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Developmental Standards Project

Your Name

EDPS 250

Swanson

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Introduction

I am aspiring to be a Speech-Language Pathologist. I will be working with children who have

impaired speech, but who could also have any sort of mental or physical disability. The purpose

of this project is to demonstrate my understanding of InTASC 1, the All Grade Standards, and

the Ball State Conceptual Framework. InTASC 1 states:

The teacher understands how learners grow and develop, recognizing that patterns of learning

and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas, and designs and implements developmentally appropriate and challenging

learning experiences.

Concepts in development:

1. Early Hearing Loss and Language Abilities in Children with Down Syndrome

2. Behavior Problems with Individuals with Cornelia de Lange Syndrome

3. On the Relationship Between Motor Performance and Executive Functioning in

Children with Intellectual Disabilities

4. Environmental Enrichment as a Therapy for Autism

5. Phonological Awareness and Vocabulary Performance of Monolingual and

Bilingual Preschool Children with Hearing Loss

6. Early Language Development in Children with a Genetic Risk of Dyslexia

7. Early Childhood, Preoperational Stage, and Theory of Mind

8. Tobacco, Cleft Lip/Palate, and Speech

9. Down Syndrome, Hearing Loss, and Expressive Language

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Developmental Research #1

Early Hearing Loss and Language Abilities in Children with Down Syndrome

Down syndrome (DS) or trisomy 21 is the most common chromosomal disorder there is. The

majority of DS cases result from failure of chromosome separation during meiosis; this causes

one to have three of the same chromosomes instead of two (the normal amount). Children born

with this disorder are likely to have difficultly with memory, speech, vocabulary, and normal

motor and intellectual development (Berk & Meyers, 2016). Down syndrome can also be

associated with hearing problems. Hearing loss that occurs early in a child’s life can greatly

affect language acquisition. Individuals with DS often have a more difficult time with

expressive language; it is more difficult for them to produce language than the average child

(Laws & Hall, 2014). This particular sequential study used audiology clinic data to find the

correlation between hearing loss and speech and language abilities in children ages 2 to 4 years.

There were questionnaires that the parents of the children were asked to complete concerning

their child’s hearing abilities. Using the data from the parents and the audiology clinic the

researchers were able to separate the 42 children into groups according to their ability to hear.

The children with hearing loss were then compared to those without. The children were then

tested on their nonverbal abilities, their IQ, their hearing threshold, their vocabulary, language

abilities, and their speech (Laws & Hall, 2014). The results of this study show that early hearing

loss does indeed have a major impact on the development of speech and language.

Instructional Decision #1

This study helped show me how big of an impact hearing loss can have on the development of

speech and language. Although this is a major problem for children diagnosed with DS, it can be

applied to any child. Children with hearing impairments, especially early on will likely be

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developmentally delayed in language; a child develops speech and language early in life by

hearing and imitating others, if the child cannot hear speech they need to be taught to babble with

their hands so that they develop language. This is why it is crucial to catch hearing impairments

as soon as possible. In the state of Indiana it is required that children get their hearing tested

when they first begin school and then in grades 1st, 4th, 7th, and 10th. As a speech pathologist I

will be able to give hearing screenings. If a child fails a screening they will be retested and then

sent on to a audiologist for further testing and treatment. For the children I work with that have

already been diagnosed with a hearing loss I will make a treatment plan that works to meet their

specific needs. For example, I will make sure to face the child while speaking to them. It is

important to be close so that the child can hear my voice and see my lips moving (AG 2.5). I

will speak clearly and at a slow to normal rate. I will also make sure that there is no background

noise to interfere. For a child with Down syndrome it is important to begin therapy early, these

children will need more time to develop speech and language. As a speech pathologist working

with DS children I will use visual aids to help them learn new sounds. I will focus on one sound

at a time and give the child more practice for each sound we work on together during therapy.

Developmental Research #2

Behavior Problems with Individuals with Cornelia de Lange Syndrome

Cornelia de Lange Syndrome or CdLS is a rare genetic disorder that includes several different

physical and behavioral abnormalities (Rojahn et al., 2013). DNA is the genetic make-up that

makes individuals who they are. Genes can be defined as segments of DNA. A mutation is a

unwanted permanent change in the segment of DNA (Berk & Meyers, 2016). Mutations can

explain why individuals are born with impairments or genetic disorders like CdLS. With this

particular disorder infants can be born with low birth weight, a unibrow, and reflux problems

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(Rojahn et al., 2013). These children often times have developmental delays (including delayed

or absent speech), hearing impairments, and behavioral problems. This study focuses on the

relationship between self-injurious behaviors and the intellectual ability of the individual with

CdLS. The data was collected through an online survey using Qualtrics. An email was sent out

to 1365 families who have a child with CdLS; the survey was also posted on the CdLS

Foundation webpage for people to access. Of these people 197 surveyed were taken. The

Behavior Problems Inventory is a behavior rating system that was used in this study; this

includes stereotypic behaviors such as yelling and aggressive/destructive behaviors like

hitting/grabbing others. The previous examples given were some of the highest frequencies

recorded. For self-injurious behaviors teeth grinding had a total of 54%, which made it the

highest behavior recorded (Rojahn et al., 2013). Intellectual functioning was scored in three

classifications including severe/profound, moderate, or mild/average impairment. Results found

this study showed a very strong correlation between intellectual functioning and self-injurious

behavior. Those with severe/profound impairments had a higher frequency or self-injurious

behaviors than those with moderate or mild impairments (Rojahn et al., 2013).

Instructional Decision #2

Although this genetic disorder is rare it is still something to be aware of. Children with this

disorder can have severe behavior problems as well as impairment with speech and hearing,

which directly relates to speech pathology. As a speech therapist working with a CdLS child I

will be sure to have a routine that is very predictable. I would want to do this to help with any

behavior problems the child may have; if our schedule is predictable the child will be less likely

to act out in an aggressive manner (AG 1.3). I will ensure that we are working in a calm quiet

environment, which will help with not only the behaviors of the child, but with their hearing as

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well (AG 5.1). Children with this disorder are often times nonverbal. If this were the case I

would not be able to work on speech, but I would focus on other forms on communication, such

as using pictures, American Sign Language, and technology devices such as apps on a tablet (AG

2.11). It is very important to make sure the child is able to communication in some form; the

lack of communication can be directly related to some of the behavior problems. By ensuring

that the child can communicate certain behaviors can be decreased in frequency.

Developmental Research #3

On the Relationship Between Motor Performance and Executive Functioning in Children

with Intellectual Disabilities

An individual with an intellectual disability (ID) is someone who is limited in intellectual

functions such as learning, reasoning, and problem solving. Executive function involves

cognitive processes and strategies that help an individual achieve a goal (Berk & Meyers, 2016).

This is not an innate skill that humans are born with; it is something that slowly develops over

time. This study examines the motor skills and executive functions in children with borderline or

mild ID. Then after collecting data this study’s goal was to examine the relationship between the

two performances (Hartman, Houwen, Scherder, & Visscher, 2010). The children that

participated in this study were from one of three special needs schools located in the

Netherlands. The researchers of this study were given access to the children’s’ files to obtain the

IQ of each child (Hartman et al., 2010). Ninety-seven children were selected to be a part of this

study; there were 61 children with borderline ID and 36 with mild ID. The children were given a

motor assessment using TGMD-2 and an executive functioning assessment with Tower of

London task (TOL). The results for the two groups of children with ID were compared with

those of normal developing children. This study shows that children with ID have trouble with

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motor performance and executive functions. Object control appeared to be a reoccurring skill

that ID children struggled with (Hartman et al., 2010). In conclusion, these two concepts seemed

to go hand and hand throughout this study; the more the child struggled in one area, the more

they struggled in the other as well.

Instructional Decision #3

Learning can be very difficult at times for a child with an Intellectual Disability. As a speech

pathologist it is important that I meet the needs of the child with ID so that they can be

successful during therapy. Instead of giving long instructions of what I want the child to do I

will give simple, short instructions as well as demonstrations to help the child understand what I

expect of them. An example of this could be to tell the child to place their tongue between their