Developmental Delay Case Study

Marisol’s son Jason had been recommended for services for almost seven months by school teacher and supporting staff. Throughout his year in Pre- K, his teacher documented several incidents which lead her to believe he needed to be evaluated for special education. He was not reaching academic milestones for his age. In response, Marisol felt that she was being pressured into rushing an evaluation and thought her son deserved to meet the milestones at his own pace. Marisol delayed the evaluation process by not submitting necessary consent and paper promptly. When asked what hopes or fears she had about special education, she expressed fears of Jason being treated different not only by teachers and peers, but by relatives and friends. She noted that she also did not feel well- informed on the process of evaluation and allocation of services when asked about what would help calm her fears. Marisol explained that she just needed a meeting where every question she had would be answered with knowledge, exactitude, and expertise. After Jason’s behavior led to a teacher injury, Marisol felt forced to allow the evaluation process to begin. Jason, who is now five years old, was placed in a twelve-to-one Kindergarten setting upon

Based on the information presented by the child’s father, meets the physical milestones which include large motor and fine motor skills, given that he is able to balance himself on one foot for 2-3 seconds, copy squares and circles, pedal a bicycle and walks up stairs alternating feet as required for a three-year-old child (Gerber et al., 2010). The patient also meets language development milestones given that his speech is 75% understandable to strangers and talks in short sentences (Stevenson & Richman, 2016). The repetition of words including those at the beginning of sentences without the repetition of consonants and or syllables is very normal for a three-year-old especially when expressing important messages (Bellman et al., 2013). Also, the child meets the cognitive milestone given that he recognizes three colors. Lastly, the child meets the social milestones of a three-year-old given that he normally engages in imitative play, and has an imaginary friend in addition to talking about favorite activities, friends, and family, as required at his

This paper will identify the various aspects of how developmental disability can be defined, how many people are estimated to experience DD, the long-term and short-term management of DD and a client with a developmental disability can receive affective counseling, treatment and different intervention approaches to assist in the enhancement of the individual’s life. Each state may have slightly varied definitions of DD. For example, the State of Ohio’s labeling and definition of DD has evolved from mental retardation to developmentally disable to what it is now called, “Intellectual disability”. (Ohio Department of Education, [34 CFR δ300.8© (6)].

The Block Institute of New York supplies services for individuals with developmental disabilities as well as services for their families. The team working for The Block Institute consists of; Special Education teachers, Psychologists, Physical Therapists and Speech Therapists. This institute provides children’s services with special needs ranging from three to eleven years old. Extensive evaluations and services are provided through The Block Institute, which include; Physicals, Psychiatry/ Medication Management, Psychotherapy, Psychosexuality Counseling, Cogitative Behavioral Therapy, Occupational and Physical Therapy, Speech and Language Pathology, twelve and twenty four Week Intensive Nutritional Counseling, Comprehensive Evaluations

In 2010, I began working as the infant room teacher at Kids Depot. I had heard people refer to Kids Depot as a “special needs daycare” because of their affiliation with Tennessee Early Intervention System (TEIS). With only two years of experience as a childcare provider, I questioned my own qualifications to care for children with special needs. I walked into my new classroom and met the sweetest boy, who changed the course of my future. Gabriel was a happy, charismatic ten-month old baby with Down syndrome. In order to provide Gabriel with the best possible care, I worked closely with his parents and early interventionist (EI). Gabriel’s EI taught me how to feed him properly, help him move from the sitting to crawling position, and use simple sign language. She also showed me how to encourage him to interact with the other infants in the class. I loved every aspect of early intervention, so I decided to pursue a degree that would allow me to follow that path.

    Jeffrey St.James, a 6-year-old male, was referred by his first grade teacher, Miss Mary, for intervention evaluation. Miss Mary identifies Jeffery as having developmental milestones that are delayed. After completing a screening, a service coordinator from the public health department informed his mother, Camille, that Jeffery has a moderate delay in his communication skills and further evaluation was needed.

This research suggests that an approach to care should be the same as for chronic illness, and ongoing intervention is important (Strine, Lesesne, Okoro, McGuire, Chapman, Balluz, & Mokdad, 2007). This disorder has an effect on many aspects of life for the patient, which include, trouble in school and academically, problems with social skills, and a difficult relationship between the parent and child (Weiss & Murray,

My nephew, Giovannie, has a mental disability. Naturally, he is not capable of completing tasks that a healthy seven year old boy can. Most notably would be his lack of using the “porcelain throne.” But regardless, Gio is the sweetest little boy you will ever meet. Whenever he came over he would greet me the same way; running in a full sprint, arms out, with a huge smile from ear to ear showing his missing front teeth. “DEENEEEE,” he would shout once he caught one glimpse of me. But two years ago, on a cloudy spring afternoon, Giovannie showed me a side of him that almost brought me to tears.

Aidan is an11 year old boy in the 6th grade at Valley Central Middle School. Aidan was initially referred to CSE in November 2010 during kindergarten. Aidan was born premature at 33 weeks and had difficulty breathing upon birth. He was prescribed medication during infancy to mature his lungs. Aidan had significant communication delays and it was noted that Aidan utilized gestures to communicate. Aidan’s academic testing indicated very low reading and math skills. His cognitive testing indicated that Aidan’s overall cognitive skills are in the very low range. Aidan’s speech evaluation results indicated receptive and expressive language skills in the very low range. Aidan demonstrated difficulties with pencil grasp and did not demonstrate a

Nothing hits an educator harder than seeing a helpless young child being hindered by developmental delays. These children want to learn so much, but are often held back by their abilities because of developmental delays. In the case of cognitive delays, thinking skills and memory can be impacted, causing children to miss out of major cognitive milestones. As such, educators need to understand the uniqueness of each child's cognitive delays to be best able to help support more healthy development.

Early intervention is intended for infants and toddlers who have a developmental delay or disability. The article “What You Need to Know About Developmental Delays” defines a developmental disability as a

This paper will present CHN's patient and their parent. Due to confidentiality the SW intern will only provide the first and last initials to protect the privacy of the patient and is legal documents of CHN. NA is an 8- year old male, who is diagnosed with autism and AHDH, and have delinquent behavioral problems in school. NA lives with his single mother LA, who is 33 years old and has several medical conditions due to her circumstances. LA is diagnosed with an eating disorder, hypertension, allergies, and shingles disease.

Prior to attending school in Eudora, Aaron received services from the Wellsville School District. Aaron was initially evaluated for Part C in 2005- 2006 as a two year old. Due to the severity of Aaron’s speech delay, Aaron qualified for speech services. In 2006-2007 concerns continued to exist about Aaron’s academics and social skills. His IEP team recommended placement in PALS (preschool) class. The following year (2007-2008), as a four year old, Aaron’s services continued in the ECSE preschool program. At that time Occupational Therapy Services were added to work on motor skills.

Johnny will benefit from intensive early intervention services aimed to address his delays in specific areas. Based on his age and diagnosis, Johnny is eligible to receive treatment through the Early Steps program, Louisiana’s early intervention program for children ages birth to three years old with developmental disabilities. Those who qualify for Early Steps can receive services such as occupational therapy, physical therapy, and speech-language therapy in their home setting. It is recommended that Johnny receives early intervention at the Connect Model. The Connect Model involves a family-centered approach to evidence-based early intervention for children with disabilities and would be ideal for Johnny’s delays across areas, it is recommended that Johnny’s family contact Gina Esaterly, Ph.D., Assistant Program Manager at Early Steps at 225-287-9925 or 225-342-2586 or gina.easterly@la.gov for questions about Early Steps.

Joshua Abraham has just entered his first year at Evergreen Elementary School. He has received a diagnosis of autism and intellectual disability from the Royal Children’s Hospital when he was 4 years old. Karen Smith, Joshua’s Kindergarten teacher, and Emily Mills, the teacher assistant who works in Mrs Smith classroom, observed Joshua in his child care placement last May and met with the supported child care consultant who was familiar with Joshua’s program in the preschool setting.