specific developmental delay developmental delay.pdf · specific developmental delay...
TRANSCRIPT
Welcome to presentation of:
Specific Developmental
Delay
SPECIFIC DEVELOPMENTAL DELAY
(SDD)
Essentially a learning disorder
GlobalMS
Autism
ADHD
Etc..
SpecificReading
Writing
Mathematics
Learning Disorder
SPECIFIC
DEVELOPMENTAL DELAY
(SDD)
-
Characteristics :
- A broader concept than dyslexia.
- Normal level of intelligence.
- No perceptual dysfunction.
Etiology
Lag in the maturation of the dedicated
areas of the left hemisphere.
No brain damage as such but refers
to individual differences in the
complex brain organization during
development.
Confusion of nerve messages
between the two language areas.
Reading:
1)- Words recognition deficit. Difficulty to break a word and
then read it.
e.g.: mat/ter (matter).
2)- Oral reading deficit:
Errors:– Omission: e.g. 'Climb' for Climbed.
– Substitution: e.g. 'Soup' for 'Soap'.
– Reversal: e.g. 'On' For 'no'
3)- Reading comprehension difficulty:
A problem in the ability to mentally interpret what one is reading while the brain undertakes the process of reading.
Spelling disorders.
A) - Oral spelling deficits (spelling aloud).
B) - Written spelling deficits:1- Errors of vowels
'Cat' – 'Cut'
2- Vowel Combination'rain' – 'rian'
3- Distorted , changed letters or words :
Example :
Q a t catBol l ball
Written Expression
Disorder
(A)- Written Expression Deficit:Difficulty in writing Essays, articles or
composition.
(B)- Handwriting Deficit: - Illegibility.
- Slowness.
- Abnormal pencil grip (e.g. dagger’s)
Mathematical Disorders.
A)- Arithmetic Calculation Deficit:( In basic computational skills addition, subtraction,
multiplication, division).
B)- Statement sum problem: Multiple operations involved .
Difficulty in concepts of Time, Speed, Distance etc…
C)- Mathematical reasoning difficulty: In abstraction.
Associated Features
Large family size.
Low socioeconomic status.
Family history of specific developmental
delay.
Increased prevalence of epileptic
children, but overall no overt prevalence
of neurological abnormalities.
Clumsiness and poor left-right
differentiation.
Fears,anxiety,depression,poor attention
and concentration and low self-esteem.
Epidemiology
Prevalence: 3-10% of school age children
SRD : B > G
MSD : G > B
SWD : unknown
Assessment
Reading Deficits: Reading Skills.
Reading age.
Standardized tests,
e.g.: Schonnel graded word reading test.
Grapheme / Phoneme Correspondence test.
(Continued)-Assessment
Handwriting: Analysis.
Formation of letters and their
arrangement on the paper.
Posture.
Pencil grip( Dynamic Tripod).
(Continued)-Assessment
Written Expression:
Written composition, essay or article.
To observe the following:
-Content and related information
- Paragraphs.
- Capital letters.
- Punctuations.
(Continued)-Assessment
Mathematical Disorders:
Careful history of the child school
performance.
Individually administered standardized
mathematical test (IASMT).
(Continued)-Assessment
Neurological assessment.
Psychological assessment.
MSE
Investigations
Visual Acuity .
Audiometry .
I.Q. test .
CT scan (if indicated ).
Management
(Remediation)
Remediation:
Fortification of the child's
learning skills:
Identification of skill deficit.
Planning on classroom
remediation.
Management
(Continued)
Reading:
Basic sight vocabulary (20%), e.g.: 'On' 'Of' 'No'
etc.
Phonic method.
- Grapheme / Phoneme correspondence.
- Blending into words.
Phonetic method: Words are broken into patterns
e.g.: 'ar' 'tion' etc.
Syllabication: making words into respective
Syllables e.g.: mat/ter, stick/er.
Individualized Education Programme.
)Management (Continued
Reading Comprehension Difficulty:
Key Word Approach:
Children need to pick out key words
from paragraph of the lesson (e.g. in a
Lesson titled 'Birds' the child is asked
to pick out the key words, e.g. 'birds'
'feathers', beak, 'nesting habit', 'claws'
etc.
Management
)(Continued
Spelling:
Multi-sensory Technique
e.g.:
VAKT Approach.Used for small children.
Spelling rules.e.g. The plural rule:
e.g. Toy - Toys.
Baby - Babies.
- Suits older students.
Management (Continued)
Written Expression Deficit:
Deliberate strategy to generate the
steps of writing process:
- Idea generation.
- Idea elaboration.
- Idea organization.
Repetition of exercises.
Management (Continued)
Mathematics: Basic Computational Skills:Child may master calculations if they are:
- Like fun and games.
- From everyday life.
-Enhancing self esteem.
- Repeated practice.
Solving Statement Sum: - Strategy to write them out .(eg RIDDES)
- Repeat the sequence with examples.
Project – Math (Self – instructed).
Management (Continued)
1)- Parental Counseling
2)- Family Therapy
Thank You