(NRS 434VN Topic 2 Assignment)

The needs of the pediatric patient differ depending on age, as do the stages of development and the expected assessment findings for each stage. In a 500-750-word paper, examine the needs of a school-aged child between the ages of 5 and 12 years old and discuss the following:

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1. Compare the physical assessments among school-aged children. Describe how you would modify assessment
   techniques to match the age and developmental stage of the child.
2. Choose a child between the ages of 5 and 12 years old. Identify the age of the child and describe the typical
   developmental stages of children that age.
3. Applying developmental theory based on Erickson, Piaget, or Kohlberg, explain how you would
   developmentally assess the child. Include how you would offer explanations during the assessment, strategies
   you would use to gain cooperation, and potential findings from the assessment.

    

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Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success
Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for
assistance.

ADDITIONAL DETAILS 

Developmental Assessment and the School-Aged Child

Introduction

Have you recently been asked to assess a child in order to determine his or her developmental level? If so, you’re not alone. The need for developmental assessments in children has increased over the past few years as research shows that there are many benefits to this process. In this article we’ll discuss some of these benefits and also look at what goes into developing an occupational therapy assessment plan for school-aged children.

Developmental Milestones

• Developmental milestones are based on the child’s chronological age, not their mental or physical age.

• The ability to perform a task is more important than the time it takes to develop that ability.

Developmental Surveillance

Developmental surveillance is a process by which you, as a parent or teacher, observe your child’s development. This can be done at home or in school settings. The goal of developmental surveillance is to get an idea of how well your child is growing and developing so that they can be placed on a good trajectory for success in school and beyond.

Developmental Surveillance Components:

• Observation – This component involves watching what your child does on a regular basis (at least once per week) over an extended period of time (at least three months). You may want to watch them play or talk with other children their age group during this period; it’s also possible that you will want them simply sitting still for longer periods than usual so that it will be easier for the teacher/therapist working with them see how their body functions differently from other kids who have been learning since birth!

• Parent Questionnaire – As part of this process, parents take part in surveys asking questions about themselves along with their children’s lives such as thoughts about schoolwork as well as general life satisfaction levels overall

Screening

Screening is a process that identifies children who may be at risk for developmental delay. Screening is not diagnostic, and it does not necessarily indicate a child will require additional testing or evaluation to determine the cause of their difficulties. However, screening can be an integral part of the developmental assessment process (i.e., it helps identify children who may benefit from additional testing).

The school-aged child should have a comprehensive physical examination with his or her parent(s) in order to determine any health issues that might impact learning or behavior at home and school. In addition, occupational therapists conduct screening tests on all children enrolled in their clinic with the goal of identifying those who may need additional support related to fine motor skills development, sensory processing problems such as autism spectrum disorder or ADHD/ADD/ADHD-like symptoms such as hyperactivity (excessive energy), impulsivity (acting without thinking first), difficulty concentrating on tasks over long periods of time; executive function deficits such as difficulty organizing thoughts into sequences which leads them making poor decisions under stress situations; social anxiety disorder which makes it difficult for some people cope with being around others because they feel self conscious about how they look when talking too much so they avoid talking altogether instead becoming very quiet but still want people around them just so they don’t feel alone anymore

The Role of the Occupational Therapist in the Developmental Assessment Process of the School-Aged Child

The role of the occupational therapist in the developmental assessment process is to evaluate a child’s abilities and needs. Occupational therapists are experts in child development, and their training includes learning how children develop physically, cognitively, socially and emotionally. They are trained to assess these areas by observing a child’s participation in meaningful activities: for example, if you want an occupational therapist to determine whether your child has fine motor skills (the ability to write or draw), they will observe how well your child can follow directions when playing with toys on their own or under adult supervision; if you want an occupational therapist help identify any behavioral concerns that may be interfering with school success at home as well as at school then they will observe how well your student interacts with classmates during recess time; etcetera.

Physical

Physical development is related to gross and fine motor skills, as well as coordination. It also involves self-care skills and safety issues.

Gross Motor Skills: Gross motor skills are the movements or actions that require large muscle groups such as running, jumping or throwing. Fine Motor Skills: Fine motor skills include small muscle groups of the hands and fingers that control pencils, scissors etc., along with writing and drawing on paper. They often develop at a faster rate than gross motor skills because they use smaller muscles which require less energy from the body (increased oxygen consumption).

Activity Level: Children differ in how active they are throughout their day; some children may spend more time sitting still than others but this does not mean their brains aren’t working hard enough! If you’re concerned about how much your child’s activity level impacts their health then talk about ways we can help improve it together – for example using exercise equipment at home or going swimming regularly outdoors which helps increase blood circulation around all parts of our bodies including those areas most affected by lack of movement such as joints/tendons etc.. Sleep Patterns & Self Care Skills Developmental assessments will provide information on these aspects so if you think something might be wrong then discuss it with your doctor first before making any changes yourself

Sensory processing

Sensory processing is a term that refers to the way a child’s body responds to sensory input. It is important for children to be able to process information about their environment and organize it into meaningful patterns. When this happens, they can participate in activities that require attention and focus, like learning how to read or play sports.

However, if a child has difficulties with sensory processing (SP), they may have trouble responding appropriately when they are exposed to certain kinds of stimuli—even those which don’t seem threatening at first glance! As an example: if you put your hand in boiling water for too long without noticing or reacting quickly enough when you feel pain then this could lead to scarring on one side of your hand later on down the line when no longer able/willing anymore due lack fear factor fear factor fear factor fear factor fear factor

Cognition and learning

Cognitive development is the ability to process information, remember and learn new skills. It includes learning, memory, language, problem solving and reasoning.

Cognitive development is affected by the environment and experience; it also involves genetics (your genes). Your child’s cognitive abilities will continue to change as they grow up—and you can help them do this by providing opportunities for your child to develop these skills through play activities or schoolwork.

Psychosocial skills

Psychosocial skills are important for the child’s ability to learn, interact with others and solve problems. These areas include social and emotional development; language and communication; self-help skills (such as problem-solving); cognitive/perceptual abilities such as attention span and memory.

Children with developmental delays may have difficulty in these areas because they haven’t developed them yet.

Our role as occupational therapists is to evaluate the child’s ability to participate in, or engage in, meaningful activities (occupations).

As an occupational therapist, you evaluate the child’s ability to participate in, or engage in, meaningful activities (occupations). This means that we look at how well your child can do things on their own and how they feel while doing them. We want to know if they’re happy with what they’re doing and if it makes them feel good about themselves.

Conclusion

The assessment process is a collaborative approach between the school and the parent. The parent should be prepared to do all that is needed to support the child’s development and participation in school activities. We are here to help you through this journey, so please contact us if we can be of any assistance with your child’s development!