Welcome to presentation of:

Specific Developmental

Delay

SPECIFIC DEVELOPMENTAL DELAY

(SDD)

Essentially a learning disorder

GlobalMS

Autism

ADHD

Etc..

SpecificReading

Writing

Mathematics

Learning Disorder

SPECIFIC

DEVELOPMENTAL DELAY

(SDD)

-

Characteristics :

- A broader concept than dyslexia.

- Normal level of intelligence.

- No perceptual dysfunction.

Etiology

Lag in the maturation of the dedicated

areas of the left hemisphere.

No brain damage as such but refers

to individual differences in the

complex brain organization during

development.

Confusion of nerve messages

between the two language areas.

Reading:

1)- Words recognition deficit. Difficulty to break a word and

then read it.

e.g.: mat/ter (matter).

2)- Oral reading deficit:

Errors:– Omission: e.g. 'Climb' for Climbed.

– Substitution: e.g. 'Soup' for 'Soap'.

– Reversal: e.g. 'On' For 'no'

3)- Reading comprehension difficulty:

A problem in the ability to mentally interpret what one is reading while the brain undertakes the process of reading.

Spelling disorders.

A) - Oral spelling deficits (spelling aloud).

B) - Written spelling deficits:1- Errors of vowels

'Cat' – 'Cut'

2- Vowel Combination'rain' – 'rian'

3- Distorted , changed letters or words :

Example :

Q a t catBol l ball

Written Expression

Disorder

(A)- Written Expression Deficit:Difficulty in writing Essays, articles or

composition.

(B)- Handwriting Deficit: - Illegibility.

- Slowness.

- Abnormal pencil grip (e.g. dagger’s)

Mathematical Disorders.

A)- Arithmetic Calculation Deficit:( In basic computational skills addition, subtraction,

multiplication, division).

B)- Statement sum problem: Multiple operations involved .

Difficulty in concepts of Time, Speed, Distance etc…

C)- Mathematical reasoning difficulty: In abstraction.

Associated Features

Large family size.

Low socioeconomic status.

Family history of specific developmental

delay.

Increased prevalence of epileptic

children, but overall no overt prevalence

of neurological abnormalities.

Clumsiness and poor left-right

differentiation.

Fears,anxiety,depression,poor attention

and concentration and low self-esteem.

Epidemiology

Prevalence: 3-10% of school age children

SRD : B > G

MSD : G > B

SWD : unknown

Assessment

Reading Deficits: Reading Skills.

Reading age.

Standardized tests,

e.g.: Schonnel graded word reading test.

Grapheme / Phoneme Correspondence test.

(Continued)-Assessment

Handwriting: Analysis.

Formation of letters and their

arrangement on the paper.

Posture.

Pencil grip( Dynamic Tripod).

(Continued)-Assessment

Written Expression:

Written composition, essay or article.

To observe the following:

-Content and related information

- Paragraphs.

- Capital letters.

- Punctuations.

(Continued)-Assessment

Mathematical Disorders:

Careful history of the child school

performance.

Individually administered standardized

mathematical test (IASMT).

(Continued)-Assessment

Neurological assessment.

Psychological assessment.

MSE

Investigations

Visual Acuity .

Audiometry .

I.Q. test .

CT scan (if indicated ).

Management

(Remediation)

Remediation:

Fortification of the child's

learning skills:

Identification of skill deficit.

Planning on classroom

remediation.

Management

(Continued)

Reading:

Basic sight vocabulary (20%), e.g.: 'On' 'Of' 'No'

etc.

Phonic method.

- Grapheme / Phoneme correspondence.

- Blending into words.

Phonetic method: Words are broken into patterns

e.g.: 'ar' 'tion' etc.

Syllabication: making words into respective

Syllables e.g.: mat/ter, stick/er.

Individualized Education Programme.

)Management (Continued

Reading Comprehension Difficulty:

Key Word Approach:

Children need to pick out key words

from paragraph of the lesson (e.g. in a

Lesson titled 'Birds' the child is asked

to pick out the key words, e.g. 'birds'

'feathers', beak, 'nesting habit', 'claws'

etc.

Management

)(Continued

Spelling:

Multi-sensory Technique

e.g.:

VAKT Approach.Used for small children.

Spelling rules.e.g. The plural rule:

e.g. Toy - Toys.

Baby - Babies.

- Suits older students.

Management (Continued)

Written Expression Deficit:

Deliberate strategy to generate the

steps of writing process:

- Idea generation.

- Idea elaboration.

- Idea organization.

Repetition of exercises.

Management (Continued)

Mathematics: Basic Computational Skills:Child may master calculations if they are:

- Like fun and games.

- From everyday life.

-Enhancing self esteem.

- Repeated practice.

Solving Statement Sum: - Strategy to write them out .(eg RIDDES)

- Repeat the sequence with examples.

Project – Math (Self – instructed).

Management (Continued)

1)- Parental Counseling

2)- Family Therapy

Thank You