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developmentaldelays14.docx

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Developmental Delays

LaPorscha Terrell

PSY-632-X2305

Developmental Psychology

Dr. R

December 18, 2023

Developmental Delays

Description of the Developmental Issue

This program review will focus on developmental issues related to developmental delays. According to Lai et al. (2018), these delays show up as unusual milestones that do not happen within the expected time range. Any of these differences can affect a child's overall growth, hence affecting their physical, mental, emotional, and social well-being. Identifying and treating developmental delays are particularly important for making sure that each child grows at their own pace and that they reach their full potential in all areas of development.

Failure to meet age-appropriate developmental goals which can affect cognitive, social/emotional, speech/language and fine/gross motor skills is what makes developmental delays apparent. Unlike other delays, these ones show up in more than one area indicating a worldwide delay in growth rather than a single problem. Interestingly these delays are not the same as normal developmental trends which emphasize how unusual they are. Potentially changing a child's path from the start, risk factors like low birth weight, birth complications and being born early can make developmental issues more difficult. These risk factors working together show how important it is to have accurate early detection methods for all ethnic backgrounds. Fixing these delays means boosting a child's language, motor, and social development since problems in these areas can have long-lasting effects on their general growth (Lai et al., 2018).

The health and well-being of a child are greatly affected by developmental problems that affect many parts of their life. Lack of language skills can make it tough to speak clearly which can impact schoolwork and social relationships. Children with delayed motor skills may find it challenging to do physical activities that are proper for their age. This can keep them from exploring their surroundings and slow down their coordination growth. Thought problems might create challenges in learning which could lead to poor school performance. Sometimes it is hard to control their emotions and make friends when their social and emotional growth is behind schedule. The long-term effects are bad as intellectual deficits cause long-lasting problems for society and the economy. Lai et al. (2017) asserts that developmental delays are linked to higher risks of drug usage and criminal activities. This shows how important early intervention and complete support systems are to prevent these long-lasting effects. Taking a comprehensive approach to developmental delays is necessary to support a child's optimal growth in all areas of their life.

Population Affected by the Developmental Issue

There are many effects of developmental disabilities that affect different populations. Early diagnosis and intervention are particularly important for reducing the long-term effects that these delays might have. There is no single age range that works for everyone because everyone develops at a different rate. However, it is important to find out what risks there are. Low birth weight and problems during birth can cause developmental issues. This shows how important it is to carefully watch and help kids who are at elevated risk. It is important to note that developmental setbacks do not care about a person's income; they affect people from all levels of society and affect both boys and girls. Cultural variety is also important because developmental delays can look different in diverse cultures. It is important to know about these different things so that action plans can be made that meet the unique needs of each person based on their culture, gender, and class. To fully deal with developmental issues, it is important to make people aware of the problem and make early screening tools easy to get to. Interventions can be made to include everyone and meet the unique needs of each person by considering how different the people who are affected are.

Sociocultural Impact

The CDC says that about 240 million children around the world have problems with their development. This shows how common developmental issues are. The fact that the disease has spread so far makes it even more important to quickly set up effective early spotting systems that will let help arrive quickly. This problem shows how important it is to use a complete and global method to deal with developmental delays regardless of culture or location (Varadarajan et al., 2021). For many reasons, it is especially important to get a clear early identification. Initial treatment improves the chances of success and lessens the long-term effects of delays. The second thing is that understanding how common it is around the world helps healthcare policies and resource allocation make sure that children and their families who are affected have enough support systems to meet their many needs.

Many different organizations, societies and groups try to help people with developmental delays and learn more about the condition. It is done by well-known groups like the World Health Organization (WHO), the American Academy of Pediatrics (AAP) and the Centers for Disease Control and Prevention (CDC). These groups should really help spread helpful details, give out useful tools and work for rules that make it easier to find and help kids with developmental issues right away. For example, the American Academy of Pediatrics gives parents and doctors guidelines and tools to help them learn more about growth milestones and spot them. The "Learn the Signs. Act Early" program from the CDC gives people useful tools and information to help with early identification and treatment. To make the health of everyone in the world better, the World Health Organization backs policies and programs that help kids who are behind in their growth. These groups advance developmental psychology by giving people who are impacted and their families a safe place to be. This encourages study and pushes for healthcare policies that cover everyone. Together, they make sure that communities and groups are ready to deal with the many problems that come with developmental delays. This helps children and teens all over the world have the best possible developmental outcomes.

Conclusion

Developmental delays are a major problem that affects children and teens in many areas of their lives. To effectively evaluate programs and create interventions that support healthy development, it is important to understand the unique aspects, impact areas, affected groups and sociocultural effects.

References

Centers for Disease Control and Prevention. (2022). Developmental Disabilities. Retrieved from https://www.cdc.gov/ncbddd/developmentaldisabilities/index.html#:~:text=Developmental%20disabilities%20are%20a%20group,disabilities%20or%20other%20developmental%20delays.

Lai, D., Tseng, Y., & Guo, H. (2018). Characteristics of young children with developmental delays and their trends over 14 years in Taiwan: a population-based nationwide study. BMJ Open, 8, e020994. doi: 10.1136/bmjopen-2017-020994

Varadarajan S, Govindarajan Venguidesvarane A, Ramaswamy KN, Rajamohan M, Krupa M, Winfred Christadoss SB (2021) Prevalence of excessive screen time and its association with developmental delay in children aged <5 years: A population-based cross-sectional study in India. PLoS ONE 16(7): e0254102. https://doi.org/10.1371/journal.pone.0254102

ForMilestoneThreeSNHU.docx

For Milestone Three, you will submit a draft of your sociocultural evaluation and a draft of your program evaluation. The Sociocultural Evaluation requires you to examine the selected program's ability to be utilized across a diverse population. The goal is to collect information, present your findings, and receive feedback on how to improve each section for your final submission.

raft of Sociocultural Evaluation and Draft of Program Evaluation For Milestone Three, you will submit a draft of your sociocultural evaluation (Section IV of your final project) and a draft of your program evaluation (Section V of your final project), including all critical elements as listed below.

The draft of your sociocultural evaluation (Section IV) requires you to examine the selected program’s ability to be utilized across a diverse population. This should include an examination of the original population utilized to develop the program. This submission should include any additional research you’ve conducted to demonstrate or support the program’s effectiveness with diverse populations, and a general analysis of any strengths and weaknesses across the program’s foundational theory as it pertains to sociocultural effectiveness.

In the draft of your program evaluation (Section V), you will evaluate the program you selected in Milestone Two in four critical areas: core developmental psychology themes; use of contemporary theories of development; impact of sociocultural influences on the communities and organizations using the program; and the program’s ability to address typical or atypical development in children and adolescents across the physical, cognitive, and affective and social domains. In this section, you will also consider program effectiveness in regard to prevention, assessment, and intervention strategies based on the type of program, as well as contributions the program makes to future research and treatment.

Please keep in mind that Milestone Three will function as a rough draft for these sections of your final project. The goal is to collect information, present your findings, and receive feedback on how to improve each section for your final submission.

Specifically the following critical elements must be addressed in your milestone submission:

IV. Sociocultural Evaluation: Critique current assessment and intervention strategies utilized by the selected program for their applicability across diverse populations for improving clinical sensitivity to the individual client context.

A. Identify the population that was originally utilized for program development in terms of cultural, ethnic, gender, and socioeconomic indicators.

i. Was the program developed to address a specific population or group with respect to cultural, ethnic, gender, and/or socioeconomic indicators?

ii. In what geographic regions has the program been deployed and studied for data collection?

iii. What impact might the process of regional and sociocultural population have on the program?

B. Analyze the effectiveness of assessment and intervention strategies across different cultural or ethnic groups.

i. What methods were utilized to examine the effectiveness of assessment or intervention strategies across different cultural or ethnic groups?

ii. What strengths of the selected program are apparent regarding the effectiveness to provide assessment and intervention strategies across sociocultural groups?

iii. What limitations or concerns of the selected program are apparent regarding the effective provision of assessment and intervention strategies across sociocultural groups?

V. Program Evaluation

A. Analyze the selected program with regard to the core developmental psychology themes (nature vs. nurture, continuity vs. discontinuity, and stability vs. change).

i. Which of the core developmental themes in psychology are reflected in the selected program? Explain.

ii. Given the identified core developmental themes reflected in the program, where on the continuum of each would the current program lie and why?

B. Evaluate the selected program for the use of contemporary theories of development for key factors that impact child and adolescent development with regard to prevention, assessment, and intervention strategies. Be sure to provide justification for your reasoning.

i. How effectively does the program’s use of prevention, assessment, and/or intervention strategies align with the original theoretical model that you feel was utilized to establish the program?

ii. Discuss the evidence that prevention, assessment, and/or intervention strategies utilized in the selected program may originate from additional or different developmental theories or models.

iii. What alternatives to prevention, assessment, and/or intervention strategies for the selected program would improve alignment with the original developmental theory?

C. Assess the impact of sociocultural influences on the communities and organizations in which developmental psychology is practiced.

i. What are the impacts of the selected program on the communities and organizations in which it is currently operating?

ii. How does this program contribute to knowledge in the field of developmental psychology?

iii. What are the sociocultural implications of the program with regard to the communities and organizations in which developmental psychology is practiced?

D. Assess the ability of the selected program to address typical and atypical development in children and adolescents across physical, cognitive, affective and social domains for informing prevention, assessment, and intervention strategies.

i. If the selected program targeted health promotion (typical development), what determines if it is effective at meeting this goal? What statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.

ii. If the selected program targeted a developmental issue or diagnosis (atypical development), what determines if it is effective at meeting this goal? Do statistics or measures exist to support it? If not, recommend an approach for assessing the program’s ability.

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