PSY FPX 7210 Assessment 2 Early and Middle Childhood Case Intervention Analysis

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Capella University

PSY FPX 7210 Lifespan Development

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Date

Introduction

This document outlines a simulated case study involving Sebastian, a preschool-aged child exhibiting signs of hyperactivity, poor eye contact, impulsive behavior, repetitive words and actions, and a delay in speech and language. These characteristics suggest the possibility of autism and speech/language deficits. Sebastian’s development has been influenced by minimal interaction from his mother and aunt, who provides daycare. Given these concerns, an assessment and intervention plan may be necessary to support his development. Sebastian’s pediatrician will collaborate with his mother to connect with a local education authority for an assessment by a speech and language pathologist, as well as a child psychologist, to determine the next steps. These professionals will conduct ongoing assessments to identify the most effective strategies to address Sebastian’s needs. If he is found eligible for specialized services, an Individualized Educational Plan (IEP) will be implemented to monitor his progress towards achieving social, emotional, and academic goals.

Simulated Case Study

Sebastian is a 4-year-old boy living with his mother in a low-income community. His mother works full-time in retail and attends night school to pursue a degree in entrepreneurship. During the week, while she is working and attending classes, Sebastian is cared for by his aunt, who runs a home-based childcare service. The children under her care range from infants to age 7. Given the number of children she supervises, they often play independently with toys such as blocks and Legos. Sebastian typically plays alone, exhibiting social isolation, hyperactivity, incomplete speech, poor eye contact, impulsivity, and repetitive behaviors. His favorite activity is playing with toy NASCAR vehicles, during which he “talks” to his cars, but his speech appears delayed. His mother usually returns home around 8 p.m. after her classes, leaving her too fatigued to engage much with Sebastian. Consequently, Sebastian receives less interaction than a typical child his age, limiting his exposure to new objects and experiences and opportunities to ask questions.

Since Sebastian is in Piaget’s pre-operational stage of cognitive development, it is crucial for him to have ample opportunities to practice communication skills. “Learning during this time period occurs through interactions with others and through mimicking or modeling the behaviors of playmates and adults” (Whitener et al., 1998, p. 13). Sebastian’s age places him in a critical developmental stage, where expanding language, reasoning skills, and learning how to interact effectively with both adults and peers are essential. Observing Sebastian’s environment and behavior suggests the possibility of Autism Spectrum Disorder and/or a speech/language delay. Bastable and Dart noted that while children at this stage can perform daily activities with increasing independence, consistent supervision is essential due to their limited judgment in applying the skills they have acquired. Additionally, Vygotsky emphasized that “The child is completely dependent on other people, usually the parents, who initiate the child’s actions by instructing as to what to do, how to do it, as well as what not to do” (1978 cited Lantolf, 2000). Therefore, Sebastian’s current learning environment, characterized by his aunt’s daycare and limited interaction with his mother, is suboptimal.

Case Intervention Analysis: Early Childhood

It is essential to understand the typical developmental milestones for a 4-year-old, like Sebastian. A child of this age should engage with storybooks, recall parts of a story, speak in sentences of more than five words, tell stories, use future tense, and say their name. Additionally, they should count to ten or more, know at least four colors, understand basic concepts like money, and possess basic self-help skills. Socially and emotionally, a typical 4-year-old should interact with friends, follow basic rules, cooperate, be occasionally demanding, and engage in daily conversations (American Academy of Pediatrics, 2017). Vygotsky suggests that a child gains knowledge through interactions with others, which are then internalized and personalized (1978 cited Wertsch, 1985). He also believed that “mediation” plays a crucial role in cognitive development, where significant individuals in a child’s life enhance learning by shaping experiences (Turuk, p. 251).

Successful cognitive development requires social interaction with individuals who possess varying levels of skills and knowledge. Moreover, scaffolding, where a knowledgeable participant provides support, allows the child to extend their current skills and knowledge to higher levels of competence (Turuk, p. 251). Due to the lack of regular interaction, Sebastian’s speech, language, and cognitive skills appear to be impacted in his early development. Sebastian’s environment, as analyzed through Bronfenbrenner’s Ecological Theory, indicates that his immediate surroundings, such as home and daycare, play a significant role in his development. A child must progress from the microsystem (immediate environment) to the exosystem (indirect environment) and macrosystem (social and cultural values) to the chronosystem, where changes occur over time as a result of both change and constancy in the environment (Paquette & Ryan, n.d.). Without exposure to more profound language and social interactions, Sebastian may struggle to advance to the chronosystem. At this point, it is unclear whether Sebastian’s environment, a speech/language deficit, or Autism Spectrum Disorder is contributing to his developmental challenges, or if a combination of these factors is preventing him from developing as a typical 4-year-old.

PSY FPX 7210 Assessment 2 Early and Middle Childhood Case Intervention Analysis

One of the initial steps that need to be taken is for Sebastian to visit his pediatrician, who can guide his mother on the next steps. The pediatrician will likely refer Sebastian’s mother to a local education authority, such as Child Find, which offers free diagnostic services and interventions for eligible children. Sebastian will probably undergo assessments by a licensed speech and language pathologist, part of the Child Find services, to determine if he qualifies for speech and/or language services to address his delays before entering kindergarten. This service may be required for several years, but ongoing assessments by the speech and language therapist will determine the duration. Additionally, a child psychologist may assess Sebastian’s social, emotional, and behavioral functioning to identify any autistic tendencies and the impact of Autism Spectrum Disorder symptoms (Autism Spectrum Disorders, 2012). Another intervention for Sebastian may include setting goals for improving social functioning, effective communication with others, and emotional development to enhance his interactions with peers, family, and daycare/school providers. A focused intervention targeting functional and social communication could also address his lack of eye contact.

An assessment of challenging behaviors, such as his social isolation, including with his mother, would be beneficial. After completing these assessments and establishing goals, it is vital to consider how the results can be utilized for intervention planning. If Sebastian is found to have specific needs and is eligible for services, an Individualized Educational Plan will be created, including specific goals and targeted interventions for his speech/language delays and social skills, such as speaking to others and making eye contact. He will likely have an IEP with these legally binding interventions for one to three years, with ongoing assessments to monitor his progress and adjust his goals and interventions as needed. These services are usually provided in a free universal preschool, with specialists, such as the speech and language pathologist and an exceptional education teacher, working at the school to support his intervention goals. This change would remove Sebastian from his current home daycare environment, which is not conducive to his development, and place him in a setting that will foster his language/cognitive skills, peer interactions, and appropriate social and emotional behaviors. Based on the information available about Sebastian, the speech and language pathologist has already screened him and determined that he will qualify for a Speech/Language IEP. It is hoped that he will also receive an IEP focusing on his social and emotional skills to better prepare him for the more advanced learning that begins in kindergarten.

Conclusion

This paper has discussed the case of Sebastian, a preschool-aged boy in a home and daycare environment that did not support his need for interaction with adults and other children. As a result, Sebastian did not meet typical developmental milestones in speech, language, or social/emotional skills. Being in the pre-operational stage of cognitive development, it was critical for Sebastian to have multiple opportunities to develop and practice his communication and social skills. Due to the limited interaction with his mother, aunt, and other children, Sebastian developed traits and delays indicating that he might be on the Autism Spectrum and/or have a speech/language deficit. To address his growing needs and delays, Sebastian’s mother, following his pediatrician’s recommendation, took him to a local education agency for an assessment of his speech/language abilities and an intervention plan. Through assessments conducted by a speech and language pathologist and a child psychologist, Sebastian may qualify for both a Speech & Language IEP and an IEP for social and emotional goals and interventions. His progress will be closely monitored for improvement.

References

American Academy of Pediatrics. (2017). Developmental milestones for your 4-year-old. Retrieved from AAP website.

Autism Spectrum Disorders. (2012). Characteristics of autism spectrum disorder. Retrieved from Autism Resource.

Bastable, S. B., & Dart, M. A. (2011). Developmental stages of the learner. Jones & Bartlett Learning.

Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.

Paquette, D., & Ryan, J. (n.d.). Bronfenbrenner’s ecological systems theory. Retrieved from Learning Theories website.

Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. ARECLS, 5, 244-262.