Early intervention - PowerPoint Presentation

Early intervention andChild Development Mindy DeGeerECSE TeacherMinnewaska Area Schools

Learning ObjectivesIncrease your understanding of early intervention Review developmental milestonesLearn about “red flags” in developmentPrepare you to communicate with caregivers

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); and self-help (eating, dressing).

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 services Nursing servicesNutrition servicesOccupational therapyPhysical therapyPsychological services Speech and language services

Typical Development; by 3 monthsMotor Skills lift 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

Typical Development; 3 monthsSensory and Thinking Skills turn head toward bright colors and lightsturn toward the sound of a human voicerecognize bottle or breastrespond to your shaking a rattle or bell

Typical Development; 3 monthsLanguage and Social Skills make 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

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 another pull 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

Typical Development; by 6 monthsSensory and Thinking Skills open his mouth for the spoonimitate familiar actions you perform

Typical Development; by 6 monthsLanguage and Social Skills babble, making almost sing-song soundsknow familiar faceslaugh and squeal with delightscream if annoyedsmile at herself in a mirror

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 container knock two blocks togethersit well without supportcrawl on hands and kneespull himself to stand or take steps holding onto furniturestand alone momentarily walk with one hand held

Typical development; by12 monthsSensory and Thinking Skills copy 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)

Typical development; 12 monthsLanguage and Social Skills babble, 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 adults show apprehension about strangersraise her arms when she wants to be picked upunderstand simple commands

Typical Development ages 1-2 yrs.Motor Skills walks alonepulls toys behind when walkingbegins to runsquats to floor and returns to standthrow a ball forwardremoves simple clothingcan pick up small objects with finger tips build a 6 block towerwashes and dries hands independently

Typical Development ages 1-2 yrs.Sensory and thinking skills finds hidden objectssorts by shape and colorplays make-believecomplete 5 piece knob puzzleinitate social games and maintain interaction show pride in accomplishments

Typical Development ages 1-2 yrs.Language and Social Skills imitates behavior of othersaware of herself as separate from othersenthusiastic about company of other childrenparallel playpoints to 3 body partsunderstands 50 wordsfollow 1-2 step commands 2 word phrases- “up daddy”, “go bye-bye”uses words to express needs

Red Flags at 1 year Does not crawl or drags one side while crawling. Says no single words. No or little eye contact Sensory issues Does not learn to use gestures, such as waving or head shaking

Red Flags at 18-24 months Does not walk by 18 months or walks exclusively on the toes. Does not speak at least 15 words Does 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

Typical Development; 3-4 yrs.Motor Skills climbs wellwalks up and down stairs, alternating feetkicks ballruns easilypedals tricyclebends over without falling

Typical Development; 3-4 yrs.Sensory and Thinking Skills matches an object in hand to picture in booksorts objects by shape and colorcompletes 3 - 4 piece interlocking puzzlesunderstands concept of “two”can work toys with buttons, levers, and moving partsplays make-believe with dolls, animals, and people copies 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

Typical Development; 3-4 yrs.Language and Social Skills imitates 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 things Understands 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

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” play Separation anxieties.

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

Red Flags at any age Slipping 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.

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

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), “Red Flags and Rules of Thumb: Sorting Out Developmental Delay”. A Pediatric Perspective, Gillette Children’s Specialty Healthcare, Vol 18, No. 2. Aggressi

Aggressive behaviors May demonstrate developmental sequence as a younger typical child May have reduced language during play More isolated play Less associative and cooperative play Lack of problem solving skills during play Lack of curiosity in play Lack of social rules through peer confrontation

If there is a concern… For any child age 0-5 years connect with Help Me Grow on their website: www. helpmegrowmn.org, call 1-866-693-GROW, or contact your local school district: Minnewaska Area Schools Early InterventionStarbuck Early Childhood Center320-239-1403

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

ReferencesNational Dissemination Center for Children with Disabilities Center for Disease ControlRaymond Tervo, MD, (Tervo, R. (2009), “Red Flags and Rules of Thumb: Sorting Out Developmental Delay”. A Pediatric Perspective, Gillette Children’s Specialty Healthcare, Vol 18, No. 2.