Developmental Delay & Emotional Impairment

Jessica Batchelor
Portfolio Module Assignment

Developmental delay-online resource Developmental Delay
Developmental delay is one of thirteen legal categories which are known as exceptional. The categories a child with disabilities may be placed are outlined in the Individuals with Disabilities Education Act; also known as IDEA 2004. Developmental delay consists of “significantly limited, impaired, or delayed learning capacity of a young child (3-9 years old), exhibited by difficulties in one or more of the following areas: receptive and/or expressive language cognitive abilities; physical functioning; social, emotional, or adaptive functioning; and/or self-help skills” (Kirk et. al., pg 7).

Developmental delays can be present in five domains/areas
1. Cognitive
2. Communicative
3. Social-emotional
4. Motor
5. Adaptive

To determine if a child is delayed developmentally, children are compared to the “normal” or “average” developmental milestones of the same-age children. Some risk factors for developmental delay are: low birth weight, premature birth, serious medical complications/conditions, and environmental stressors (Kirk et. al., pg 89).
Genetic-related causes of developmental delay and autism are being discovered and researched. Prenatal care is very important. It educates expecting parents concerning dangers of certain drugs, activities, and diseases which may negatively affect their baby. Fetal alcohol spectrum disorder and the effects of other drugs can contribute to behavior and developmental disorders (Kirk et. al., pg 88).

Environmental Risks and Stressors-
The main risks and stressors of developmental delay are poverty and child abuse. Poverty may cause a child to live in poor housing or they may have insufficient medical care. Nutrition is very important for a developing child and a child living in poverty may have inadequate nutrition. When finances are an issue, it can provide extra stress on a family causing tension and potentially insufficient care. If home life is stressed a child is more likely to be abused or blamed for circumstances beyond their control. Developmental delays and other disabilities may cause parents to become stressed over their child’s conditions. Parents may feel as though they can do nothing to help their child.

Child Find is a network which helps to find children who may need early intervention. Child Find is part of IDEA 2004. Most Child Find programs include the following components: definition of target population, public awareness campaigns, referral and intake processes, screening and identification procedures, eligibility determined criteria, tracking and monitoring services, and interagency coordination. If the child is eligible for early intervention, the child will be evaluated. This evaluation must be conducted in the child’s primary language. The goal of early intervention is to help the child before they lag behind, specifically before age two. Early intervention is helpful because it assists to maximize early development and to prevent future difficulties. In this area, there is an early intervention program. Niagara County Early Intervention. This is a service for children who show signs that they may be behind developmentally. Niagara County Department of Health also mandates certain resources for children and adults with special needs. Page 5-Children and Adults with Special Needs
Children with developmental delays may have an Individualized Education Program (IEP). There are many people involved in the IEP. They include: the parent/guardian, audiologist, ophthalmologist, early childhood special educator, physician, nurse, occupational therapist, physical therapist, psychologist, social worker, and speech language pathologist (Kirk et. al., pg 93). All of these people have intertwining and overlapping roles and have the potential to make a great difference in a child’s life.

Some of the tools used to help children with developmental delay are practicing skills in small groups, having a specific daily routine, report on progress, content specific instruction, peer support, modeling and scaffolding, physical assistance, and learning through play (Kirk et. al., pg 96). Another strategy I found interesting was Rhythmic Movement Training. The goal of Rhythmic Movement Training is movement instead of medication. Rhythmic Movement Training establishes links from the brainstem to higher brain centers, Establishes links from the brainstem and cerebellum to higher brain centers for impulse control, thinking, and emotional balance, increases sensory input, increases coordination, and increases attention. Because it is movement, like dance, it is uplifting and enhances a good mood. It effects the brain and the body.
Emotional Impairments-
An emotional impairment is legally defined as, “One or more of the following characteristics exhibited over a long period of time and to a marked degree that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; or a tendency to develop physical symptoms or fears associated with personal or school problems” (Kirk et. al., pg 7). Emotional impairments are not easy to define. Children with emotional impairments are not distinguished by the type of behavior they exhibit but by their emotions and the intensity and duration of their behavior. An example of this would be a child who weeps or sobs multiple times per day without apparent cause. This could happen regularly (Kirk et. al., pg 196). These children can be anxious or withdrawn and in this, a threat to themselves. They may also be rigid and unable to be spontaneous.

Risk Factors-
-Parents with similar problems
-Stressful home life, they are helpless and cannot get out or improve it
-Feeling unwanted or abused
-Inability to understand their circumstances
-Not shown praise or love (contributes to low self-esteem)
Suicide is linked to emotional impairment and children who abuse substances.
“Learned helplessness in children is the belief that nothing they do can stop bad things from happening…These children often have such low self-concepts that failure in a school task or a social setting only confirms for them their worthlessness and helplessness in the face of an unfriendly environment” (Kirk et. al., pg 199). Because children with learned helplessness are pessimistic about themselves and their abilities, their performance is much less than they are capable of. There is a prevalence of minority and immigrant children who suffer from social and emotional disturbance. This could be because children can be unaware of what is acceptable in certain cultures.

The IEP/RTI Model for children with emotional impairments may consist of: self monitoring techniques, self instruction, self evaluation, self reinforcement, peer tutoring, and encouragement to stay in school. Computers are useful adaptive technology. Computers do not seem as though they “attack” a child personally if a child enters a wrong answer, as compared to a teacher. Computers also incorporate a fun aspect of learning.

The Council for Exceptional Children is constantly providing new resources and studies. On their website there are teacher's blogs and support for teachers. That is just a few of the useful resources this website has to offer.