Early interventions are an exceedingly crucial component to the education of students who have been identified as having a developmental delay. Three developmental areas are significant to know the characteristics and strategies to implement when working with students with cognitive, social-emotional, and adaptive behavior delays.
These three areas can be can be harder to identify compared to a child who has delays in speech or gross motor. Cognition is difficult to describe. Hooper and Umansky (2014) define cognitive development as an individual’s ability to translate objects and events into a symbolic form that can be stored in the brain. Cognition can be measured with perceptual and conceptual skills. Perceptual skills are the connection …show more content…
Social and emotional skills affect not only the individual, but also the people around them. Children with social-emotional delays affect skills in the following areas; emotional regulation, social skills, social competence, and friendships (Hooper and Umansky, 2014). A common diagnosis for children who show delays in social-emotional development is autism. Children with autism have difficulties with social interactions and relationships. Joint attentions skills are absent for children with autism. Joint attention skills include skills, such as, using eye contact and gestures (Hooper and Umansky, 2014). Other types of disabilities impact social interactions. Children with communication disabilities can cause struggles with developing relationships with others (Hooper and Umansky, 2014). If a child has difficulties expressing him/herself others will have difficulties understanding him/her. This can lead to frustration of both parties …show more content…
Social stories explicitly state the expected behavior for a situation. For example, child who yells when he/she is mad would read a social story. The social story would give the child a replacement behavior. For instance, the child will count to ten when he/she starts to feel him/herself getting mad. The social story would be read every day as often as needed. Adaptive behavior, are skills the child needs to function in his/her environments. The components of adaptive behavior are communication, self-help, social and psychomotor skills (Hooper and Umansky, 2014). Adaptive behaviors are typical assessed using rating scales provided to service providers and parents. Children with delays in adaptive behaviors need instruction in many areas related to daily living. Daily living skills include toileting, communicating identifying information, brushing your teeth, etc. Strategies should include daily tasks that the child is struggling with. For example: a child working on communicating his/her information can be asked questions pertaining to personal identification. Another strategy is a task analysis on a skill, such as, bushing your teeth. Then the interventionist can use the analysis to teach the
These three areas can be can be harder to identify compared to a child who has delays in speech or gross motor. Cognition is difficult to describe. Hooper and Umansky (2014) define cognitive development as an individual’s ability to translate objects and events into a symbolic form that can be stored in the brain. Cognition can be measured with perceptual and conceptual skills. Perceptual skills are the connection …show more content…
Social and emotional skills affect not only the individual, but also the people around them. Children with social-emotional delays affect skills in the following areas; emotional regulation, social skills, social competence, and friendships (Hooper and Umansky, 2014). A common diagnosis for children who show delays in social-emotional development is autism. Children with autism have difficulties with social interactions and relationships. Joint attentions skills are absent for children with autism. Joint attention skills include skills, such as, using eye contact and gestures (Hooper and Umansky, 2014). Other types of disabilities impact social interactions. Children with communication disabilities can cause struggles with developing relationships with others (Hooper and Umansky, 2014). If a child has difficulties expressing him/herself others will have difficulties understanding him/her. This can lead to frustration of both parties …show more content…
Social stories explicitly state the expected behavior for a situation. For example, child who yells when he/she is mad would read a social story. The social story would give the child a replacement behavior. For instance, the child will count to ten when he/she starts to feel him/herself getting mad. The social story would be read every day as often as needed. Adaptive behavior, are skills the child needs to function in his/her environments. The components of adaptive behavior are communication, self-help, social and psychomotor skills (Hooper and Umansky, 2014). Adaptive behaviors are typical assessed using rating scales provided to service providers and parents. Children with delays in adaptive behaviors need instruction in many areas related to daily living. Daily living skills include toileting, communicating identifying information, brushing your teeth, etc. Strategies should include daily tasks that the child is struggling with. For example: a child working on communicating his/her information can be asked questions pertaining to personal identification. Another strategy is a task analysis on a skill, such as, bushing your teeth. Then the interventionist can use the analysis to teach the