Intervention Treatments and Strategies for Young Children With Cognitive Developmental Delays

A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.

Where social perspective is concerned, a speech, language and communication disorder or delay can lead to much distress, giving a knock on affect to other areas in life. Most children have a tendency to be fairly self-interested and impatient with the individuals who they do not comprehend or the individuals who do not comprehend them.

If parents, teachers, and other professionals discover a child's learning disability early and provide the right kind of help, it can give the child a chance to develop skills needed to lead a successful and productive life. The LD online website provides a long list of characteristics that might indicate a learning disability between the ages of Kindergarten and high school. Some common signs of a learning disability that as a teacher we can look for in the classroom would be, a student speaks later than most children, pronunciation problems, slow vocabulary growth, student is often unable to find the right word, difficulty rhyming words, trouble learning numbers, alphabet, colors, and shapes, extremely restless and easily distracted, trouble interacting with peers, difficulty following directions or routines, and lastly the fine motor skills are slow to develop. Once the teacher or parents can understand what type of learning disability a child has they can help them succeed academically by providing instruction better and understanding the person

Approximately 6.5 million people in the United States have some form of Cognitive disability. In fact, one in every ten children who need special education have some form of Cognitive disability. (Parentcenterhub, 2011) most people affected with a cognitive disability have a mild form, so it makes it rather hard to recognize. Most children that are diagnosed can live an independent life as an adult. Early dictation of Cognitive Disability is extremely important. The sooner the child with Cognitive Disability can get help the better the outcome will be. There are certain signs to keep looking for in a child that may have cognitive disability. The child may sit up, crawl or walk later than other children. The child learns to talk later or sometimes has trouble speaking. The child finds it hard to remember certain things. The child could also have trouble understanding social “rules”. A child with cognitive disability may have trouble seeing consequences for their actions. A child with a cognitive disability has trouble solving problems, and thinking logically. (Partners Resource Networks,2011) Teachers observe these types of behaviors that contribute to cognitive disabilities, but doctors will diagnose the

Frieda is entering the sixth grade as a 12 year-old student with global delays, which affect her cognitive ability, resulting in significantly sub average general intellectual functioning and language skills. She also concurrently exhibits deficits in adaptive behavior across all domains. Due to these delays, Frieda requires specialized programming to meet her individual educational needs, which includes a more restrictive educational setting to allow for more small groups and individualized instruction than could be provided in the general education setting. Frieda's fine motor, visual motor, and self-help delays adversely affect her ability to participate

It is no question that children with developmental delays or disabilities require extra attention to ensure that they are successful and independent adults in the future. Early intervention is a measure that is taken worldwide to achieve these goals and is based on the concept that cerebral plasticity is at its prime in the earlier stages of life [1]. The Early Intervention Program (EIP) in the United States was first created under the Individuals with Disabilities Education Act (IDEA) in 1986. In New York State specifically, EIP has been in effect since 1993 [2]. The program offers a wide range of services for both the child and his/her family from family education and counseling to speech pathology and audiology.

It is the ability to select pertinent information at the same time restraining unimportant ones. The brain is most efficient in processing concepts and not simply just storing information. Individuals with severe TBI suffers from impaired strategic learning tasks such as summarization, finding the main idea in a key concept and interpreting statements. Individuals with severe TBI struggles in grasping general, over-arching concepts and only fixated with particular details. A child may only conceptualize a slide or swing rather than a playground. Individuals with TBI are able to store as much information as other people, but only irrelevant information. It is vital for little children to have the essential tools to start strategic learning in their formative developmental preschool years. Yet, in the case of children with TBI, more interventions are

To begin with, Down syndrome affects a child’s cognitive development. Down syndrome impairs a child’s cognitive development which include, “reduced working memory capacity” (Vicari, Carlesimo, Caltagirone, 1995),

2009: p. 1383). The first course involves most of the diagnoses occur in a gradual nature, and the parents concern are reported in the first two years around the ages 3 to 4. The early signs of ASD encompasses delay in pretend play and failing to show interests (Zwaignbaum, 2001: p.2037). The second course are characterised by the normal or near-normal development, leading to a loss of skills or regression within the first 2 to 3 years. Regression can occur in the form of multiple domains, including communication, cognitive, social, and self-help. However, the most common regression in ASD is the loss of language (Martinez-Pedraza and Carter, 2009: p. 645; Werner et al. 2005: p. 337). Subsequently, there has been much controversy over the differential outcomes based on these two developmental courses. Some studies have suggested that the regression is linked with the poorer outcomes and recorded no differences amongst those with the early gradual onset and those who have experienced a regression period (Mash and Barkley, 2003: p. 409). Although, there is conflicting evidence that surrounds the language outcomes within ASD, some studies have indicated that the language and cognitive abilities at the age of 2 and a half can help predict language proficiency and the production after age 5 (Weismer et al. 2015: p. 1327). Thus, highlighting the importance of early intervening to

The cognitive, physical, and socioemotional developmental issues that Sara can develop can be serious if not corrected. The first five years of is key to shape d the physical, cognitive, socioemotional development. These years are very important any negative early experience can impair children’s mental health and effect their cognitive, behavioral, social emotional development. Environmental factors when children can understand there less then desirable environment. These negative effects can cause poor emotional intelligence and attachment

Developmental delays can include delayed development, failure to thrive short stature , or glow growth. Cognitive delays include intellectual disabilities and slow learning.There are many other effects that this disorder can have on children including atopic dermatitis , body odor , loss of skin color, seizures, and urinary problems.

Brain abnormalities can cause developmental diorders, that affect the way we understand information, or even speak. Brain abnormalities can cause problems in a childs focusing ability, making it difficult for a student to concentrate on the task at hand. Brain abnormalities can also affect a persons behavior, sometimes even causing fits of rage. Brain abnormalities can cause a wide range of learning problems. The teacher and parents need to work at finding a way to help a student with abnormalities to learn. Autism would be a good example of a learning disability, they have a difficult time retaining information or focusing. Best wishes to all in

One of the intervention strategy that I am proposing would be to create a “you matter

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

In the early 1960-s Samuel Kirk founded the term learning disabilities. This came about after he had visited with a group of parents to discuss why their children seem to have small amounts of success even when they can understand and comprehend things just like other children. As a result of this meeting the “Learning Disabilities Association of America” was formed (Pullen, 27). Learning Disabilities (LD) are created when there is a space between a person’s ability to think and reason and not understanding based on the results from tests. There are a few reasons why LD can occur. Boys are more prone than girls, African Americans and Latinos are more prone than Whites and Asians. Most adolescents with LD struggle with reading. They also have difficulties interacting with others, expressing their feelings and understanding the feelings of other. Last, the amount of teacher’s involvement with adolescents can reduce the dropout rate (Arnett; Pullen).