Cross-Sequential Study Associated With Autism Spectrum Disorders

Diagnostic Test Critique
This Rossetti Infant-Toddler Language Scale is a criterion-referenced informal assessment used to compare the skills of a child to a framework of typical development. The scale is made for children ages zero to three years old. While the administration of the test is relatively easy to follow, the time to administer the test varies on the age of the child, but can range from ten to thirty minutes. I believe this assessment is practical as a measure of communication and interaction.

Language Development - At this age children should be able to give pertinent information such as name, age, sex, parent name (at least first) and be learning address and phone

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

The Brigance Diagnostic Inventory of Early Development-II was written by Albert H. Brigance & Frances Page Gloscoe. The IED-II was published by Curriculum Associates, Inc. in 1978-2004. The test is administered individually with the age range of birth-7 years old. This test was created to monitor a child’s development. Because it was not a high stakes test, there was more room for error. The IED-II was translated into Spanish. Spanish tests were given to 8.6% of participants but since scores were never compared to the English version of the test, there is no confirmation of reliability or validity (Davis pg 9). Also, the Spanish version of the test is not publicly available. “The purpose of the Brigance Diagnostic IED-II is to determine readiness for school, track developmental progress, provide a range of scores needed for documenting eligibility for special education services, and enable a comparison of children 's skills within and across developmental domains in order to view strengths and weaknesses and to determine entry points for instruction” (Davis 1). It also helps in assisting with program evaluation.

The Welsh Government has categorised the different stages of language development that an EAL child can be assessed at.

Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons

A two year assessment is carried out between the ages of two and three. Parents/carers/guardians are provided with a short written summary of the child’s development in the prime areas. Within the progress

The level of a child’s communication skills can have an effect on most areas of development. If a child is struggling with communication and language they

Some strengths of this achievement assessment include that not every subtest will be administered depending on the age of the student and the variety of areas that this assessment measures. This assessment measures oral expression and listening comprehension that could help a child qualify for special education services. The math subtests provide valuable data that can be used for objectives for the child’s Individualized Education Program (IEP). Also, the results from this achievement test can be used to determine if a child has a Specific Learning Disability and in which areas he or she would qualify in for services. A weakness of this test is that the administrator must know the scoring procedures for each subtest. With the Pseudoword decoding subtest, the child is timed and the administrator will record the student’s responses exactly using correct punctuation or phonetic symbols and this can lead to inaccuracies in scoring. The WIAT-III has multiple areas to be tested to give us an accurate reading of the child’s

• An explanation of how levels of speech and language development vary between children entering early years provision and need to be taken into account during settling in and planning.

At children start to join word e.g. “mummy gone” “my toy” and at 3/4 generally children’s speech is understandable and children are starting to form sentences. Children can communicate feelings and emotions.

Ways of supporting the development of children’s speech. Language and communications is covered in the EYFS framework, to provide this support, the settings much create a language rich environment. One where children have lots of opportunities to interact with adults and with other children. A language rich environment also encourages interactive as there are many interesting things to talk about and places where interactive can take place without any interruptions.

The NYS Early Learning Guidelines were created as a reference guide by the Early Childhood Advisory Council (ECAC) for those who are responsible for the care and education of young children. These guidelines can help early childhood professionals with learning and developing their skills in order to foster children’s growth and development. The guideline focuses on the five domains: Physical well-being, Health and Motor Development, Social and Emotional Development, Approaches to learning, Cognition and General Knowledge, Language, Communication and Literacy. Each of these domains are separated by milestone that children, generally, accomplishes at a certain age. The three age groups are Infancy (birth to 18 months), Toddlerhood (18 months

Neurological systems were also evaluated to identify any existing health or comorbidities promptly and to utilize interventions such as referral to neurologists, ophthalmologists, or speech pathologists if necessary. Developmental red flags, in this case, would include the inability to understand the use of action words and being unable to follow two-step direction (Bellman et al., 2013). This would be indicative of receptive language delay. Expressive language delays are characterized by a child’s inability to ask for things by name, use no less than 200 words, or repeat phrases in response to questions (Stevenson & Richman, 2016). However, none of these red flags was reported by the child’s

Nearly half a million babies are born prematurely in the united states each year. With the increase of complex technology and advances in neonatal intensive care, the amount of premature babies who survive the Neonatal Intensive Care Unit (NICU) has greatly increased. Although these children are surviving, there is now a greater number of children with deficits and/or delays in multiple areas, including language development. With that said, it has been found that prematurity often leads to increased risk of language disorders (Smith, DeThorne, Logan, Channell, & Petrill, 2014).