impairment

Delays in language and communication skills of variable degree, related to severity and timing of hearing loss and type of interventions

Prominent, pathological disturbance in the hearing apparatus

Relatively few difficulties with nonlanguage domains

Developmental Disabilities

Disability diagnosis does not take in consideration of medical causes.

Etiological Diagnoses does take in consideration of medical causes◦ Genetic test◦ Brain Imagery

Down Syndrome

Disability Diagnoses VS. Etiological Diagnoses

Visuals◦ PECS and Activity Cards

Modify Equipment- ◦ Bigger play balls, play balls with different

textures, tie equipment to wheel chairs Keep PE routines the same Be mindful of space

◦ Light, sound, lines on the floor, etc Reward System

Modifications for PE

As Physical Education teachers we need to make sure that every student gets the same opportunity. Physical Education teachers should be included in IEP meetings so we can make goals and objectives to help our students with close the achievement gap and become closer to meeting appropriate milestones!

Conclusion

Batshaw, M. L., Pellegrino, L., & Roizen, N. J. (Eds). (2007). Children with Disabilities. (6th ed.). Baltimore, MD: Brooks Publishing. ISBN-10: 1557668582

Reference