Approach To Developmental Delay Training Module
Approach To Developmental Delay Training Module
Approach To Developmental Delay Training Module
DEVELOPMENTAL
DELAY
Omar Banat
Bashar Mudallal
Objectives
◦ Introduction: definitions, Transient and Persistent
developmental delays
◦ Developmental milestones: normal for age,
warning signs.
◦ Etiology: causes of global developmental delay, high
risk children
◦ Approach to a Child with Developmental Delay:
History, Physical exm, Invistigations, Screening
◦ Resources
Introduction
What is child development?
◦Child development refers to how a
child becomes able to do more
complex things as they get older.
◦Growth only refers to the child
getting bigger in size.
What is developmental delay?
◦ Developmental Delay is when a child does
not reach their developmental milestones at the
expected times.
◦It is an ongoing major or minor delay in the process of
development.
◦Delay can occur in one or many areas—for
example, gross or fine motor, language, social,
or thinking skills.
◦ Developmental delay is not uncommon and
occurs in 2-3% of all children. (~)
◦The term developmental delay is often used
until the exact nature and cause of the delay is
known.
◦The significance of the delay is often only
determined by observing the child’s
development over time.
Transient developmental delay
◦ Some children have a transient delay in their
development.
◦ For example, some extremely premature babies may
show a delay in the area of sitting, crawling and
walking but then progress on at a normal rate.
◦ Other causes of transient delay may be related to
physical illness and prolonged hospitalization,
immaturity, family stress or lack of opportunities to
learn.
Persistent developmental delay
◦ If the delay in development persists it is usually related to
problems in one or more of the following areas:
understanding and learning
moving
communication
hearing
seeing.
◦ An assessment is often needed to determine what area or
areas are affected.
◦ Disorders which cause persistent developmental delay are often
termed developmental disabilities.
Developmental disability
◦ Developmental disability is estimated to occur in 5-10% of
the population with enormous psychological, emotional, and
economic impact on the affected individuals and society.
◦ Studies have shown that developmentally delayed children who
are recognized at an early age receive more developmental
optimization and greater gains than those who are identified
later in life.
◦ Early recognition of children with developmental problems is
therefore important.
◦ There are several disabilities in the classification of
developmental delay:
Disability Description
Pervasive developmental disorders not Similar to PDD but not enough symptoms to
otherwise specified / Autism Spectrum warrant a PDD diagnosis
Disorder
DEVELOPMENTAL
MILESTONES
What are developmental
milestones?
◦ Developmental milestones are a set of functional
skills or age-specific tasks that most children can do
at a certain age range.
◦ A pediatrician uses milestones to help check how a
child is developing.
◦ Although each milestone has an age level, the actual
age when a normally developing child reaches that
milestone can vary quite a bit. Every child is unique!
◦ CDC’s milestone checklists
In these categories…
◦ Gross motor: using large groups of muscles to sit, stand, walk,
run, etc., keeping balance, and changing positions.
◦ Fine motor: using hands to be able to eat, draw, dress, play,
write, and do many other things.
◦ Language: speaking, using body language and gestures,
communicating, and understanding what others say.
◦ Cognitive: Thinking skills: including learning, understanding,
problem-solving, reasoning, and remembering.
◦ Social: Interacting with others, having relationships with
family, friends, and teachers, cooperating, and responding to the
feelings of others.
1 month
Social and • Shows specific preferences for certain people and toys
• Tests parental responses to his actions during feedings (What do
you do when he refuses a food?)
Emotional • Tests parental responses to his behavior (What do you do if he
cries after you leave the room?)
• Walks alone
• Pulls toys behind her while walking
• Carries large toy or several toys while walking
Movement •
•
Begins to run
Stands on tiptoe
milestones •
•
Kicks a ball
Climbs onto and down from furniture
unassisted
• Walks up and down stairs holding on to
support
2 years
• Scribbles spontaneously
Milestones • Turns over container to pour
out contents
in hand
• Builds tower of four blocks or
and finger more
skills • Might use one hand more
frequently than the other
2 years
Social and
• Plays “Mom” or “Dad”
• Increasingly inventive in fantasy play
• Dresses and undresses
emotional • Negotiates solutions to conflicts
• More independent
milestones • Imagines that many unfamiliar images may be “monsters”
• Views self as a whole person involving body, mind, and
feelings
• Often cannot distinguish between fantasy and reality
4-5 years
by 4 months, doesn't push down with his legs when his feet are
placed on a firm surface
after 4 months, still has Moro reflex (when he falls backward or is startled, he throws
out his arms and legs, extends his neck, and then quickly brings his arms back
together and begins to cry)
3 to 6 months
after 5 or 6 months, still has the asymmetrical tonic neck reflex (when
his head turns to one side, his arm on that side will straighten, with the
opposite arm bent up as if he's holding a fencing sword)
by 6 months, can't sit with help
after 6 months, reaches out with only one hand while keeping the other
fisted