Human Growth and Development Case Study

The paper Is foc drug abused primarily on cognitive, physical, and well-disposed cultivations. This paper lead discuss the relationship I see amongst theories of observing and contrivening and theories of development in childhood instruction. Michael is 6 eld and 11 months old. It is October and he is in first trend. Michael r arely makes contact, and when he is immediately asked to do so he turns and looks at the back w whole in all of the classroom. He displays this behavior similarly when asked to dissolveicipate in group work.When in class he maintains a miserable level of continuous dialogue which is never directed towards opposite students. When he asks questions in class they never concord all relevance to the immediate context of the lesson. When he talks to revolutionary(prenominal)wise students he talks at them rather than to them and does non require a response. It is excessively evident in his interaction with the instructor that his conversation lac ks any element of transaction. He demonstrates a literal understanding of instruction I. E. of late he was told to sit down and finish his work and not to escape until he was finished.Michael did finish the work that continued to sit all trough lunch until the teacher on yard duty sight him sitting in the empty classroom. He reported he had been told not to move. It is clear that he does not understand seventh cranial nerve expressions and organic structure oral communication and communication involve to be kept at a truly concrete and unambiguous level. Increasingly he is becoming mixerly dislocated in the class as he displays little interest in the other children and they find his behavior difficult to understand.At a time in their lives when children are beginning to form real friendships his difficulties are becoming much(prenominal) ap evoke in the well-disposed area. He moans quiet frequently that the other children call him a baby out in the yard and this has f lummox an issue with his elicits as they claim he is beingness bullied in the art. close-fitting observation of Michael reveals that he does in fact be assimilate in a babyish manner quiet a push-down list of time and lacks levels of freedom consistent with his mount up group. He along with the rest of his class has holy the Micro T. And Stigma T. Sets of reading and math attainment. On both tests Michael gobs two standards deviations supra the norm indicating that his intellectual ability is really high. This in turn calls into question his lack of ability to dramaction in the neighborly and communication areas. A report is compiled for all students prior to the annual parent teacher meeting. When completing Michaels report form the only option for the teacher is to tick poor in all the sections relating to social development. At the parent teacher meeting Michaels social and communication skills become the focus of the discussion.They reluctantly agree that they had not iced n azoic worrying behavior particularly when they compared his development to that of their younger son who is four. They report that they try to provide Michael with opportunities to socialism but that on occasion when he invites other children home to play Michael ignores them. passel rather than with them.. He doesnt look pile in the bosom when he speaks to them, and he bets unaware of the elusiveties of verbal and nonverbal communication. He is socially isolated, has embarrassed level of independence. Michael intellectual ability is very high.If Michael were evaluated health checkly he would perhaps receive a diagnosis of aspirant Syndrome (AS). What is aspirer Syndrome? Austrian paediatrician Hans aspirer first described the problem in 1944, but it was not until 1991 that the constellation of symptoms/experiences now bear sexn as aspirer Syndrome (or Espaliers Disorder) became more widely known and accepted. In 1994 the Ameri butt end Psychiatric Association included the diagnosis in their Diagnostic and Statistical Manual of Mental Disorders (ADSM). Since indeed, as many as iodine in 250 children and bragging(a)s may meet the diagnostic criteria.The medical community tells AS in the same family of problems such as autism, what the ADSM calls pervasive developmental sicknesss. Those with AS name a difficult time development good relationships, particularly with peers, for several(prenominal) reasons * Nonverbal communication struggles-?children with AS draw trouble expressing and interpreting nonverbal forms of communication such as ye contact, facial expressions, body postures, and gestures. He may miss or misinterpret subtle nonverbal cues that signal anger, irritation, boredom, or amusement in others, often lead-in to misunderstanding and conflict in relationships. Verbal communication struggles-?unlike sick children, those with AS discharge express themselves verbally, but he struggle to use these abilities wisely in t he midst of conversations. He are better at communicating information about things he know than go into into the lend and chance upon of normal conversation. * Lack of social or emotional reciprocity-?AS children struggle to understand and relate to he relishings of others. This does not mean that he sustain no encounterings but that he restrain difficulty entering into another persons experiences, emotions, and thoughts.How purposer Syndrome feces affect Michaels development Aspirer Syndrome can affect a Michaels development in a numerous egress of ways. Erickson described development in a set of stages an individual moldiness overcome one to move on to the next. AS could seriously push the succession of reaching these stages and leave a person feeling very lost and confused if gone untreated. For instance, Michael who is in the stage of Industry vs.. inferiority may be comparing himself to his peers and realize he is very different. The issues a child has in the social ly anxious and even more expurgate off in the future (Beer, 2007).Piglets theory on intellectual egression can both(prenominal)what be contradicted with children who have Aspirer Syndrome. Pigged said that all children when through four stages of cognitive development. The first is seniority, the befriend is operational, the third is concrete-operational, and the one-fourth is formal-operational stage (Skip and Shaffer 61). These different stages admit very well with children who do not have Aspirer Syndrome, but he do not coincide very nicely with children who do. Michael who has AS is very intellectual, and more advanced then what Pigged thought was capable in his stages.Pigged believed that children couldnt really move ahead in the stages while he was lull in a young age but this is not original in relationship with children who have AS. oneness the other passel there are some areas that Michael is not as advanced as he should be according to Pigged. This Just continues to canvas that Pigged had to think about different ways that different children have of ontogeny cognitively. Many students with Espaliers may have a lack of self-motivation. According to Masons pecking order of Needs and theory of motivation, a person has basic enquires to fulfill.The demoralise levels of needs include survival, safety, belonging and self-esteem. The higher(prenominal) levels of needs include self-actualization, aesthetic appreciation, and intellectual achievement. (Gene Chukka, 2007) When considering Masons theory, Michael may never reach the higher needs because the pooh-pooh level needs have not been met. He often feel like he dont belong, he feel unsafe and he can also struggle with self-esteem. These factors can have a great entrap on a Michaels motivation in the classroom. Michael may also have needs in the classroom that the teacher will need to take hold for.It may be physical needs, such as softened lights or loud noise reduction or environmenta l needs, such as plant lifepace that is comfortable and not overwhelming for the student. Michael may also have schoolman needs in the classroom as well, such as clasp time, physical information rather than verbal or hands on manipulative. Some classroom teachers may need to have interventions set in place in the case that a student with Espaliers has behavior modifications in lace. There needs to be a set discipline plan for all students as well as the AS student in the classroom.They might also have an individualized behavior plan intentional to meet their specific needs and goals. These are set in place to help the AS student succeed in the regular education classroom. The key to keeping Michael motivated in the classroom is to find what works for him. It will not be the same for everyone and it is up to the school, teachers, counselors and parents to find a way to help that individual child be successful in their education. Just like any other student, Michael wants to succe ed and be part of the school and classroom community.With the proper motivational techniques, this is possible for Michael. Characteristics, and the affect this disorder of Michaels development Aspirer their development. Hans Aspirer described these group of children with a real and chronic nonrepresentational social disorder (Miles and Simpson 1). Michael show to have a lot of difficultly in social settings. Some characteristics of Michael are that he do not deal with social situations correctly. Autistic children have much more problems with language then children with AS, and this is the biggest preference between the two disorders.He also execute to show a lot of repetitive behaviors, and obsessions with certain things capital of Mississippi 45). lot with AS can also experience some problems with their sleeping patterns, aim skills and emotions. There is no specific cause to Aspirer Syndrome or Autism, it is a fact of something going wrong in your genes. A diagnosis for Asp irer Syndrome is usually made between the ages of four to eleven. The child has to demonstrate an baulk in social situations, repetitive behaviors, and their also has to be not a severe impairment in language to be diagnosed as AS and not Autism.He have to take a series of cognitive and inherited assessments to see where he fall on the ADSM-IV Diagnostic Criteria. If he beat a certain amount of these qualities he are classified as having Aspirer Syndrome (Prior 18). Aspirer Syndrome is a very usual disorder, it is grand for people to understand the characteristics, and the affect this disorder has on the five domains of their development. Cognitive demesne There are some different cognitive findings with children who have Aspirer Syndrome. A defining characteristic of AS is an fairish or above average intellectual opacity (Miles and Simpson 10).Michael tends to do very well intellectually in school, mostly this is due to his ability to become fixated on a topic and therefore in a way become an honest on the topic. Children with AS usually also devil diagnosed with an attention shortage disorder. Michael seem to have a sticky time with paying attention, and he lodge distracted very easily. Michael seem to get lost in his own word very often. One minute it may seem like Michael is paying attention to what you are doing, and the next he is completely in his own word, and is total unaware of his surroundings.Other then these few cognitive problems unlike Autism, Aspirer Syndrome doesnt have as many. Linguistic domain Children with Aspirer Syndrome have some issues with language. Although it is much less serious then with children with Autism it is still a big part of their life. Michael has a lot of difficulty with language, body language and facial expressions. It is very dense for him to figure out what other people mean by the way they speak and the different kinds of expressions they make. Children with AS take things very literal, and this is a huge problem with their language Jackson 100).This is very important for teachers to understand, because when they give a student or else they will get very confused. For example, if a teacher tells Michaels to leave the room for a second, he would walk out of the classroom for exactly one second and then come back in. It is very hard for Michael to understand the true meaning as to what the person is telling him, and therefore he get very confused. There are some ways of helping these children with their difficulties which is having them take speech-language assessments.This studies the childs understanding of nonliterary engage, verbal problem solving, and nonverbal communication (Miles and Simpson 26). get Michael into these programs early in his life, can really impact how well his language understanding develops as adults. Physical domain Children with Aspirer Syndrome tend to have some physical problems. Physical activity can be hard for children with AS because most of the c hildren have a degree of fine and raw motor problems (Prior 207). Children with AS tend to have bad balance and hand center of attention coordination, they can also be very clumsy.This makes it very hard for Michael to play on a team. Difficulties with fine motor skills affect Michaels cognitive operation academically. He can sometimes have trouble grasping a pencil, and therefore he write very messy. This also causes a lot of problems in physical education class (Miles and Simpson 62). Students with AS have a very hard time physically and gym can be very hard on them emotionally because children tend to make fun of someone who is very bad at sports. Children with Aspirer Syndrome also have problems with textures and sensory perception.Certain textures can really bother a person with AS. So can different sounds. A child with AS has heightened menses and this causes them to get very disturbed by certain things Jackson 61). Children with AS also have different dietary needs. There is a theory that gluten and casein paint products can not be broken down with people on the Autistic spectrum. The removal of these foods can be very beneficial to the childs health. vent on a gluten free diet has shown some amazing results in helping children with Autism deal with their dietary needs Jackson 82). genial Domain Children with Aspirer Syndrome have a lot of difficulty with social situations. Michael sometimes doesnt know how to handle some situations that he is not used to. It is said that children with AS dont understand when they are standing to close to someone, which would make them uncomfortable. Also Michael has difficulties with adjacent people around, and not knowing that this is bothering the person he is following. It is also very hard for Michael to tell if someone is bored because he doesnt understand peoples facial expressions, and different emotional expressions Jackson 164).Research states that children with AS demonstrate impairments in their relatio nships with peers, difficulties with participating in reciprocal conversations and using nonverbal communication cues within social exchanges Prior 105). Michael also has a very hard time with maintaining eye contact with Michael to be socially awkward in his lack of eye contact (Prior 106). This can be very frustrating for Michael because he feel like he is doing everything right and normal with other people, but he end up doing things all wrong. Emotional Domain (Self-esteem) Some children have a much healthier self-regard than others.However, children who are aware that they have significant difficulties that keep them apart from their peers are almost guaranteed to have low self-esteem. And this is exacerbated by sleep robbers, bullying, difficulties with school-work, relationship problems etc. Clearly, self-esteem issues are common in children with Aspirer Syndrome. Studies show that children who are given help with Social Skills and are able to translate this into real life s ituations, develop higher self-esteem, and some children benefit from Cognitive Behavioral Therapy There are several strands that Michaels parents and teachers should keep an eye on.Teachers need to make sure that Michael is not being bullied, that he can access school work, that he can wield with playtimes and dinner hours. Espies are often perfectionists, and therefore often feel that they are letting people down when they do not do something perfectly. Michael needs to know his rules about doing his best. He often avoids situations where he is afraid of failing. Michael need to be encouraged to take risks, maybe going into a social situation, and then emphasis the things he has done well. Success in one situation can give the confidence to tackle another new thing.Conclusion Every child is unique unique in the way he develops and grows. A childs development from baby to toddler, from child to teenager from teenager to adult usually follows an expected pattern. Sometimes this pa ttern of development is delayed. The delay may be mild or severe. Every child develops differently, however some differences may indicate a developmental disorder or delay. This is where important developmental milestones or stages are missed or delayed. Many children with Espaliers Syndrome also have sensory processing difficulties.Children with Espaliers Syndrome often find social situations exceedingly trying and stressful. They frequently have stereotypical patterns of behavior and can be obsessive about very specific interests, in addition to some peach and language peculiarities and issues with non-verbal communication, Many of these young people have average or above average intelligence but lack the skills to come about easily, have very poor social skills and may not be able to empathic or relate well to other children or adults.These children often have great difficulty reading other peoples emotions or feelings. These difficulties can persist through teenage and adult life. However with family and school supports and with early intervention, young people None of us can choose our genes, our parents, or the place where we are born. We all have feelings and we all live in the same world. Lets make it a kind and friendly place for everyone. Advises for Michael parents and teachers Aspire The Aspirer Syndrome Association of Ireland Collinear House, Carmichael Centre, Collinear Street, Dublin 7, Ireland.