GL4 4QM and Developmental Delay Flashcards
How do you decide which children the 4QM frame of reference is most suitable for?
?
What would being ALERT mean when designing intervention for a child using 4QM?
?
When considering the ALERT factors how might the following characteristics and abilities of the child impact on choice of teaching and learning strategies within each quadrant and/or overall design of your intervention?
a. Identified moderate intellectual impairment
b. Known positive response to specific food as motivator
c. Expressive language impairment requiring child to utilize signing or picture cards for communication
d. Limited history of success with acquisition of new skills, with attribution of success to luck rather than effort
?
Can you name and explain:
a. each quadrant (including when it would be used),
b. the individual strategies related to each quadrant?
?
Choose a skill a child might need to learn. Identify which strategies from each quadrant are most applicable to using when to support a child learning this skill.
?
What process would you follow to develop an individual 4QM for a child?
E.g., Joe is 3 years old and has a mild intellectual impairment with delayed expressive language skills. The goal identified by his family is being able to put on his T-shirt independently. He can complete all the individual actions required, by not the task as a whole. He does not know the front from the back of his T-shirt.
Elly is 8 years old and has difficulty with motor co-ordination and attention to task. Learning to tie shoelaces is an important skill for Elly to enable her to participate at school and in a range of community based activities including Girl Guides. Elly has been trying to learn to tie her shoe laces for some time without success. She has previously failed when trying to learn a range of other tasks and it not very motivated to try or achieve. Elly can tie a knot and make a bow with the laces.
?
What do you understand by the term by Global Developmental Delay?
?
What factors might contribute to a ‘transient’ developmental delay?
?
What additional issues do developmental delays create for families and how might these issues impact on your choices for assessment and intervention?
?
What factors might you need to consider in choice of assessment when a child has a developmental delay?
?
What contexts for intervention are appropriate when a child has delayed development?
?
What approaches to intervention are effective when supporting a child with developmental delay?
?
