An Intervention for Developmental Disabilities

This article discusses interventions for children with developmental disabilities, including individualized education programs, sensory activities, and psycho-educational programs. It provides a plan for a successful presentation and emphasizes the importance of involving parents and caregivers. References are included.

Running head: AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
An intervention for the developmental disabilities
Name of the Student
Name of the University
Author Note

1AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
Part 1: A plan for the presentation:
Developmental disabilities are long-term and severe problems, which comprises of
both physical and mental problems. Early intervention in the schoolchildren is required to
minimize or to prevent the developmental delays (Chopra et al., 2014). Sometimes an
intervention is necessary to support a child’s development in a particular field. In school,
specific interventions for the core subjects like math and english is required to gain their
attention, particularly in that subject. Many children in the school face many self- regulation
disabilities, so proper self-regulatory programs are necessary for their guidance. The children
should be offered with school-based programs to teach them how to deal with the emotional
skills. Several media campaigns can be applied for the treatment of the children.
Individualized educational programs and individualized education program meeting can be
required with the parents of the children. The sessions are needed with the parents to deal
with the learning disabilities of the children (Kamhi & Catts, 2014). Service planning and the
delivery methods should be incorporated to influence the outcomes of the intervention
programs. Prevention is required for the children with the developmental disabilities to
improve the condition of health and the improvement of the risk-taking abilities in the later
stages of the life. Several other methods are applicable for the children. Individual cares
should be given to the children with the aid of the caregivers.
According to Wong et al., (2015) plan of work is necessary to execute the performance with
the children with disorder disabilities.
Plan of work to the children with the disorder disabilities:
Activities What How or why is chosen
Introduction Introduction is the necessary to
implement the activities in that
The specific group of children
who has the disorder disabilities

2AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
particular group of children. should be identified at first
Warm-up activities Rearrangement of the book
shelves or squeezing the ball
It will increase the focus of the
children.
Sensory activities Identification of the primary
color squishy bags
It will enhance the growth of
the physical skills and cognitive
skills of the body.
Gross motor activities Animal games would be perfect
for the children.
It will help in gaining or
strengthening the confidence
within the body.
Fine motor activities Poking straws into the holes
would be fun in commencing
the activities.
It will enhance the improvement
of the small muscles in the body
Cool down activity Ladder climbing is very much
effective.
It will decrease the heart rate of
the body.
Support from the parents can be helpful in this presentation. Parents involvement in
the role plays aimed to help the participants to achieve the self-management approaches they
experienced in the everyday classroom exercise, was an important component in the success
in the study. Proper data should be maintained for the children with the disabilities so timely
parent-teacher meeting should be conducted to show those reports to their respective parents.
Some of the students face hearing disabilities whereas some of the students may meet
learning disabilities or some of them may have visual impairments. In these events, the
children should be treated differently with the help of audio and visual aspects (Moll et al.,
2016). The students may be treated with the psycho-educational programs in which the
educations are projected to the students in a psychological manner so that the students can
understand the educational subjects easily.

3AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
Part 2: The presentation:
After the presentation plan has been developed for the unit, it is the time for the
introduction of the presentation to the unit or the group of the children. Several groups of the
children should be created to implement the program. In a particular group, there could be
children with differently disabled, so proper identification is needed before the
implementation. The data should be recorded for each group, and an appropriate analysis of
the data should be maintained. The children who had behavioural changes cannot socialize
with the other children. For them proper socio-behavioural treatment is required. Likewise,
after the identification of the appropriate diagnosis then the groups should be treated
differently according to the student's needs (Seligman & Darling, 2017).
Warm up activities-(sensory and motor components)- Warm up activities for the
children is necessary because it increases the posture of the child and it improves the child’s
range of performance and motion. Warm-Up activities are needed to improve the focus of the
child, particularly in one aspect. The children should be advised for heavy work activities like
the rearrangement of the bookshelves, opening doors to the others, wash the desk or the
tabletops, carry the baskets for the items, and squeeze the stress balls or the fidget toys. The
children should be advised for the movement activities like to hand out papers to the teachers,
while seating on a chair they should roll their neck and shoulder, or they can sit or jump on an
inflated air cushion. Several weight bearing activities were also recommended for the
children like to do the chair pushups, crab walk, spider walk or the wheel borrow walk.
Sensory activities for the children- Sensory activities are needed for the children with
the developmental disabilities because it will enhance the growth of physical skills and the
cognitive skills in the body. It will also help in the emotional development because most the
children are emotionally unstable and also it improves the communication and the social

4AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
skills. Sensory play will give the children endless ways to develop and to learn new ideas or
activities which are quite impossible for the disabled children. The teachers and the
caregivers should advance the children with particular kind of events like homemade rubbery
goop recipe, identification of the primary colors squishy bag experiment, how to colour the
rice for the sensory play or how to make squishy bags for the visual game.
Gross motor activity for the unit- Gross motor activities helps the child to gain
confidence and in the strengthening of the body. Several games or other activities should be
performed with the young ones to achieve their goal. The teachers and the other caregivers
should engage themselves to help the child to play certain kind of tasks. The tasks may
include the pillow mountain, several types of animal games, obstacle courses to be performed
within themselves. Running after bubbles or the ball games are also a useful technique for the
improvement of the gross motor activity.
Fine motor activity- Fine motor activities are the certain small type of activities that
are helpful to increase the strength of the small muscle for the fingers or toes. The teachers
should timely communicate with the students to help to perform certain kind of activities like
making the pasta necklaces, poking straws into the holes, threading with beads into the pipe
cleaners. This activity will enhance the growth of the specific small muscle activities of the
body.
Cooldown activities or the cooldown transition- These certain kinds of activities are
necessary for the children after the heavy exercises or the activities, which are discussed
above. These activities are necessary to calm down the heart rate and the temperature of the
body. If it is not decreased, then it can lead to fatigue or elevation of the heart rate. Specific
activities that can be applied to the children are the sidearm circles, to climb the ladder
activities, hugs and deep breaths and slow march towards a point.

5AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
In order to perform the activities, which are expressed above, some equipment are
required, that will facilitate the teachers in helping the children. The materials, which are
necessary, are the sands, ropes, beads, some type of balls, ladder, and soap bubbles.
The plans, which are selected for the intervention programs, should be interactive to
the children and the teachers as well. The structure or the framework of the proposed plan
should grasp the eyes of the children with developmental disabilities.
Reflection:
1. My group’s goals for developing this presentation are to enable ADHD children to focus
on the self-regulation skills. Selection for the group among 22 children is very much
necessary object for the intervention. A school may contain specific type of children, and
some of them have especially disabled, so specific programs are needed for a particular group
of children.
2. Yes, my group has to make changes while performing the presentation because the main
issue is that, we are dealing with children. Children are very tough to handle especially those
who are dealing with ADHD (Erskine et al., 2015). Therefore, it is hard to make them
understand about certain activities like showing them the necessary videos or songs or
images.
3. Not exactly, I have performed my work like the others. Small changes are always needed
to improvise your work.
I have not chosen only children to perform the activities like others. I have also chosen
parents, teachers and the caregivers in the same frame. It is not the only children; everyone
should be educated enough to perform the presentation.

6AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
4. Groups and I collaboratively use science journals, internets, several types of magazines as
a resource for the presentation. Along with that, we have performed certain kind of fun games
and small environmental tasks to keep them engaged (Meltzer, 2018)
.These resources are used to a certain extent.
The others sources that I might consider in the future is a survey in different schools to
understand the activities what the others are performing to deal with the situations.
5. The problems that we face from the presentation are from the children and especially from
their parents. Most of the parents do not allow their children to be taken part in the activities.
They are afraid from the interventions.
We conduct a proper meeting with the parents, and we have incorporated several small
exercises, which are to be performed with the child to increase their physical strength.
What I learn from them is that physical disabilities children can revert to the healthy life after
proper diagnosis.
6. In the group everyone contributes differently to perform the activities:
I have managed the whole task and the presentations.
The teachers have performed their parts by educating the children.
The caregivers and the health takers take care of the children. If some of the students face any
health problems, then the caretakers will serve accordingly.

7AN INTERVENTION FOR THE DEVELOPMENTAL DISABILITIES
References
Chopra, V., Harley, K., Lahiff, M., &Eskenazi, B. (2014). Association between phthalates
and attention deficit disorder and learning disability in US children, 6–15
years. Environmental research, 128, 64-69.
Erskine, H. E., Moffitt, T. E., Copeland, W. E., Costello, E. J., Ferrari, A. J., Patton, G., ... &
Scott, J. G. (2015). A heavy burden on young minds: the global burden of mental and
substance use disorders in children and youth. Psychological medicine, 45(7), 1551-
1563.
Kamhi, A. G., &Catts, H. W. (2014). Language and reading disabilities.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford
Publications.
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., &Snowling, M. J. (2016). Cognitive risk
factors for specific learning disorder: processing speed, temporal processing, and
working memory. Journal of learning disabilities, 49(3), 272-281.
Seligman, M., & Darling, R. B. (2017). Ordinary families, special children: A systems
approach to childhood disability. Guilford Publications.
Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., ... & Schultz,
T. R. (2015). Evidence-based practices for children, youth, and young adults with
autism spectrum disorder: A comprehensive review. Journal of autism and
developmental disorders, 45(7), 1951-1966.

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