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Evaluating Developmental Milestones Evaluating Developmental Milestones Amina D. Ash Grand Canyon University ECE 510: Typical and Atypical Behavior

Evaluating 2 Academic/Behavior Concerns There are concerns about Billy’s language development. The way he communicates with only using one word for a sentence as a respond to either his parents or teachers is all part of his development of speech milestone. If I ask Billy what learning center, he would like to go to his responds is “block”. When I go over and ask Billy how he likes the block area do, his only response is “fun”. While observing him I notice that these are his common responses when someone asks him a question. As his teacher I have concerns that his speech is not being academically developing right this could lead to having some behavior problems down the road. While each child develops at their own individual pace, but according to the American Academy of Pediatrics, children around Billy’s age are having conversations using longer and more complex sentences with five to six words ("Developmental Milestones: 4 to 5-Year-Olds", 2009). My goal is for Billy to be able to use his words to create sentences for himself to talk to his peers and others. Explanation Being developmental delayed can happen in a few ways not just one way. A global developmental delay happens when kids have delays in at least two or more areas. Having a developmental delay means that the child is behind in gaining skills that are expected by a certain age of life. Early detection and intervention are important in helping young children develop skills (Morin, 2014- 2020). This developmental delay in Billy’s milestone is why he is only using one-word sentences as a response to questions or even communicating with peers in the classroom. It is best to start getting the students to use more than one-word sentences. Instructional Strategies

Evaluating 3 I will implement several different instructional strategies to help Billy develop linguistically. I will increase my interactions with Billy and repeat the words he says but I would add more words along with his one-word sentence at is appropriate to the content we are talking about (Seibert, n.d.). For example, when Billy says “block”, I will say, “blocks are fun, or let’s try to stack the blocks”. I will have Billy repeat after me when I am talking to him. I will be repetitive when using new words, this will encourage his language development. By using the things Billy likes around the room or his interest will help stimulate his language development. Every day, I will help him form full sentence responses by using what he likes. Lastly, I will have tons of activities to help Billy with his language development. Story time is a great time to introduce new words and nursery rhymes in our morning meeting will help with new words too. By doing this it will help him learn different words and help him engage in conversations with others. Collaboration with Professional Billy will have the necessary support that he needs to help him become better with language. Also, this will help him with meeting his developmental milestones. I will be collaborating with other professionals such as speech therapists, special education teachers, and other professionals that can help Billy. They will be able to provide additional effective strategies such as focused stimulation, memory retraining, cognitive reorganization, and language enhancement that will help improve Billy’s learning outcomes (Lederer, 2001). Billy will start making the connections between the strategies being taught by these professionals and what he is learning in my classroom. Learning Activities for Families The first learning activity that they can do as a family is self-talk. During self-talk, each member of the family has time to talk about what went on during their day while encouraging Billy to use more than one- word sentences when he mentions his day. By using this strategy this will help with building confidence with Billy creating new words to express what he did earlier. The second activity they can do is a word matching game. In this game, parents will be able to create word cards for Billy and everyone

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Evaluating 4 to match. When they match the word cards everyone must say the word. This will help Billy form new sentences and understand new words he might not have heard before in class. Communicating with Families My plan to stay in connect with Billy family will be using either ClassDojo or by phone conferences one timeout the week to just know how the progress going. I will create a good plan that will be used in class or even at home to help Billy develop. It is important to build those relationships with Billy’s parents. By having a positive bond this will also help Billy know that I am here for him. By staying in communication with them will help Billy succeed. Billy’s parents will know different things they can do daily to help him communicate.

Evaluating 5 References Developmental Milestones: 4 to 5 Year Olds. (2009). https://healthychildren.org/English/ages- stages/preschool/Pages/DevelopmentalMilestones-4-to-5-Year-Olds.a Morin, Amanda, (2014-2020). Developmental Delays: What You Need to Know. Retrieved from Understood.org Seibert, E. Speech, and Language Strategies for Classroom Teachers. (n.d.). https://specialed.madison.k12.wi.us/files/specialed/Speech%20and %20Language%20Strategies %20for%20Classroom%20Teachers.pdf Lederer, S. (2001). Efficacy of Parent-Child Language Group Intervention for Late-Talking Toddlers. The Transdisciplinary Journal, 11(3-4). Retrieved from https://www.researchgate.net/publication/234570608_Efficacy_of_ParentChild_Language_Grou p_Intervention_for_Late-Talking_Toddlers#:~:text=After %204%20weeks%20of%20intervention %20for%20the%20control%20group %20significant,in%20children%20with%20language %20impairment

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