Kathy's Language Disorder

Adolescence is popularly known to be a very tumultuous stage in a person’s life. In the adolescent stage (also coined the identity vs. role confusion stage by theorist Erik Erikson) bodies are changing rapidly, emotions are unfamiliar and unexplainable, and refraining from succumbing to peer pressure is more challenging than ever.

Erikson's fifth stage of development is identity vs. role confusion, which occurs during adolescence, from about 12-18 years old. It’s during this stage that children tend to gain self-esteem and a sense of identity. Also, dramatic physical changes and develop interests and abilities that can last a lifetime (McCoy, 2015). Some children, at this stage, tend to struggle with social interactions and to fit in with their peers. A sense of morality and right from wrong is realized, and a more mature line of thinking starts to take

I’ve identified the ASCA development stage in which the teenage falls under according to Section I of the Adolescent Development Analysis Worksheet which is the “late adolescence” stage. In this stage, it is said that an adolescent in the “late adolescence” stage is aware of the movement towards independence that they are in, as well as their career interest, sexuality, ethics, and self-direction. I categorized the teen I worked with under “late adolescence” due to the fact that she seems more concerned with

In this paper I plan to discuss the developmental stages of adolescence. Adolescents are also referred to as "teenagers" or "young adults." Adolescence begins after the childhood stage and ends right before adulthood. The years of adolescence range from 12 years old to 21 years old. The years of adolescence can be quite a roller coaster ride. Young people in this stage encounter a great deal of changes in their life as they prepare for adulthood. I will discuss emotional, intellectual, physiological, and social domains of development and how it relates to adolescents. I will also discuss some helpful tips for teachers to aide in communicating effectively to adolescents and understanding their

Students are instructed on how to develop and organize their writing by developing a plan or out line to follow. Teachers should discuss with their students how to effectively plan out their writing strategy. Students need to be taught to question themselves about the purpose of their writing. Questions like; “Who am I writing for?” or “How will I organize my thoughts?” are two general examples. Gersten mentions the importance and purpose of the first draft and how it provides a concrete reminder for where the writing is going. The plan and its draft provide a common language for teacher and students to share making communication easier. He also speaks of the strengths of the revision process. Gersten illustrates how peer-editing can be a useful tool to employ during writing.

Moving forward, I wish to tap into what Kimorah really needs to focus on, which I will discover as I work with her further. To help her now, I will focus on the practice of reading fluency, accuracy, word recognition, punctuation and pacing. These are essential for an elementary student because the better they become at this, the more likely they are to comprehend and move onto complex text. I intend to work with her to find the best strategies for her to thrive in the previously mentioned areas. To increase fluency and display punctuation, I will begin by showing her how reading should sound like, accentuating a conversation-like sound and using expression. As for pacing, I will encourage Kimorah to keep track of the reading with her finger.

Katherine is an eight year old girl with (IDD) Intellectual Development Disorder. IDD “involves deficits in intellectual functioning and deficits in adaptive behavior both of which emerge early in development” (Parritz & Troy, 2014). The name was change or revised from mental retardation to intellectual development disorder. Intellectual development disorder is “characterized by below average intelligence or mental ability and a lack of skills necessary for day to day living” (www.m.webmd.com). Intellectual development have four stages of severity mild, moderate, severe, and profound.

PSYU 324 has introduced students to the major theoretical models of adolescent development and biological maturation. For instance, this course addressed the issues of identity, peers, family, school, sexuality, morality, substance abuse and psychological problems. One of the assignments was to interview an adolescent and demonstrate our mastery of psychological theory as it applies to adolescence.

To promote language growth in therapy, I could involve the client and caregiver in determining goals and expectations for treatment. I could use the techniques and methods to engage the brain and encourage making connections to subjects the client is interested in. I should use reassuring statements throughout treatment to positively reinforce the client.

The goals set for Karlie were in the areas of reading comprehension, inflectional endings, and self-monitoring. To address each of these during our tutoring time, I implemented a combination of approaches.

If a child has a language delay, then they will not develop language skills as fast as their peers. This means that a language delay is associated with development issues. However, most are able to catch up with everyone else by the time they get to preschool. In the article I found, from the National Institute on Deafness and Other Communication Disorders, it describes a Specific Language Impairment as a disorder of language in which the accomplishment of language skills is delayed in children exhibiting no hearing loss or no other developmental delays. This means a Specific Language Impairment is not related to development. Further, according to the article I found, a Specific Language Impairment has effects that will last through adulthood,

A cognitive recommendation to support further growth and development is to allow Aileen explore and find answers on her own. Since Aileen showed enthusiasm in learning and responding to the teacher, supporting her cognitively will help Aileen develop the skills she needs to think logically and give reason that she can uses to support her responses. Accordingly to my observation, Aileen can read a number of sights words. In order to develop Aileen cognitively, we, as teachers, can teach Aileen to sound out and read other words so that she can incorporate it in her daily vocabulary usage.

To start out I would like you to get to know a student in my class. His name is Antonio and he has an IEP for speech. For the purpose of this paper, all names will be changed for the privacy of the individuals. Antonio’s mother, Caroline, noticed at a very young age that he was not producing language and he was taken to the pediatric neurologist for speech delay before he was in school. According to Health system, university of Michigan, they state “Language delay is when a child’s language is developing in the right sequence, but at a slower rate. Speech and language disorder describes abnormal language development. Delayed speech or language development is the most common developmental problem. It affects five to ten percent of preschool kids.” Other than this, Caroline stated in the IEP that he was a very healthy child and did not have any other health concerns, and was not allergic to any medications that

Other neurological conditions to prominently affect children’s language acquisition also include disorders like as cerebral palsy which may also prompt a language acquisition disorder for children through difficulties in voice production. Cerebral Palsy is an umbrella term for a group of persistent disorders of posture and movement caused by damage to the immature brain; it very rarely occurs during childbirth unless the baby is premature, underweight, or suffers from intraventricular haemorrhages. This condition usually develops when the brain development of the unborn child is affected due to external factors such as the mother drinking alcohol, smoking, taking drugs, is malnourished, is exposed to certain chemicals, or suffers any mental/physical trauma during pregnancy. Other reasons behind cerebral palsy includes any injury to the brain due to accident, asphyxia, bacterial infections such as encephalitis or exposure to certain chemicals and allergies. Recently, the use of a model of normal language acquisition has been questioned in terms of its application to the study of language acquisition in children with little or no functional speech. These children, particularly those with severe motoric challenges, may exhibit atypical patterns in their language development. The need to examine other developmental theories sensitive to these potential unique patterns is warranted, and the purpose of this study was to conduct such an investigation. Specifically, Vygotsky 's

Adolescence is the distinct transitional stage between childhood and adulthood in human development, extending primarily over the teenage years and terminating legally when the age of majority is reached (Rathus, 2014). However in some instances, this biological, cognitive, social and emotional maturity may not be reached until a later stage and may be dictated by gender. Adolescence is characterised by rapidly changing and unpredictable behaviour (Freud, as cited in Rathus 2014), heightened and unstable emotions (Hall, as cited in Rathus 2014), disturbances in identity, the gradual development of one’s moral reasoning (Kohlberg, as cited in Rathus, 2014) and the gradual establishment of one’s independence. Several of these changes may occur at differing phases in adolescent growth. This development is categorized into three separate stages; early adolescence, middle adolescence, and late adolescence. Early Adolescence, commencing from the ages of eleven or twelve until the age of fourteen, comprises of several features such as rapid biological development and maturity, heightened stress levels and limited coping capabilities. On the other hand, middle adolescence, from the approximate age of fourteen to sixteen, involves the gradual cease of biological change, an increase in coping strategies and declined stress levels. Furthermore, late adolescence, commencing from the age of sixteen until the age of eighteen or nineteen, encompasses physical maturity, whereby the