|
|
What is a developmental delay?
Child development refers to the process in which children go through changes
in skill development during predictable time periods, called developmental
milestones. Developmental delay occurs when children have not reached these
milestones by the expected time period. For example, if the normal range for
learning to walk is between 9 and 15 months, and a 20-month-old child has
still not begun walking, this would be considered a developmental delay.
Developmental delays can occur in all five areas of development or may just
happen in one or more of those areas (to read about the five areas of
development, click here). Additionally, growth in each area of development
is related to growth in the other areas. So if there is a difficulty in one
area (e.g., speech and language), it is likely to influence development in
other areas (e.g., social and emotional).
What are the risk factors for developmental delay?
Risk factors for developmental problems fall into two categories:
Children are placed at genetic risk by being born with a genetic or
chromosomal abnormality. A good example of a genetic risk is Down syndrome,
a disorder that causes developmental delay because of an abnormal
chromosome. Environmental risk results from exposure to harmful agents
either before or after birth, and can include things like poor maternal
nutrition or exposure to toxins (e.g. lead or drugs) or infections that are
passed from a mother to her baby during pregnancy (e.g., measles or HIV).
Environmental risk also includes a child's life experiences. For example,
children who are born prematurely, face severe poverty, mother's depression,
poor nutrition, or lack of care are at increased risk for developmental
delays.
Risk factors have a cumulative impact upon development. As the number of
risk factors increases, a child is put at greater risk for developmental
delay.
What are the warning signs of a developmental delay?
There are several general "warning signs" of possible delay. These include:
In addition, because children usually acquire developmental milestones or
skills during a specific time frame or "window", we can predict when most
children will learn different skills. If a child is not learning a skill
that other children are learning at the same age, that may be a "warning
sign" that the child may be at risk for developmental delay. If you want to
read about typical developmental milestones children learn at different
ages, click here. If a child has not learned these skills during a specific
time frame, it does not mean your child is delayed. We would recommend,
though, that you let your child's doctor know about your concerns.
How is a developmental delay identified?
Developmental delay is identified through two types of play-based
assessments:
-
Developmental Screening
-
Developmental Evaluation
A developmental screening test is a quick and general measurement of skills.
Its purpose is to identify children who are in need of further evaluation. A
screening test can be in one of two formats, either a questionnaire that is
handed to a parent or childcare provider that asks about developmental
milestones or a test that is given to your child by a health or educational
professional.
A screening test is only meant to identify children who might have a
problem. The screening test may either over-identify or under-identify
children with delay. As a result, a diagnosis cannot be made simply by using
a screening test. If the results of a screening test suggest a child may
have a developmental delay, the child should be referred for a developmental
evaluation.
A developmental evaluation is a long, in-depth assessment of a child's
skills and should be administered by a highly trained professional, such as
a psychologist. Evaluation tests are used to create a profile of a child's
strengths and weaknesses in all developmental areas. The results of a
developmental evaluation are used to determine if the child is in need of
early intervention services and/or a treatment plan.
What are early intervention services?
Early intervention services include a variety of different resources and
programs that provide support to families to enhance a child's development.
These services are specifically tailored to meet a child's individual needs.
Services include:
-
Assistive technology (devices a child might need)
-
Audiology or hearing services
-
Counseling and training for a family
-
Educational programs
-
Medical services
-
Nursing services
-
Nutrition services
-
Occupational therapy
-
Physical therapy
-
Psychological services
-
Respite services
-
Speech/Language
These services are provided by public agencies and private organizations for
children who are found to be eligible for these services after a
developmental evaluation. Children under the age of 3 years can access these
services through the Babies Can't Wait program. Children over 3 years
of age can access these services through their local Public School District.
Why is early intervention important?
If a child is found on a developmental evaluation to have some developmental
delays, it is important that intervention occurs early on in childhood for a
number of reasons. Generally, children need to learn these developmental
skills in a consecutive fashion. For example, a child needs to learn to sit
up on her own before she will be able to stand up.
Also, early intervention helps a child advance in all areas of development.
Sometimes if a child has a delay in one area (i.e. speech), it can affect
other developmental areas (i.e., social and emotional). Therefore, it is
vital that a child receive early intervention as soon as possible.
Finally, early intervention is critical for the child to develop good
self-esteem. Without early intervention, a child's self-image may suffer and
they may become avoidant of school. For example, a child who has a language
delay may feel embarrassed to speak in front of their peers and teacher at
school. Early intervention can help prevent these embarrassing moments for a
child before they begin school.
What can I do if I am concerned that my child may have a developmental
delay?
If you are concerned that your child may have a developmental delay, it is
important to talk with your child's doctor. Your child's doctor can talk
with you, examine your child, and refer you to agencies that help to screen
or evaluate children for developmental delay. If your child's doctor does
not know of such an agency or if you are more worried than your doctor, you
can seek help on your own by contacting Parent to Parent of Georgia.
What is an Individualized Education Program (IEP)?
An IEP is a written document, ordered by federal law, that defines a child's
disabilities, states current levels of academic performance, describes
educational needs, and specifies annual goals and objectives. The unique
needs of each child determine what specific programs and services are
required. The IEP planning process can be very confusing for both parents
and professionals. Below you will find answers to commonly asked questions
about the IEP process.
-
How does the IEP process start and what can I expect?
-
Talk about requesting an IEP with the child's teacher or doctor.
-
Learn about the IEP process on the Internet.
-
Write a letter to the special education office or to the child's school
principal requesting an assessment (and date your request). Even if the
child is in private school, he or she can be evaluated by the school
district.
-
You should receive an assessment plan from the school within 15 days.
-
You have 15 more days in which to agree to the school's assessment plan or
request a different one.
-
You should be invited to participate in an IEP meeting within 50 days. All
testing must be completed by the meeting date.
-
What is an assessment plan?
An assessment plan is a description of the various tests (cognitive,
motor/perceptual, communication, social/emotional, and educational) to be
used in a student's assessment in preparation for his or her IEP meeting.
The assessment plan should:
-
Be specific regarding which tests will be given. These should be
individualized tests and NOT standardized tests given in a group situation.
-
Match your child's perceived disabilities with a test or subtest that
clearly assesses that area.
-
Consider all information, including parental input and classroom
performance.
-
How do I prepare for the IEP meeting?
-
Talk to your child's teacher and doctor about their observations.
-
Request copies of school and medical records at least 7 days before the IEP
meeting. Parents are legally entitled to these results.
-
Understand the test results describing your child's current levels of
educational performance, including how your child compares to other children
his or her age.
-
Define for yourself your child's problem areas and strengths.
-
What will happen at the IEP planning meeting?
At the planning meeting, the team will review the test results to determine
if your child is eligible for an IEP. If your child qualifies for an IEP,
the team will be developing educational and behavioral goals for your child
at this meeting. Make sure to ask any questions you may have and pay
attention to what is written on the IEP form.
Remember this is a legal document. You are not required to sign it if you
don't understand it or are not sure you agree with it.
-
What should the IEP include?
-
An outline of your child's educational needs, including learning styles,
teaching methods, and student-teacher ratio.
-
Written goals that match your child's specific needs with benchmarks to
determine if an IEP is working on a yearly basis.
-
Standardized measurement criteria for assessing objectives.
-
Decision on the appropriate school placement and educational strategies for
your child.
-
Stated plan for how often IEP reviews will occur.
-
What is an Individualized Family Service Plan (IFSP)?
An IFSP is the coordination of services that are family-centered. It is
based on your child's strengths, as well as your concerns and priorities for
your child. You can participate in the process of assessment by gathering
information concerning your child's medical and developmental history, and
also by making observations about his or her strengths and difficulties. The
IFSP planning process can be very confusing for parents and professionals.
Below you will find answers to commonly asked questions about the IFSP.
-
Who develops the IFSP?
Along with your service coordinator, you have an active role in developing
the service plan. You help decide which family members, friends, teachers,
physicians, and other professionals should be included, and who will help to
write the plan. You let the team know what you want for your child and for
your family, and the team will work with you to achieve those goals.
The IFSP should focus on your family's concerns and priorities, and should
be supportive of your family's routine, values, and culture. It should also
be clearly explained to you, and written in your family's language, if
possible.
-
How do I prepare for the IFSP planning meeting?
To prepare for an IFSP planning meeting, you can talk with other parents,
learn more about your child's diagnosis, and list your questions and
concerns to discuss with your service coordinator. It is especially
important to identify needs for transportation, child care, and/or
interpreters. Certain questions you may want to consider asking yourself
and/or your service coordinator include:
-
What is needed for my child, and how will this be decided?
-
What services are available?
-
What are the options?
-
What will my family's new rights and responsibilities include?
-
What can I do during the planning meeting?
-
Share information that you think is important. This could include medical
records, a baby book, a growth chart, or other evaluations.
-
Talk about your child, and discuss any concerns or questions you may have
about his or her development.
-
Consider how you will be involved in the processes of evaluation,
assessment, and service planning.
-
Decide who should be involved, including specific family members as well as
others, such as another parent, a friend, or a child care provider.
-
Consider which service delivery environment is best suited to meet your
child's needs: home, child care setting, infant development program, etc.
-
What should the IFSP include?
-
A statement of your child's level of development, from your own observations
and from formal assessment measures (if necessary).
-
A "family assessment," which is a statement of your family's resources and
concerns as they relate to your child's development (with your permission).
-
A statement of the outcomes you expect for your child and family, including
how and when they will be achieved.
-
A statement of which early intervention services will be provided, and in
what environments they will occur (such as your home, child care setting, or
a school program).
-
A statement of when services will begin, how often they will be provided,
and how long they will continue.
-
A plan for transitions as your child's needs change (this must be included
when your child approaches three years of age).
The name of your service coordinator.
-
How can I help my child meet these developmental milestones?
Remember that the IFSP is not a finalized document. It is an ongoing
process. Your child's needs may change quickly, so your family's IFSP should
be reviewed at least every six months, and revised when necessary. If you
think your services need to be changed, contact your service coordinator for
an IFSP review.
In early intervention, transitions happen whenever your child's services
change to better meet both of your needs. Planning for transition requires
your participation. Decisions concerning your child cannot be made without
you, and no change can be made to the IFSP without your consent.
Reprinted with permission from
How Kids Develop.
|
 |
|
|
| |
Get tips for
dealing with sibling issues in the
articles section of the library. |
|
 |
|
