Identifying Developmental Delays

By Barbara L.M. Fedoroff

At no time is a parent more concerned about his or her child than when first faced with the possibility of a developmental delay. It is critical at this time to separate the possible delay from the identity of the child. The caregiver’s role is to assure the parent that the child’s wholeness is still valued. Separating the child from the non-typical behavior does this best.

“We’ve noticed that things like crayons and spoons keep falling from Mary’s hands” defines a caregiver’s concern while acknowledging that Mary is much more than her development, and that she continues to be Mary regardless of any developmental findings. “Have you noticed that Mary cannot hold a crayon or spoon,” is not acceptable. It is conclusive and lessens Mary by identifying her too closely with the function of holding.

When first hearing that their child may have a delay, many parents will immediately move out of the present moment, anticipating that their child is not whole. This can be manifested by fear, which is then demonstrated by anger toward the caregiver –- the messenger. Others may move to the future, asking questions about all the worst possibilities their child may face; or they’ll go to the past, looking for the key to the delay— even seeking to blame someone. In any case, the caregiver can gently assist the parent by bringing them back to the present moment. “These are preliminary findings. The muscles that hold crayons and utensils may be developing at the outer edge of typical and in time, will strengthen. Before we anticipate anything else, it’s best to see your pediatrician and get an evaluation.”

By taking one step at a time, a caregiver can help the parent stay in the present moment, where he or she has the best possibility of making good decisions. In extreme cases, a stopping exercise will help, such as abruptly shifting from the conversation and bringing the parent’s attention to something else. For example, “Oh, did Mary tell you she made a new friend this week? His name is David.” The parent may be relieved to engage in this conversation and relax somewhat. After a few minutes this may give the caregiver an opportunity to continue with a productive conversation that leads to the ultimate aim: to get Mary’s muscle development evaluated by the family pediatrician or a developmental specialist.

Caregivers have the ability to observe children for the greater part of the day. Their skill at identifying possible developmental delays is enhanced when they have professional tools to aid them. Identifying Developmental Delays presents real-life examples of delays among children in childcare and clinical settings. These authentic presentations help childcare professionals identify the “red flags” of delays among the children in care and give the support you needed to get children help.

Identifying Developmental Delays is made up of three videos: (1) A World of Hope illustrates developmental milestones in children birth to three; (2) Next Steps illustrates developmental milestones in children ages three to five; and (3) Talking to Parents helps caregivers and teachers share their findings with parents by explaining the many emotional reactions parents may experience.

The program also includes:

• a workbook to reinforce the information in the videos
• age-appropriate worksheets for recording findings
• the age-appropriate Assessment Checklist
  

The Identifying Developmental Delays video training package recently received an international Aurora Award for Excellence among public awareness videos.  It is available from Child Development Media on VHS or DVD.

ABOUT THE AUTHOR

Barbara L. M. Fedoroffis the Chief Executive Officer of Programs for Parents, Inc., the ninth largest not-for-profit company in New Jersey, serving more than 20,000 children and families. Fedoroff majored in journalism at New York University and is certified in not-for-profit management by Harvard Business Management for Executives. Fedoroff is certified by the American Institute for Mental Imagery, New York in Mental Imagery, Imagination and Phenomenology. She is a graduate of The New Seminary, where she was ordained as an Interfaith Minister. She has developed an ethical management system, Inner-Focused Management (IFM) in which Imagery is integrated with sound business practices. IFM focuses on helping staff members develop their individual potential so they can best serve the company’s 7,500+ clients.

Relevant Materials

Identifying Developmental Delays Produced By: Programs for Parents, Inc.