Atypical Development: Risk Factors and Resources

By: Jennifer Flaherty (Miner)

Chil. 165

Atypical development does not follow the normal sequential order of development and requires assistance and therapy to help a child reach full potential.

• There are 4 main areas of development in which a child may have atypical development:

• Motor Skills

• Social/emotional

• Cognitive

• Language

Atypical Motor Development

• May be mild, moderate, or severe.

• May include:– Muscle tone-hypotonicity (weak or flacid) or hypertonia (spasms or

rigid tone)

– Muscle control-uncoordinated or involuntary movement

– Muscle strength-either permanent or progressive

• Includes skills such as head control, posture, balance, fine motor skills (such as writing or eating)

• Can be caused by trauma or a degenerative disease.

• Specific examples include:– Spina Bifida; Cerebral Palsy; Paralysis; or Autism

Atypical motor development is not something that limits a child, but simply means that we as educators need to adapt ways

to help them feel successful at all tasks.

Atypical Social Development

• Includes Communication, Attachments, and Feelings– Can produce a difficulty in relating and communicating with others

– Makes manages their own feelings and understanding the feelings of others harder to manage

– Creates untrusting attachments. Studies show early positive experiences help a child build stronger attachments early on.

– Allows children to find pleasure in activities and relationships with others.

– Specific examples include: Autism; AD/HD; Pervasive Developmental Disorder (PDD)

Social skills do not come naturally to all children. As teachers and parents we must role-model appropriate behavior.

This includes giving a child words to use and allowing a child to feel included in all activities provided.

Atypical Cognitive DevelopmentThe cognitive process allows a child to mentally reason and come to conclusions about how to solve problems and remembering stored knowledge.

Three important aspects include: attention, perception, and memory.

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Cognitive development includes the ability to extend play with others and use trial and error to practice newly acquired information.

• Attention: Allows a child to work through a task without distraction or giving up.

• Perception: Relies greatly on the senses to perceive and interpret information to use in completing tasks.

• Memory: Allows children to recall what they already know and build on it to gain new skill levels

Atypical Language Development

• Involves 3 parts of development:– Form: Order and form

(syntactic and morphological structure) and Phenome and sound sequence (the phonological form)

– Content: The amount of vocabulary and meaning of it.

– Function: The way language is used.

Indicators of Atypical Language Development

• Regression of language

• Little response to conversation

• Speech that is difficult to understand.

• Structural Abnormalities such as cleft palate or other deformities.

An atypical language development diagnosis includes disorders and conditions such as:Autism Retardation Stuttering

Cleft lip/palate (Hypernasality) Visual Disablities

Hearing loss Cerebral Palsey

REMEMBER: Communication is not about getting a child to talk, but having them feel validated and

acknowledged!

Developmental Sequences and Milestones

Developmental sequence is the order and structure that changes during growth and development

• Bike Riding:

– Push bike with feet.

– Push bike with feet, lifting feet off the ground to keep balance

– Pedal bike in straight line

– Pedal bike around turns

– Pedal bike around turns and obstacles.

Developmental milestones are the stepping stones in a series of activities that follow each other to make up the developmental sequence.

Using It In The Classroom

• Teachers can use these milestones and sequences to note any behaviors or skills that are not being attained. While every child does not mark every milestone, they all follow the same general sequence. Parents, educators and doctors can then make it easier to note skills that require extra care.

Biological Risk Factors

Can be:Genetic (passed down from family through DNA)

Acquired later in life (learning disabilities or injury)

From teratogenic effects such as alchohol or drug use. Many times from a lapse in prenatal care

Through temperment(emotional and attention disorders)

Environmental Risk Factors

Can Be:Man made risks such as air or water pollution.

From abuse or maltreatment (failure to thrive, shaken baby syndrome)

From diet or disease (diabetes, obesity)

Through poverty and social class (behavioral disorders)

How to use this information

• All of the information listed can open the door for communication between parents and caregivers in regards to a child’s behavior. It can help guide a teacher to be in tune to all aspects of development and increases the chances of early intervention so that a family can receive services and help their child reach their full potential.

Support ServicesHRSA-Health and human services-helps with screenings, family roles, and insurance coverage. www.hhs.gov

First 5-Channels to 3 audiences: Parent, Child, Educator. Offers supportive programs and services referrals to California, with chapters located in major cities. www.ccfc.ca.gov

Support Services Cont.

• Online Resources:

– www.ciccparenting.org -lists how doctors get a diagnosis and the methods used. Offers a listing of professionals and agencies including training programs for kids. The discovery tool allows for parents or teachers to answer a series of questions if they are worried their child may need care.

– www.ldonline.org – Typically

for those with learning disabilities, but a good tool to use in finding resources and more information.

There are no seven wonders of the world in the eyes of a child. There are seven million. ~Walt Streightiff