Parents of children with developmental disabilities seek out therapy in order to assist their child to reach full potential. In order to help parents understand where their child should be in comparison to a typically developing child, they must be provided with proper resources. While commercially available assessments are available to speech-language pathologists, parents only have access to checklists that provide minimal direction at certain age ranges. The purpose of this literature review is to discuss developmental domains important for the developing child, examine developmental milestone checklists available to parents as well as two commercially available assessments for speech-language pathologists, investigate available research on developmental milestones in the areas of language output, language comprehension, cognition, social-emotional skills, and motor development, and identify ages at which developmental milestones within the identified domains occur in typically developing children. The aim of this project will be to create developmental milestone checklists available for speech-language pathologists to provide to parents. / text

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The present study attempts to determine the specific interrelationship between a child’s intentional communicative act rate, maternal responsiveness and child temperament to help give further insight into the nature of the interaction. This present study also aims to determine the unique contributions of a child’s communicative act rate, parental responsiveness, and child temperament to a child’s later vocabulary size. Given the growing evidence that a child’s use of communicative acts has an effect on the rate of adult responses (Vallotton, 2009; Tamis-LeMonda et al., 2001) we predict that there will be a positive reciprocal relationship between a child’s communicative act rate at 7, 10, 13, and 20 months and the rate of parental responsiveness to the communicative act. The researchers also propose that individuals who are considered temperamentally difficult will exhibit slower language development than those with easy temperaments. As far as the unique contributions of the 3 areas to children’s vocabulary size, this particular research question is incomparable to any other in that it seeks to decipher the unique contributions of each. Twenty-two participants were selected from a larger sample of 70 children who were part of a previous study, which connected temperament and language acquisition at 7, 10, 13, and 20 months. To measure vocabulary, the MacArthur Communication Development Inventory: Sounds and Gestures was administered to the subjects of this study. The mothers were asked to complete the MCDI and to report about their children’s vocabulary comprehension at 7, 10, 13, and 20 months and production at 10, 13, 20 months. To measure a child’s communicative act rate, video samples were gathered from 22 mother and child pairs during play and book-reading at each of the four ages during a play and a book-reading activity as part of their original study. Individual sample times were used to calculate rates of communicative acts and canonical vocalizations. Each potential communicative act received codes to indicate: the means of communication, direction of the behavior toward the caregiver, and the purpose of communicative act. Each maternal response was coded using the following operational definitions: on-topic response, off- topic response (with or without linguistic mapping), and no response. According to our findings, child communicative act at 10 months is correlated to vocabulary production totals at 13 and 20 months. In addition, a child’s communicative act rate is highly correlated with parental linguistic mapping at 10 months. Parental responsiveness, defined as on topic linguistic mapping, was found to be positively correlated with a child’s word production totals at 13 and 20 months. Our findings support previous research examining parental responsiveness and child communicative act rate and their relationship to a child’s later vocabulary. The results of this study also determined that temperament did not correlate with a child’s prelinguistic communicative act rate, parental responsiveness, or later child vocabulary comprehension or production at the first linguistic stage (13 and 20 months). Results from previous studies have indicated a relationship between temperament and the aforementioned variables; however, our findings negate these earlier findings.

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Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)

Tbis study has as primary objective the development of an appropriate model to assist ' teachers, in South Africa, to be able to understand and assist learners with behaviour problems. The need for the study has its genesis within the current difficulties teachers experience in dealing with behaviour problems in the classroom and the fact that increasing numbers of children are involved. A key facet of the research is its accent on the unmet emotional needs of learners that function as a behavioural determinant. The study is analytical descriptive in nature and as such is based on two fundamental dimensions:- to acquire a sound theoretical understanding of the concepts, causative 'factors and underlying behaviour problems and the most appropriate means to deal therewith and substantiating the insights acquired by means of interviews with teachers, school principals, and other significant role players. An earnest attempt was made to analyse behaviour problems in terms of the various theoretical frameworks presented within contemporary literature. The ecological systems model was found to be the most appropriate for the development of the . referenced model. This stands in sharp contrast to the traditional medical model which in many instances still forms the basis of current theory and practice. Learners with emotional problems experience behaviour problems which serve as barriers to effective learning. Little attention however, has been attributed to putting appropriate systems in place to assist these learners. A key consideration embodied within the new Education Policy (NCS DOCUMENT 1997:1 0) is the issue of meeting the needs of all learners so that they are able to actualise their potential - this includes their emotional needs. The findings of this study need to be seen within the light of meeting this objective. In order to address the unmet emotional needs of learner, teachers must attend to the cognitive mind maps which embody internalized feelings and cognition. A model for understanding the cognitive maps has been developed as part of this study and serves as introduction to the model developed to assist learners wi~h behaviour problems. The study provides a new perspective directed at understanding instead of managing behaviour problems. / Educational Studies / D. Ed. (Special Needs Education)