Developmental Delay

Sam Sather

IDEAs definition of Developmental Delay:
Child with a disability for children aged three through nine (or any subset of that age range, including
ages three through five), mayinclude a child
(1) Who is experiencing developmental delays as defined by the State and as measured by appropriate
diagnostic instruments and procedures in one or more of the following areas: Physical development,
cognitive development, communication development, social or emotional development, or adaptive
development; and
(2) Who, by reason thereof, needs special education and related services. [34 CFR 300.8(b)]

Five areas of development & some common characteristics:
Physical
Difficulties with gross motor skills - using the large muscle groups that assist in walking, running,
standing, sitting, changing positions and maintaining balance
Difficulties with fine motor skills - ability to grasp, pinch, eat and dress
Cognitive (Intellectual Abilities)
Struggles with basic learning, problem solving, and remembering tasks
Shows delays in basic reasoning skills and play (e.g. stacking, sorting, nesting, early puzzles)
Communication Development (Speech and Language)
Fails to develop sounds or words that would be age appropriate
Not able to communicate at age appropriate levels
Issues with verbal communication, body language, gestures and understanding what others are
saying
Speech may be delayed, or there may be no speech at all
Social and Emotional Development
Difficulty interacting with others and developing relationships with family and friends
Has trouble understanding social rules
May not seek love and approval from a caregiver or parent
May become unusually frustrated when trying to do simple tasks (that most children of the
same age can do)
Adaptive Behavior (Everyday skills for functioning)
Difficulty bathing, dressing, grooming, and feeding ones self
May have difficulty performing age appropriate skills independently
Cannot choose own activities
Has trouble seeing the consequences of actions

Learning Strategies:
Physical
Speak directly to the student with a physical disability, confidentially, as you would other
students. Avoid the tendency to patronize students who have a physical delay.
Plan for and develop a safe environment for students who may have physical challenges.
Make school equipment and educational materials accessible for all students.
Follow Occupational and/or Physical Therapy plans.
Cognitive
Provide instruction using demonstration and the receptive vocabulary of the student.
Adapt classroom materials to the ability level of the student with a cognitive delay.
Use repetition and memory aids.
Students with cognitive delays learn, but they may learn at a slower rate than some other
students. Provide for the appropriate pacing of learning materials.
Use hands-on and concrete learning methods for skill development where possible.
Teach life skills with simplified instruction and simulated activates.
Communication: 90% or more of the students that are identified as having a Developmental Delay have
language delays. Parents may become aware that a child is struggling with language at an early
age. Focus on language development in daily activates:
Articulation Listen to a students verbalizations and observe body language. Repeat back what
you think they are saying to you but with correct articulation. If they act confused, try again.
Pre-teaching Use text prompts, picture prompts, object prompts, etc. and have students
repeat back directions. Teach behavior as well as academic skills such as how to get in line, how
to stand in line, how to behavior while standing in line, etc.
Simulation Develop dialogs that provide examples for appropriate verbal exchanges. Help
students rehearse the dialogs and then use them in simulated and eventually in actual
situations.
Corrections To offer corrections for speech and language difficulties without stopping
verbalization, use a form of reflective listening. If a student makes an error reflect back what
was said with the appropriate corrections. If a student says, Her went to the store reflect back
the thought with the correction, Yes, she went to the store and continue listening and
encouraging verbalization.
Directions When giving direction do not use long verbal explanations. Make them short and
direct, Turn to page 3.
Follow Communication skill development plans.
Social or Emotional
Provide the student with as many academic and social successes in the classroom as possible in
order that other students may view them in a positive way.
Observe interactions during classroom and outdoor activities, identify difficulties and teach
students ways to interact with each other in socially appropriate ways.
Establish rules in the classroom that are stated in positive terms and encourage appropriate
behavior.
Develop repeatable routines to reduce confusion in the flow of classroom activities.
Follow the Behavioral Intervention Plan developed for the student.
Adaptive
Adapt classroom procedures to facilitate the students ability to deal with change.
Develop classroom routines that are simple and functional.
Teach coping skills through demonstration and role-playing.
Teach students problem solving skills.





Resources:
The Center for Parent Information and Resources (CPIR) serves as a central resource of information and
products to the community of Parent Training Information (PTI) Centers and the Community Parent
Resource Centers (CPRCs).
http://www.parentcenterhub.org/repository/dd/

Baby Watch Early Intervention Program: The lead agency in Utah with the single line of responsibility to
carry out all of the provisions of the part C program under IDEIA.
http://www.utahbabywatch.org/docs/foreiproviders/policies/drafts/Child%20Find.pdf

Do2learn provides free pages with social skills and behavioral regulation activities and guidance, learning
songs and games, communication cards, academic material, and transition guides for employment and
life skills.
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/DevelopmentalDelay_Characteristic
s.html

Healthy Child.Org (From the American Academy of Pediatrics) www.healthychildren.org

Developmental Delay Resources (DDR) www.devdelay.org/

Help Me Grow National Center www.helpmegrownational.org

First Signs www.firstsigns.org

National Center on Birth Defects and Developmental Disabilities Learn the Signs. Act Early (with
checklists for Developmental
Milestones) www.cdc.gov/ncbddd/autism/ActEarly/default.htm

National Center of Medical Home Initiatives for Children with Special Needs (see section for
parents) www.medicalhomeinfo.org/

Zero to Three www.zerotothree.org