Case study on Billy who portrays the characteristic of delay in a milestone
Developing children are expected to learn many skills that have to emerge naturally without any difficulties (MountStephen, 2011). The schedule for the skills to develop is primarily regarded as developmental milestones. Generally, what is well-thought-out as normal development is mainly described instead broadly, with ideas that children don’t learn at the same pace when incorporating new ideas. Children can be born the same day and may learn new skills month apart, and both can be described on a “schedule” (when the skills don’t transpire, more or less on a full schedule (Hannemann, 2014). At this point, it is essential for parents, caregivers, and other people close like teachers to become apprehensive. In our case study, the main focus is on Billy, who is four years and eight months who portrays the characteristic of delay in a milestone. Using a one-word sentence in most of his responses when asked questions shows that Billy is susceptible to developmental delay. A four year and eight moth old boy normally is supposed to construct sentences that make meanings and not based on one-word structure.
As a teacher it is important to help Billy through manifesting instructional strategies to help him become independent and a strategic learner. One of the instructional strategy to employ as a teacher is the direct instruction where routines are crafted for Billy. The overall idea is that structure and predictability is learning contributes a sense of constancy to children are purport themselves to be different from other kinds (Kirk, Gallagher & Coleman, 2014). When a teacher and a parent or caregiver establish similar expectations to avoid compatibility of school and home habits a kid like Billy will improve in communication. The other important instructional strategy to employ is the discussion platform to help Billy articulate sounds and works correctly (MountStephen, 2011). In doing so, it is important to work collaboratively with other professionals to ensure Billy is able to correct her delay milestone situation and communicate with more than one-word sentence. In the case of Billy, when the developmental milestone is delayed, it is vital to work with professional like school system for evaluation, and to a developmental and behavioral pediatrician or pediatric neurologist to evaluate the exact problem of the Billy issue.
An array of activities can be utilized to help kid like Billy construct sentence that is based not only by one word. At home a child can learn multiple skills that are invested directly by caregiver or parent. From bottom line, understanding learning styles for a child is vital since some will see ideas which facilitate them to remember pictures in detail (visual learners) (Hannemann, 2014). Others are auditory learners they need to hear the information to learn skill and commit the idea to brain, while other like to move so that they can learn (kinesthetic learners). For Billy it is vital nursery rhymes are important for language and supporting child’s development. Playing audiobooks or reading aloud at home to upsurge the amount of language that Billy can hear is useful. Singing and story-telling at home can also help Billy to construct both short and full sentences on his response (MountStephen, 2011).
Concerning how and when to communicate the Billy Progress with his family, it is supposed to take place after the teacher has introduced array of instructional strategies for moth or less. The teacher is supposed to approach the Billy’s parent professionally communicate professionally regardless of positive or negative progress of developmental concern. The communication should not be delayed, especially when the aimed purpose is not attained for more specialist to be involved in the situation for early reverse. Parents can also be a better position to employ appropriate strategies for Billy development than a teacher so communicating to them early enough is essential.
References
Hannemann, R. E. (2014). Caring for your baby and young child: Birth to age 5. Bantam.
Kirk, S., Gallagher, J. J., & Coleman, M. R. (2014). Educating exceptional children. Cengage Learning.
MountStephen, M. (2011). How to detect developmental delay and what to do next: Practical interventions for home and school. Jessica Kingsley Publishers.