Developmental Delays Case Study

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In the case of Kevin who is 10 years old and in grade four, the most feasible diagnosis of his current mannerisms, both in class and at home suggests three significant development delays. Kevin presents common traits of those which are related to a global developmental delay. A global developmental delay is when a child hasn't met two or more developmental milestones including physical, cognitive and social-emotional skills. Perhaps due to Kevin's small and frail posture, we can presume he was born prematurely. According to a 2002 study conducted by the National Institute of Health, children who are born just two to four weeks premature can put a child at risk for global developmental delays (Bock as cited in Belson, n.d.). Moreover, the cause …show more content…
Although his foster parents provided a stable and caring environment for him, research claims that children entering foster care have a number of risk factors for developmental and behavioural difficulties (How Kids Develop [HKD], 2008). Consequently, children like Kevin can experience an inability to successfully achieve the important domains of development whilst in foster care, which may have engendered a delay in Kevin's physical (fine and gross motor skills), cognitive and social-emotional skills. Kevin exhibits behaviour relevant to these delays due to traits being prevalent at school and during peer interactions, as well as performing class activities, such as memory recall and paying attention for long periods of time. Moreover, it is feasible to point out that as a result of Kevin's negligent upbringing, the developmental delays may have prematurely been feeding these …show more content…
Kevin exhibits an inability to manipulate objects in a coordinated manner and lacks an accurate eye-hand coordination, which is evident in Kevin's physical interactions at school, such as playing ball and holding a pencil. In addition to this delay, Kevin presents symptoms relevant to a cognitive delay, as Kevin has difficulty in learning simple routines and paying attention for long periods of time. Evidence for this diagnoses suggests a lack of serve and return interaction and stimulation are more likely to cause cognitive problems, memory delay, academic delays and difficulties with attention regulation (Harvard University, 2012). In addition, Siskin (n.d.) identified a strong link between the child's environmental factors, such as neglect and lack of consistent care and how this promotes a cognitive impairment. Theory stresses that children need to interact and belong in a safe ad normal environment to prevent an affect in the development, which in turn, can greatly affect the cognitive growth of the child (Devon, n.d.). Students with a mild cognitive disability may exhibit increased aggression, frustration or anxiety due to a lack of understanding, particularly during transitions and changes in routines. For example, disruptive and aggressive children with learning problems are frequently rejected, whereas many nonaggressive low achievers do not have peer problems
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