Prenatal Development
First 2 Weeks: Germinal Period
2 To 8 Weeks: Embryonic Period
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Growth and development continue dramatically during the fetal period. Three months after conception, the fetus is about 3 inches long and weighs about 1 ounce. It has become very active, moving its arms and legs, opening and closing its mouth, and moving its head. The face, forehead, eyelids, nose, chin, arms, hands, and lower limbs are now distinguishable, and the genitals can be identified as male or female. By the end of the fourth month, the fetus is about 6 inches in length and weighs 4 to 7 ounces. By the end of the 5th month, the fetus then grows to 12 inches long and weighs close to a pound. Its toenails and fingernails have begun to form and is more active, showing a preference for a particular position in the womb. By the end of the 6th month, a thin layer of hair has formed and irregular breathing occurs. By the end of the 7th month, the fetus is now about 16 inches long and weighs about 3 pounds. During the 8th and 9th months, the fetus rapidly gains another 4 pounds. At birth, the average American baby weighs 7 pounds and is about 20 inches long. |
• Less than 1/10 inches long |
• Less than 1 inch long |
• About 3 inches long, weighs 1 ounce |
• About 5 1/2 inches long and weighs 4 ounces |
• 10 to 12 inches long and weighs 1/2 to 1 pound |
• 11 to 14 inches long and weighs 1 to 1 1/2 pounds |
• 14 to 17 inches long and weighs 2 1/2 to 3 pounds |
• 16 1/2 to 18 inches long and weighs 4 to 5 pound |
• 19 inches long and weighs 6 pounds |
State Services
A L A B A M A | ||
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Early Intervention-800/543-3098
Director of Special Education |
Program Director Alabama Disabilities Advocacy Program P.O. Drawer 870395 Tuscaloosa, AL 35487-0395 205/348-4928 800/826-1675 |
Director Rehabilitation and Crippled Children Service 2129 E. South Blvd. P.O. Box 11586 Montgomery, AL 36116 205/281-8780 |
A L A S K A | ||
Early Intervention-800/478-2221
Director of Special Education |
Director Disability Law Center of Alaska 615 E. 82nd Avenue, Suite 101 Anchorage, AK 99518 907/344-1002 800/478-1234 |
Director ASIST 2900 Boniface Parkway, #100 Anchorage, AK 99504-3195 907/333-2211 |
A M E R I C A N S A M O A | ||
Early Intervention-800/633-4929
Director of Special Education |
P&A and CAP Client Assistance Program P.O. Box 3937 Pago Pago, American Samoa 96799 684/633-2441 |
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A R I Z O N A | ||
Early Intervention-800/232-1676
Director of Special Education |
P&A and CAP Arizona Center for Law in the Public Interest 3724 N. 3rd Street, Suite 300 Phoenix, AZ 85012 602/274-6287 |
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A R K A N S A S | ||
Early Intervention-800/752-2160
Director of Special Education |
P&A and CAP Executive Director Advocacy Services, Inc. 1100 N. University Suite 201, Evergreen Place Little Rock, AR 72207 501/324-9215 800/482-1174 |
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C A L I F O R N I A | ||
Early Intervention-800/515-2229
Director of Special Education |
Executive Director Protection & Advocacy, Inc. 100 Howe Avenue, Suite 185N Sacramento, CA 95825 916/488-9950 800/952-5746 |
Client Assistance Program 830 K St. Mall Sacramento, CA 95814 916/322-5066 |
C O L O R A D O | ||
Early Intervention-800/288-3444
Director of Special Education |
P&A and CAP Executive Director The Legal Center 455 Sherman Street, Suite 130 Denver, CO 80203 303/722-0300 |
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C O N N E C T I C U T | ||
Early Intervention-800/505-7000
Bureau of Special Education and Pupil Personnel Services |
Executive Director Office of Protection & Advocacy for Persons with Disabilities 60 Weston Street Hartford, CT 06120-1551 203/297-4300 800/842-7303 |
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D E L A W A R E | ||
Early Intervention-302/577-4643
Director of Special Education |
Administrator Disabilities Law Program 144 E. Market Street Georgetown, DE 19947 302/856-0038 |
Director Client Assistance Program United Cerebral Palsy, Inc. 254 Camden-Wyoming Ave. Camden, DE 19934 302/698-9336 |
Department of Defense/Dependents Services Department of Defense Office of Dependents’ Education 4040 Fairfax Drive Arlington, VA 22203 703/696-4493 |
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D i s t r i c t o f C o l u m b i a | ||
Early Intervention-202/727-8300 Director of Special Education Goding School 10th and F St. NE Washington, DC 20002 202/724-4800 |
Executive Director Information, Protection, and Advocacy Center for Handicapped Individuals , Inc. 4455 Connecticut Ave., NW, Suite B-100 Washington, DC 20008 202/966-8081 |
Administrator Client Assistance Program D.C. Rehabilitation Services Administration Commission on Social Services Department of Human Services 605 G St, NW, Room 1101 Washington, DC 20001 202/727-0977 |
F L O R I D A | ||
Early Intervention-800/654-4440
Director of Special Education |
P&A and CAP Executive Director Advocacy Center for Persons with Disabilities, Inc. 2671 Executive Center, Circle West Webster Bldg., Suite 100 Tallahassee, FL 32301-5024 904/488-9070 800/342-0823 |
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G E O R G I A | ||
Early Intervention-800/229-2038
Director of Special Education |
Executive Director Georgia Advocacy Office, Inc. 999 Peachtree Street NW, Suite 870 Atlanta, GA 30309 404/885-1234 800/282-4538 |
Director Division of Rehabilitation Services 2 Peachtree St., NW, 23rd floor Atlanta, GA 30303 404/657-3009 |
G U A M | ||
Early Intervention-671/475-0549
Director of Special Education |
Administrator The Advocacy Office Micronesia Mall, Office A West Marine Drive Dededo, Guam 96912 |
Director Client Assistance Program Parent Agencies Network P.O. Box 23474 GMF, Guam 96921 671/649-1948 |
H A W A I I | ||
Early Intervention-800/235-5477 808/955-7273(Oahu only);Director of Special Education Special Needs Branch Hawaii Department of Education Special Education Section 3430 Leahi Avenue Honolulu, HI 96815 808/733-4990 |
P&A and CAP Executive Director Protection and Advocacy Agency of Hawaii 1580 Makaloa St., Suite 1060 Honolulu, HI 96814 808/949-2922 |
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I D A H O | ||
Early Intervention-800/962-2588
Supervisor |
Idaho’s Coalition of Advocates for the Disabled, Inc. 447 Emerald, Suite B100 Boise, ID 83706 208/336-5353 |
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I L L I N O I S | ||
Early Intervention-800/323-4679
Director of Special Education |
Director Equip for Quality, Inc. 11 E. Adams, Suite 1200 Chicago, IL 60603 312/341-0022 |
Director Illinois Client Assistance Program 100 N. First Street, 1st Floor W Springfield, IL 62702 217/782-5374 |
I N D I A N A | ||
Early Intervention-800/964-4746
Director of Special Education |
P&A and CAP Indiana Advocacy Services 850 North Meridian, Suite 2-C Indianapolis, IN 46204 317/232-1150 800/622-4845 |
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I O W A | ||
Early Intervention-800/779-2001
Chief |
Director Iowa Protection & Advocacy Services, Inc. 3015 Merle Hay Rd., Suite 6 Des Moines, IA 50310 515/278-2502 800/779-2502 |
Administrator Client Assistance Program Lucas State Office Bldg. Des Moines, IA 50319 515/281-3957 |
K A N S A S | ||
Early Intervention-800/332-6262
Director of Special Education |
Executive Director Kansas Advocacy & Protection Services 2601 Anderson Avenue, Suite 200 Manhattan, KS 66502 913/776-1541 800/432-8276 |
Client Assistance Program Biddle Bldg., 2nd Floor 2700 West 6th Street Topeka, KS 66606 913/296-1491 |
K E N T U C K Y | ||
Early Intervention-800/442-0087
Director of Special Education |
Director Office for Public Advocacy Division for Protection and Advocacy 100 Fair Oaks Lane, 3rd Floor Frankfort, KY 40601 502/564-2967 800/372-2988 |
Administrator Client Assistance Program Capitol Plaza Tower Frankfort, KY 40601 502/564-8035 |
L O U I S I A N A | ||
Early Intervention-800/922-3425
Director of Special Education |
P&A and CAP Executive Director Advocate Center for the Elderly & Disabled 210 O’Keefe, Suite 700 New Orleans, LA 70112 504/522-2337 800/662-7705 |
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M A I N E | ||
Early Intervention-207/278-3272
Director of Special Education |
Director Maine Advocacy Services 32 Winthrop Street P.O. Box 2007 Augusta, ME 04338-2007 207/626-2774 800/452-1948 |
CARES, Inc. 4-C Winter Street Augusta, ME 04330 207/622-7055 |
M A R Y L A N D | ||
Early Intervention-800/535-0182
Director of Special Education |
Director Maryland Disability Law Center 2510 St. Paul St. Baltimore, MD 21218 410/235-4700 800/33-7201 |
Client Assistance Program Division of Vocational Rehabilitation 2301 Argonne Drive Baltimore, MD 21218-1696 410/554-3224 |
M A S S A C H U S E T T S | ||
Early Intervention-800/462-5015
Administrator |
Executive Director Disability Law Center of Massachusetts 11 Beacon Street, Suite 925 Boston, MA 02108 617/723-8455 |
MA Office of Disability Client Assistance Program One Ashburton Place, Room 1305 Boston, MA 02108 617/7440 |
M I C H I G A N | ||
Early Intervention-800/327-5966
Director of Special Education |
Executive Director Michigan Protection & Advocacy Service, Inc. 106 W. Allegan, Suite 210 Lansing, MI 48933 517/487-1755 |
State Director Client Assistance Program P.O. Box 30018 Lansing, MI 48909 517/373-8193 |
M I N N E S O T A | ||
Early Intervention-800/728-5420
Director of Special Education |
Protection and Advocacy and CAP Minnesota Disability Law Center 430 First Avenue N, Suite 300 Minneapolis, MN 55401-1780 612/334-5785 |
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M I S S I S S I P P I | ||
Early Intervention-800/451-3903
Director of Special Education |
Executive Director Mississippi Protection & Advocacy System for DD, Inc. 5330 Executive Place, Suite A Jackson, MS 39206 601/981-8207 |
Client Assistance Program Easter Seal Society 3226 N. State Street Jackson, MS 39216 601/362-2585 601/982-7051 |
M I S S O U R I | ||
Early Intervention-800/863-6623
Director of Special Education |
Protection and Advocacy and CAP Missouri Protection & Advocacy Services 925 S. Country Club Drive, Unit B-1 Jefferson City, MO 65109 314/893-3333 |
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M O N T A N A | ||
Early Intervention-800/222-7585
Director |
Protection and Advocacy and CAP Executive Director Montana Advocacy Program 316 N. Park, Room 211 P.O. Box 1680 Helena, MT 59623 406/444-3889 800/245-4743 |
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Native American Indian Affairs | ||
Early Intervention-202/208-6675
Branch of Exceptional Education/BIA |
Protection and Advocacy DNA People’s Legal Service, Inc. P.O. Box 306 Window Rock, AZ 86515 602/871-4151 |
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N E B R A S K A | ||
Early Intervention-800/742-7594
Director of Special Education |
Client Assistance Program Division of Rehabilitative Services State Department of Education 301 Centennial Mall South, 6th Floor Lincoln, NE 68509 402/471-3656 |
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N E V A D A | ||
Early Intervention-800/522-0066
Director of Special Education |
Director Office of Protection & Advocacy, Inc. Financial Plaza 1135 Terminal Way, Suite 105 Reno, NV 89502 702/688-1233 800/922-5715 |
Client Assistance Program 1755 East Plumb Lane, #128 Reno, NV 89502 702/688-1440 800/633-9879 |
N E W H A M P S H I R E | ||
Early Intervention-800/298-4321
Director of Special Education |
Executive Director Disabilities Rights Center, Inc. P.O. Box 3660 18 Low Avenue Concord, NH 03302-3660 603/228-0432 |
Director Client Assistance Program Governors Commission of the Handicapped 57 Regional Drive Concord, NH 03301-0686 603/271-2773 |
N E W J E R S E Y | ||
Early Intervention-800/792-8858
Director of Special Education |
Protection and Advocacy and CAP NJ Department of Protection and Advocate 210 S. Broad, 3rd Floor Trenton, NJ 08608 609/292-9742 800/792-8600 |
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N E W M E X I C O | ||
Early Intervention-800/522-8195
Director of Special Education |
Protection and Advocacy and CAP Protection and Advocacy System 1720 Louisiana Blvd. NE, Suite 204 Albuquerque, NM 87110 505/256-3100 800/432-4682 |
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N E W Y O R K | ||
Early Intervention-800/522-4369
Assistant Commissioner |
Protection and Advocacy and CAP Commissioner New York Commission on Quality of Care for the Mentally Disabled 99 Washington Ave., Suite 1002 Albany, NY 12210 518/473-7378 |
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N O R T H C A R O L I N A | ||
Early Intervention-800/852-0042
Director of Special Education |
Director Governor’s Advocacy Council for Persons with Disabilities 2113 Cameron Street, Suite 218 Raleigh, NC 27605-1344 919/733-9250 800/821-6922 |
Director Client Assistance Program Division of Vocational Rehabilitation Services P.O. Box 26053 Raleigh, NC 27611 919/733-3364 |
N O R T H D A K O T A | ||
Early Intervention-800/472-8529
Director of Special Education |
Director Protection & Advocacy 400 E. Broadway, Suite 616 Bismark, ND 58501-4038 800/472-2670 |
Associate Director Client Assistance Program 400 E. Broadway, Suite 303 Bismark, ND 58501-4038 701/328-3970 |
NORTH MARIANA ISLANDS | ||
Director Special Education Programs CNMI Public School System P.O. Box 1370 Saipan, MP 96950 670/322-9956 |
Protection and Advocacy and CAP Karidat P.O. Box 745 Saipan, MP 96950 670/234-6981 |
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O H I O | ||
Early Intervention-800/374-2806
Director of Special Education |
Executive Director Ohio Legal Rights Service 8 E. Long St., 6th Floor Columbus, OH 43215 614/466-7264 800/282-9181 |
Client Assistance Program Governor’s Office of Advocacy for People with Disabilities 30 E. Broad Street, Suite 1201 Columbus, OH 43215 614/466-9956 |
O K L A H O M A | ||
Early Intervention-800/426-2747
Executive Director |
Director Oklahoma Disability Law Center, Inc. 4150 S. 100 East Avenue 210 Cherokee Bldg., Tulsa, OK 74146-3661 918/664-5883 |
Client Assistance Program Oklahoma Office of Hndcp. Concerns 4300 N. Lincoln Blvd., Suite 200 Oklahoma City, OK 73105 405/521-3756 |
O R E G O N | ||
Early Intervention-800/322-2588
Director of Special Education |
Executive Director Oregon Advocacy Center 620 S.W. 5th Avenue, 5th Floor Portland, OR 97204 503/243-2081 |
Oregon Advocacy Center 1257 Ferry Street S.E. Salem, OR 97310 503/378-3142 |
P A L A U | ||
Early Intervention-670/664-3754
Special Education Coordinator |
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P E N N S Y L V A N I A | ||
Early Intervention-800/692-7288
Director of Special Education |
Pennsylvania Protection & Advocacy, Inc. 116 Pine St. Harrisburg, PA 17101 717/236-8110 800/692-7443 |
Client Assistance Program (SEPLS) 1617 JFK Blvd., Suite 800 Philadelphia, PA 19103 215/557-7112 |
Client Assistance Program (Western PA) 211 N. Whitfield Street, Suite 215 Pittsburgh, PA 15206 412/363-7223 |
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P U E R T O R I C O | ||
Early Intervention-800/981-8492
Assistant Secretary of Special Education |
Director Planning Research and Special Projects Ombudsman for the Disabled Governor’s Office P.O. Box 5163 Hato Rey, PR 00936 809/766-2338 |
Assistant Secretary for Vocational Rehabilitation Department of Social Services P.O. Box 118 Hato Rey, PR 00919 809/725-1792 |
R H O D E I S L A N D | ||
Early Intervention-800/464-3399
Director of Special Education |
Protection and Advocacy and CAP Executive Director Rhode Island Protection & Advocacy System 151 Broadway, 3rd Floor Providence, RI 02903 401/831-3150 |
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S O U T H C A R O L I N A | ||
Early Intervention-800/922-1107
Director |
Executive Director South Carolina Protection & Advocacy System for the Handicapped, Inc. 3710 Landmark Drive, Suite 208 Columbia, SC 29204 803/782-0639 803/922-5225 |
Office of the Governor Division of Ombudsman and Citizen Services P.O. Box 11369 Columbia, SC 29211 803/734-0457 |
S O U T H D A K O T A | ||
Early Intervention-800/529-5000
Director |
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T E N N E S S E E | ||
Early Intervention-800/582-7157
Assistant Commissioner |
Protection and Advocacy and CAP Director Tennessee Protection and Advocacy, Inc. P.O. Box 121257 Nashville, TN 37212 615/298-1080 800/342-1660 |
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T E X A S | ||
Early Intervention-512/502-4920
Director of Special Education |
Protection and Advocacy and CAP Executive Director Advocacy, Inc. 7800 Shoal Creek Blvd., Suite 171-E Austin, TX 7857 512/454-4816 800/463-9414 |
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U T A H | ||
Early Intervention-800/333-8824
Director |
Protection and Advocacy and CAP Executive Director Legal Center for People with Disabilities 455 East 400 South, Suite 201 Salt Lake City, Utah 84111 801/363-1347 800/662-9080 |
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V E R M O N T | ||
Early Intervention-800/727-3686
Director |
Director Vermont DD Law Project 264 Winoosk Avenue P.O. Box 1367 Burlington, VT 05401 802/863-2881 |
Client Assistance Program Ladd Hall 103 South Main Street Waterbury, VT 05676 |
V I R G I N I S L A N D S | ||
Early Intervention-809/773-8804
Director of Special Education |
Protection and Advocacy and CAP Director Virgin Islands Advocacy Agency 7A Whim Street, Suite 2 Frederiksted, VI 00840 809/772-1200 |
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V I R G I N I A | ||
Early Intervention-800/234-1448
Director of Special Education |
Protection and Advocacy and CAP Director Department of Rights of Virginians with Disabilities James Monroe Bldg. 101 N. 14th St., 17th Floor Richmond, VA 23219 804/225-2042 800/552-3962 |
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W A S H I N G T O N | ||
Early Intervention-800/322-2588
Director of Special Education |
Washington Protection & Advocacy System 1401 E. Jefferson Street, Suite 506 Seattle, WA 98122 206/753-1521 |
Client Assistance Program P.O. Box 22510 Seattle, WA 98122 206/721-4049 |
W E S T V I R G I N I A | ||
Early Intervention-800/734-2319
Director |
West Virginia Advocates, Inc. Litton Building, 4th Floor 1207 Quarrier St. Charleston, WV 25301 304/346-0847 800/950-5250 |
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W I S C O N S O N | ||
Early Intervention-800/642-7837
Assistant Superintendent |
Executive Director Wisconsin Coalition for Advocacy, Inc. 16 N. Carroll Street, Suite 400 Madison, WI 53703 608/267-0214 |
Governors Commission for People with Disabilities 1 W. Wilson Street, Room 558 P.O. Box 7852 608/267-7422 800/362-1290 |
W Y O M I N G | ||
Early Intervention-800/438-5791
Federal Programs Unit |
Executive Director Protection & Advocacy System, Inc. 2424 Pioneer Ave., No. 101 Cheyenne, WY 82001 307/638-7668 307/624-7648 |
Early Intervention Programs
City and State Programs |
City and State programs provide free services to families based on a child’s age and needs. Services accessed for children ages birth to 3 years are typically provided by city programs regulated and funded through the State’s Department of Health. These programs are called Early Intervention Programs. Services accessed for children ages 3 years and up are usually regulated through the State’s Board of Education Program. These programs are called,”Committee on PreSchool Special Education Programs (CPSE). All programs though regulated from separate sources, are aimed at assisting children in achieving their developmental goals in becoming school ready. Services may be obtained for free based on separate eligibility requirements for each of the 2 program types, and have the following purposes: – to assist children with developmental delays in becoming school ready so they do not fall behind in the school system – to identify early, any conditions or disorders associated with learning |
Early Intervention |
As mentioned above, Early Intervention Programs are city and state programs regulated and funded by each state’s Department of Health. Every state has an Early Intervention Program available to provide eligible children with services to help children ‘catch up’ in their development. Early Intervention Programs are not typically advertised and are usually referral based with most referrals coming from Pediatricians and other parents. Early Intervention Programs within each State do not necessarily provide the actual services, they only fund and approve them. Early Intervention “Providers” are private or non-profit businesses that actually provide the services and then bill the State or City’s Early Intervention Program. To obtain services for your child you must first contact your State’s Early Intervention Office, to find out which providers are nearest you, and then choose an Early Intervention Provider that best suites your child’s needs. Many EI Providers have their own specialties, for example ‘United Cerebral Palsy, (UCP)”, provides EI services to all children eligible and of course may have many more resources to services for children with Cerebral Palsy. You may call EI Providers and arrange to have a tour of their facilities to check them out before hand before choosing one. If you do so however, you must try not to waste too much time; the enrollment process can take long enough. It is not impossible for a child to go through a long evaluation process just in time to transfer out of the Early Intervention Program. I heard from a parent once that while choosing an Early Intervention Provider and touring their facilities, what helped her make her decision was the greetings she received from the staff. On one of her tours she was greeted by everyone passing by while in the waiting area, even the janitor had stopped to say hello to both her and her two sons. She claimed that this impressed her and that to see a facility where all the staff are both happy to work there and friendly, she knew she had made the right choice.
What types of services can I receive for my child through an Early Intervention Program? The answer is: as many services that your child is eligible for that are out there. Typically you must have your child tested for eligibility first. Testing would determine your child’s estimated, developmental age for each of the 6 areas of development. From there your child could be eligible to receive services at home, in a classroom or even both, depending on your child’s age and needs. If your child tested as delayed in speech, then your child would be eligible to receive Speech Therapy either at home, one on one with a Speech Therapist, or at a center. A child could be eligible to receive services such as: Speech Therapy, Physical Therapy, Occupational Therapy, Special Instruction, Vision Therapy, Respite (home care), Daycare, medical, Parent Training, Family counseling, Psychological Play Therapy, and many more of course depending on your child’s and family’s needs. |
THE EI Process: |
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Areas of Development
Cognitive Development: This area defines a child’s ability to think, process information, learn and solve problems. There are several theories that describe the skills and processes associated with infant learning and taught in schools today. Such skills and information processing and are: object permanence (ability to understand that objects and events continue to exist even though the infant is no longer in contact with them), attention, symbolic play, imitation,conceptual ability, habituation (the repeated presentation of the same stimulus causing reduced attention over time), and memory. Several developmental tests are used today and were developed based on these theories. Some of the more common tests used are The Bayley Scales of Infant Development and The H.E.L.P. Checklist. Such tests evaluate an infant’s auditory and visual attention, manipulation of objects and toys, interaction with examiner and imitation, memory involved with object permanence (like finding hidden toy), goal-directed behavior involving persistence (like peg board, shape sorter), ability to follow directions, knowledge of object names and understanding concepts (such as concept of ‘one’). Milestones associated with this area are: identifies self in mirror(15-16 months), identifies 6 body parts(22-24 months) and completes 3-4 piece puzzle (30-36 months).Children who are tested and found delayed in this area would be recommended to receive “Special Instruction” services either at home, in a classroom setting or both, depending on the child’s needs and age. A Special Education Teacher would be serviced to assist a child’s development in this area. Special Instruction in a classroom setting also overlaps with learning skills in each of the other areas as well due to many of the classroom activities. |
Communication Development: Language: In an infant’s first few months, sharp noises can show a startle response. At 3 to 6 months, infants can begin to show an interest in sounds, play with saliva, and respond to voices. In the next 3 to 6 months, babbling can begin and is determined mainly by biological maturation, not so much reinforcement, hearing, or care-giver-infant interaction. It has been found that deaf babies can begin to babble at this time. The purpose of a baby’s earliest communication is to attract attention from parents and others in the environment. This is usually accomplished by a baby making and breaking eye contact, by vocalizing sounds, or by performing manual actions such as pointing. All of these behaviors involve the aspect of language called pragmatics. The environment can play a significant role in communication development. It is encouraged for babies to be bathed in language very early by speaking to them extensively, especially about what the baby is attending to at the moment.
Some of the milestones in infant communication are: babbling(3-6 months), first words understood(6-9 months), growth of receptive vocabulary(reaches 300 words or more by age 2), first instructions understood (9 months to 1 year), first word spoken(10-15 months), and the growth of spoken vocabulary(reaches 200-275 words by age 2). Concepts expected with two-word statements by ages 18 to 24 months are:identification(‘see book’), location(‘toy there’), repetition(‘more’), nonexistence(‘all gone’), negation(‘not dog’), possession(‘my toy’), attribution(‘big car’), agent-action(‘mom move’), action-direct object(‘hit you’), action-indirect object(‘give dadda’), action-tool(‘cut knife’), and question(‘where ball?’). Speech Therapists typically work with children delayed in this area either one to one at home, at a center, in a speech group, or in a classroom. Occupational Therapists overlap with respect to oro-motor, and Special Education Teachers overlap in this area with respect to working with a child’s speech in the classroom. |
Physical Development (gross motor): This area involves the development and coordination of large muscle groups. At birth, an infant does not have significant coordination of chest and arms, yet in the first month an infant should lift its head from a prone position. At about 3 months, an infant should hold its chest up and use its arms for support after being in a prone position. At 3 to 4 months, infants should roll over, and at 4 to 5 months, they should support some weight on their legs. Other skills associated with this area are rolling over, holding head up, walking, balance and ascending/descending stairs. The actual month at which the milestones occur varies by as much as 2 to 4 months, especially among older infants. What remains fairly uniform however, is the sequence of accomplishments. As each skill is learned, so does the level of independence as well. Physical Therapists are serviced to work with children delayed in this area, typically on a one to one basis. A common condition that occurs in children who were breached or born of multiple births and in need of physical therapy, is torticollis. If a child is in a constraining position while in the womb, muscles can become tightened and in the case of torticollis, the neck muscle is tightened. In this case a child would be born with his/her head tilted to one side. Physical therapy for a few months, 2 or 3 times a week and some parental carry-over exercises could relieve this condition. |
Hand/Eye Coordination (fine motor): This area involves the delicate coordination of smaller muscles and muscle groups such as hands, fingers, mouth and eyes. Infants have hardly any control over fine motor skills at birth, although they have many components of what later become finely coordinated arm, hand, mouth and finger movements. Skills associated with this area involve reaching and grasping, manipulating objects, coloring with a crayon, grasping objects appropriately, following objects with eyes, and later, feeding oneself and being toilet trained. This area can also include two other areas of development:
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Social/Emotional Development:
This area involves a child’s ability to display and identify emotions such as fear and anger, for example. It is also the area that involves attachment, temperament, how a child acts in social situations such as greeting people hello or goodbye, sharing attention with another, and looking at another for approval. Emotions are the first language that parents and infants communicate with before the infant acquires language. various emotions occur at different ages – for example, a social smile (4-6 weeks), surprise (3-4 months), and shame (6-8 months). Attachment to a caregiver intensifies at about 6 to 7 months of age, and can be classified by three areas: secure – assumed optimal for development, avoidant, or resistant. An infant’s temperament (such as easy, difficult, or slow to warm up) is strongly influenced by biological factors but becomes more malleable with experience. Psychologists, Social Workers and classroom settings all play key roles in working with children delayed in this area. |
Adaptive/Self Help Development:
This area involves a child’s independence, ability to do things for one’s self, and a child’s ability to adapt to the environment. As children progress in physical and coordination development, they have more opportunities to explore their environment and gain independence. Skills associated with this area are feeding oneself, opening door independently, unzips/zips zipper and going in potty independently, for examples. Occupational Therapists and Special Instruction Teachers typically work with delayed children in this area. |
Access to US Services
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Warning Signs and Behaviors of Childhood Disorders Articles
Warning Signs and Behaviors of Childhood Disorders, Part VII: Eating & Feeding Disorders (Pica, Rumination, Feeding)
answer: Know the warning signs.
These disorders of Infancy and Early Childhood are characterized by persistent disturbances in feeding and eating (DSM-IV).
Pica
Pica is significant for the persistent eating of nonnutritive substances which may vary with age. Infants and younger children are typically found to eat string, hair, plaster, paint, or cloth. Older children may tend to eat animal droppings, sand, insects, leaves, or pebbles. Adolescents may eat soil or clay. These eating behaviors would be developmentaly inappropriate and typically associated with other mental disorders. Specific symptons significant of this disorder are:
• Persistent eating of nonnutritive substances
for at least 1 month
• The eating of nonnutritive substances is
inappropriate to developmental level
• The eating behavior is not part of a culturally
sanctioned practice
• It is sufficiently severe to warrant independent
clinical attention
Rumination Disorder
Rumination Disorder is known for the repeated regurgitation and rechewing of food that develops in infants or children after a period of normal functioning. Partially digested food is brought back up to the mouth without apparent nausea, retching, disgust or associated gastrointestinal disorder. The food is either ejected or more frequently, chewed and reswallowed. These symptoms would not be due to another medical condition. (DSM IV). Infants and children are typically irritable and hungry between episodes of regurgitation having this disorder. Specific symptons significant of this disorder are:
• Repeated regurgitation and rechewing of food for
at least 1 month following a period of normal functioning
• These behaviors are not due to an associated
gastrointestinal or other medical condition
• Symptoms are sufficiently severe to warrant
independent clinical attention
Feeding Disorder
Feeding Disorder is significant for its persistent failure to eat adequately, as reflected in significant failure to gain weight or significant weight loss over at least 1 month. Infants with feeding disorder are often irritable, difficult to console during feeding, may appear apathetic and withdrawn, and may also exhibit developmental delays. (DSM IV). Other factors that may contribute to this disorder include parental psychopathology and child abuse or neglect. Specific symptons significant of this disorder are:
• Feeding disturbance manifested by persistent failure to
adequately eat with significant failure to
gain weight or significant loss of weight
over at least 1 month
• Feeding disturbance is not due to an associated
gastrointestinal or other medical condition
• often actively defies or refuses to comply with
adults’ requests or rules
• Disturbance is not better accounted for by another
mental disorder or lack of available food
• The onset is before age 6
Note: The above lists are not intended for the use of diagnosing disorders. Disorders are diagnosed by the severity, frequency and a combination of many factors. Please seek professional advice should any of the above listed criteria cause any concern.
Warning Signs and Behaviors of Childhood Disorders, Part VI: Oppositional Defiant Disorder
answer: Know the warning signs.
Warning Signs and Behaviors:
Oppositional Defiant Disorder
Oppositional Defiant Disorder is significant for a recurrent pattern of negative, defiant, disobedient, and hostile behaviors toward authoritative figures. These behaviors consist of losing temper, arguing with adults, deliberately doing things to annoy others, actively defying or refusing to comply with rules or requests, blaming others for his/her own mistakes or misbehavior, being touchy or is easily or easily annoyed by others, being angry and resentful, or being spiteful and vindictive (DSM IV). Behaviors would lead to significant impairment in social, academic, or occupational functioning. Some of the symptoms significant of this disorder are:
Pattern of negativistic, hostile, and defiant behavior lasting at least 6 months:
• often loses temper
• often argues with adults
• often actively defies or refuses to comply with
adults’ requests or rules
• often deliberately annoys people
• often blames others for his/her mistakes or
misbehavior
• is often touchy or easily annoyed by others
• is often angry and resentful
• is often spiteful and vindictive
Warning Signs and Behaviors of Childhood Disorders, Part V: Conduct Disorder
answer: Know the warning signs.
Warning Signs and Behaviors:
Conduct Disorder
Conduct Disorder is significant for a repitive and persistent pattern of behavior where the basic rights of others, age-appropriate norms or rules are violated. These behaviors consist of aggressive conduct that causes/threatens physical harm, non-aggressive conduct causing property loss or damage, theft or deceiptfulness, and serious violations of rules (DSM IV). Severity of this disorder varies from mild, moderate and severe. Some of the symptons significant of this disorder are:
Aggression to people & animals:
• often bullies, threatens, or intimidates others
• often initiates physical fights
• has used a weapon that can cause serious physical
harm to others (e.g., knife, gun, broken bottle, a bat)
• has been physically cruel to people
• has been physically cruel to animals
• has stolen while confronting a victim (e.g., mugging,
purse snatching, armed robbery, extortion)
• has forced someone into sexual activity
Destruction of property:
• has deliberately engaged in fire setting with
the intention of causing serious damage
• has deliberately destroyed other people’s property
(other than by fire)
Deceiptfulness or theft:
• has broken into someone else’s home, building, or car
• often lies to obtain goods or favors
or to avoid obligations (e.g., ‘cons’ others)
• has stolen items of nontrivial value without
confronting a victim (e.g., shoplifting- without
breaking and entering, forgery)
Serious violations of rules:
• often stays out at night despite parental
prohibitions, before age 13 years
• has run away from home overnight at least
while living in parents/surrogate’s home
• is often truant from school, beginning
before age 13 years
Note: The above lists are not intended for the use of diagnosing disorders. Disorders are diagnosed by the severity, frequency and a combination of many factors. Please seek professional advice should any of the above listed criteria cause any concern.