Presentation on theme: "Early intervention and Child Development"— Presentation transcript:
1 Early intervention and Child Development Mindy DeGeerECSE TeacherMinnewaska Area Schools
2 Learning Objectives Increase your understanding of early intervention Review developmental milestonesLearn about “red flags” in developmentPrepare you to communicate with caregivers
3 Early InterventionSystem of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:physical (reaching, rolling, crawling, and walking);cognitive (thinking, learning, solving problems);communication (talking, listening, understanding);social/emotional (playing, feeling secure and happy); andself-help (eating, dressing).
4 early intervention services Early Childhood Special Education TeacherOften is the service coordinatorAssistive technology (devices a child might need)Audiology or hearing servicesCounseling and training for a familyMedical servicesNursing servicesNutrition servicesOccupational therapyPhysical therapyPsychological servicesSpeech and language services
5 Typical Development; by 3 months Motor Skillslift head when held at your shoulderlift head and chest when lying on his stomachturn head from side to side when lying on his stomachfollow a moving object or person with his eyesgrasp rattle when given to herwiggle and kick with arms and legs
6 Typical Development; 3 months Sensory and Thinking Skillsturn head toward bright colors and lightsturn toward the sound of a human voicerecognize bottle or breastrespond to your shaking a rattle or bell
7 Typical Development; 3 months Language and Social Skillsmake cooing, gurgling soundssmile when smiled atcommunicate hunger, fear, discomfort (through crying or facial expression)usually quiet down at the sound of a soothing voice or when held
8 Typical Development; 6 months Motor Skillshold head steady when sitting with your helpreach for and grasp objectsplay with his toeshelp hold the bottle during feedingexplore by mouthing and banging objectsmove toys from one hand to anotherpull up to a sitting position on her own if you grasp her handssit with only a little supportroll overbounce when held in a standing position
9 Typical Development; by 6 months Sensory and Thinking Skillsopen his mouth for the spoonimitate familiar actions you perform
10 Typical Development; by 6 months Language and Social Skillsbabble, making almost sing-song soundsknow familiar faceslaugh and squeal with delightscream if annoyedsmile at herself in a mirror
11 Typical development; by 12 months Motor Skillsdrink from a cup with helpfeed herself finger food like raisinsgrasp small objects by using her thumb and index or forefingeruse his first finger to poke or pointput small blocks in and take them out of a containerknock two blocks togethersit well without supportcrawl on hands and kneespull himself to stand or take steps holding onto furniturestand alone momentarilywalk with one hand held
12 Typical development; by12 months Sensory and Thinking Skillscopy sounds and actions you makerespond to music with body motiontry to accomplish simple goals (seeing and then crawling to a toy)look for an object she watched fall out of sight (such as a spoon that falls under the table)
13 Typical development; 12 months Language and Social Skillsbabble, but it sometimes “sounds like” talkingsay his first wordrecognize family members’ namestry to “talk” with yourespond to another’s distress by showing distress or cryingshow affection to familiar adultsshow apprehension about strangersraise her arms when she wants to be picked upunderstand simple commands
14 Typical Development ages 1-2 yrs. Motor Skillswalks alonepulls toys behind when walkingbegins to runsquats to floor and returns to standthrow a ball forwardremoves simple clothingcan pick up small objects with finger tipsbuild a 6 block towerwashes and dries hands independently
15 Typical Development ages 1-2 yrs. Sensory and thinking skillsfinds hidden objectssorts by shape and colorplays make-believecomplete 5 piece knob puzzleinitate social games and maintain interactionshow pride in accomplishments
16 Typical Development ages 1-2 yrs. Language and Social Skillsimitates behavior of othersaware of herself as separate from othersenthusiastic about company of other childrenparallel playpoints to 3 body partsunderstands 50 wordsfollow 1-2 step commands2 word phrases- “up daddy”, “go bye-bye”uses words to express needs
17 Red Flags at 1 year Does not crawl or drags one side while crawling. Says no single words.No or little eye contactSensory issuesDoes not learn to use gestures, such as waving or head shaking
18 Red Flags at monthsDoes not walk by 18 months or walks exclusively on the toes.Does not speak at least 15 wordsDoes not seem to know the function of common household objects like telephones and eating utensils.Does not imitate actions or words or follow simple instructions.Cannot push a wheeled toy
19 Typical Development; 3-4 yrs. Motor Skillsclimbs wellwalks up and down stairs, alternating feetkicks ballruns easilypedals tricyclebends over without falling
20 Typical Development; 3-4 yrs. Sensory and Thinking Skillsmatches an object in hand to picture in booksorts objects by shape and colorcompletes piece interlocking puzzlesunderstands concept of “two”can work toys with buttons, levers, and moving partsplays make-believe with dolls, animals, and peoplecopies a circle with pencil or crayonturns book pages one at a timebuilds towers of more than 6 blocksscrews and unscrews jar lids or turns door handle
21 Typical Development; 3-4 yrs. Language and Social Skillsimitates adults and playmatesshow affection for familiar playmatescan take turns in gamesunderstands “mine” and “his / hers”Follows instructions with 2 or 3 stepsCan name most familiar thingsUnderstands words like “in,” “on,” and “under”Says first name, age, and sexNames a friendSays words like “I,” “me,” “we,” and “you” and some plurals (cars, dogs, cats)Talks well enough for strangers to understand most of the timeCarries on a conversation using 2 to 3 sentences
22 Red Flags at 3 years Falls frequently or has difficulty using stairs. Difficulty manipulating small objectsIs unable to communicate in short phrases or understand simple instructions.No interested in “pretend” playSeparation anxieties.
23 Red Flags at 4 years Does not respond to people outside the family. Unable to communicate appropriately.Shows no interest in interactive games or fantasy play.Resists dressing, sleeping, or using the toilet.No self-control when angry or upset
24 Red Flags at any ageSlipping backwards in any area is of major concern.Loss of language skills and/or social skills at any age is a significant red flag.Children who are no longer able to communicate or interact socially at levels they once could.
25 RED FLAGS: Cause for Action, Not Alarm Developmental milestones.Each child develops in his/her own particular manner.Signs can be related to physical development or motor skills, vision and hearing, emotional reactions, behavioral and other issues
26 Behavior Problems“ A rule of thumb for social and behavior problems is that a child’s social and emotional development correlates with language development.”Raymond Tervo, MD, (Tervo, R. (2009), “RedFlags and Rules of Thumb: Sorting OutDevelopmental Delay”. A Pediatric Perspective,Gillette Children’s Specialty Healthcare, Vol 18,No. 2. Aggressi
27 Aggressive behaviorsMay demonstrate developmental sequence as a younger typical childMay have reduced language during playMore isolated playLess associative and cooperative playLack of problem solving skills during playLack of curiosity in playLack of social rules through peer confrontation
28 If there is a concern…For any child age 0-5 years connect with Help Me Grow on their website: call GROW, or contact your local school district:Minnewaska Area Schools Early InterventionStarbuck Early Childhood Center
29 Working effectively and building partnerships with caregivers Begin discussion by expressing concern for the child.Let parents know that your goal is to help the child and you want to work together.Ask parent have s/he noticed similar situations
30 ReferencesNational Dissemination Center for Children with DisabilitiesCenter for Disease ControlRaymond Tervo, MD, (Tervo, R. (2009), “RedFlags and Rules of Thumb: Sorting OutDevelopmental Delay”. A Pediatric Perspective,Gillette Children’s Specialty Healthcare, Vol 18,No. 2.