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Report
EARLY INTERVENTION
AND
CHILD
DEVELOPMENT
Mindy DeGeer
ECSE Teacher
Minnewaska Area Schools
LEARNING OBJECTIVES
Increase your understanding of early
intervention
 Review developmental milestones
 Learn about “red flags” in development
 Prepare you to communicate with caregivers
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EARLY INTERVENTION
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System of services that helps babies and toddlers
with developmental delays or disabilities. Early
intervention focuses on helping eligible babies and
toddlers learn the basic and brand-new skills that
typically develop during the first three years of life,
such as:
physical (reaching, rolling, crawling, and walking);
cognitive (thinking, learning, solving problems);
communication (talking, listening, understanding);
social/emotional (playing, feeling secure and happy);
and
self-help (eating, dressing).
EARLY INTERVENTION SERVICES
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Early Childhood Special Education Teacher
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Often is the service coordinator
Assistive technology (devices a child might need)
Audiology or hearing services
Counseling and training for a family
Medical services
Nursing services
Nutrition services
Occupational therapy
Physical therapy
Psychological services
Speech and language services
TYPICAL DEVELOPMENT; BY 3 MONTHS
Motor Skills
 lift head when held at your shoulder
 lift head and chest when lying on his stomach
 turn head from side to side when lying on his
stomach
 follow a moving object or person with his eyes
 grasp rattle when given to her
 wiggle and kick with arms and legs
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TYPICAL DEVELOPMENT; 3 MONTHS
Sensory and Thinking Skills
 turn head toward bright colors and lights
 turn toward the sound of a human voice
 recognize bottle or breast
 respond to your shaking a rattle or bell
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TYPICAL DEVELOPMENT; 3 MONTHS
Language and Social Skills
 make cooing, gurgling sounds
 smile when smiled at
 communicate hunger, fear, discomfort (through
crying or facial expression)
 usually quiet down at the sound of a soothing
voice or when held
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TYPICAL DEVELOPMENT; 6 MONTHS
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Motor Skills
hold head steady when sitting with your help
reach for and grasp objects
play with his toes
help hold the bottle during feeding
explore by mouthing and banging objects
move toys from one hand to another
pull up to a sitting position on her own if you grasp
her hands
sit with only a little support
roll over
bounce when held in a standing position
TYPICAL DEVELOPMENT; BY 6 MONTHS
Sensory and Thinking Skills
 open his mouth for the spoon
 imitate familiar actions you perform
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TYPICAL DEVELOPMENT; BY 6 MONTHS
Language and Social Skills
 babble, making almost sing-song sounds
 know familiar faces
 laugh and squeal with delight
 scream if annoyed
 smile at herself in a mirror
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TYPICAL DEVELOPMENT; BY 12 MONTHS
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Motor Skills
drink from a cup with help
feed herself finger food like raisins
grasp small objects by using her thumb and index or
forefinger
use his first finger to poke or point
put small blocks in and take them out of a container
knock two blocks together
sit well without support
crawl on hands and knees
pull himself to stand or take steps holding onto
furniture
stand alone momentarily
walk with one hand held
TYPICAL DEVELOPMENT; BY12 MONTHS
Sensory and Thinking Skills
 copy sounds and actions you make
 respond to music with body motion
 try to accomplish simple goals (seeing and then
crawling to a toy)
 look for an object she watched fall out of sight
(such as a spoon that falls under the table)
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TYPICAL DEVELOPMENT; 12 MONTHS
Language and Social Skills
 babble, but it sometimes “sounds like” talking
 say his first word
 recognize family members’ names
 try to “talk” with you
 respond to another’s distress by showing distress
or crying
 show affection to familiar adults
 show apprehension about strangers
 raise her arms when she wants to be picked up
 understand simple commands
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TYPICAL DEVELOPMENT AGES 1-2 YRS.
Motor Skills
 walks alone
 pulls toys behind when walking
 begins to run
 squats to floor and returns to stand
 throw a ball forward
 removes simple clothing
 can pick up small objects with finger tips
 build a 6 block tower
 washes and dries hands independently
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TYPICAL DEVELOPMENT AGES 1-2 YRS.
Sensory and thinking skills
 finds hidden objects
 sorts by shape and color
 plays make-believe
 complete 5 piece knob puzzle
 initate social games and maintain interaction
 show pride in accomplishments
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TYPICAL DEVELOPMENT AGES 1-2 YRS.
Language and Social Skills
 imitates behavior of others
 aware of herself as separate from others
 enthusiastic about company of other children
 parallel play
 points to 3 body parts
 understands 50 words
 follow 1-2 step commands
 2 word phrases- “up daddy”, “go bye-bye”
 uses words to express needs
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RED FLAGS AT 1 YEAR
Does not crawl or drags one side while crawling.
 Says no single words.
 No or little eye contact
 Sensory issues
 Does not learn to use gestures, such as waving or
head shaking
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RED FLAGS AT 18-24 MONTHS
Does not walk by 18 months or walks exclusively
on the toes.
 Does not speak at least 15 words
 Does not seem to know the function of common
household objects like telephones and eating
utensils.
 Does not imitate actions or words or follow
simple instructions.
 Cannot push a wheeled toy
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TYPICAL DEVELOPMENT; 3-4 YRS.
Motor Skills
 climbs well
 walks up and down stairs, alternating feet
 kicks ball
 runs easily
 pedals tricycle
 bends over without falling
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TYPICAL DEVELOPMENT; 3-4 YRS.
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Sensory and Thinking Skills
matches an object in hand to picture in book
sorts objects by shape and color
completes 3 - 4 piece interlocking puzzles
understands concept of “two”
can work toys with buttons, levers, and moving parts
plays make-believe with dolls, animals, and people
copies a circle with pencil or crayon
turns book pages one at a time
builds towers of more than 6 blocks
screws and unscrews jar lids or turns door handle
TYPICAL DEVELOPMENT; 3-4 YRS.
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Language and Social Skills
imitates adults and playmates
show affection for familiar playmates
can take turns in games
understands “mine” and “his / hers”
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,” “we,” and “you” and some plurals
(cars, dogs, cats)
Talks well enough for strangers to understand most of the
time
Carries on a conversation using 2 to 3 sentences
RED FLAGS AT 3 YEARS
Falls frequently or has difficulty using stairs.
 Difficulty manipulating small objects
 Is unable to communicate in short phrases or
understand simple instructions.
 No interested in “pretend” play
 Separation anxieties.
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RED FLAGS AT 4 YEARS
Does not respond to people outside the family.
 Unable to communicate appropriately.
 Shows no interest in interactive games or fantasy
play.
 Resists dressing, sleeping, or using the toilet.
 No self-control when angry or upset
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RED FLAGS AT ANY AGE
Slipping backwards in any area is of major
concern.
 Loss of language skills and/or social skills at any
age is a significant red flag.
 Children who are no longer able to communicate
or interact socially at levels they once could.
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RED FLAGS:
CAUSE FOR ACTION, NOT ALARM
Developmental milestones.
 Each child develops in his/her own particular
manner.
 Signs can be related to physical development or
motor skills, vision and hearing, emotional
reactions, behavioral and other issues
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BEHAVIOR PROBLEMS
“ A rule of thumb for social and behavior
problems is that a child’s social and emotional
development correlates with language
development.”
Raymond Tervo, MD, (Tervo, R. (2009), “Red
Flags and Rules of Thumb: Sorting Out
Developmental Delay”. A Pediatric Perspective,
Gillette Children’s Specialty Healthcare, Vol 18,
No. 2. Aggressi
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AGGRESSIVE BEHAVIORS
May demonstrate developmental sequence as a
younger typical child
 May have reduced language during play
 More isolated play
 Less associative and cooperative play
 Lack of problem solving skills during play
 Lack of curiosity in play
 Lack of social rules through peer confrontation
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IF THERE IS A CONCERN…
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For any child age 0-5 years connect with Help Me
Grow on their website:
www.helpmegrowmn.org, call 1-866-693GROW, or contact your local school district:
Minnewaska Area Schools Early Intervention
Starbuck Early Childhood Center
320-239-1403
WORKING EFFECTIVELY
AND BUILDING
PARTNERSHIPS WITH CAREGIVERS
Begin discussion by expressing concern for the
child.
 Let parents know that your goal is to help the
child and you want to work together.
 Ask parent have s/he noticed similar situations
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REFERENCES
National Dissemination Center for Children with
Disabilities
 Center for Disease Control
 Raymond Tervo, MD, (Tervo, R. (2009), “Red
Flags and Rules of Thumb: Sorting Out
Developmental Delay”. A Pediatric Perspective,
Gillette Children’s Specialty Healthcare, Vol 18,
No. 2.
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