Dsp Your Name Development

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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
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