Typical And Atypical Child Development Module 4 .
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Has more interest in the oppositesex.Goes through less conflict withparents.SOCIAL ANDEMOTIONALAtypical Developmental for Sam at14 Years OldNotesIs not invited to do things after schoolor on weekends. Appears to havelimited peer connections and relies onhis parents for his social connectionsShows inappropriate behavior inpublic as well as at home, includingmasturbating in public and lifting hisshirt.Shows more independence fromparents.Has a deeper capacity for caringand sharing and for developingmore intimate relationships.Spends less time with parentsand more time with friends.Can experience sadness ordepression, which can lead toother problems.LANGUAGE ANDCOMMUNICATIONTHINKING ANDLEARNINGLearns more defined work habits.Shows more concern aboutfuture school and work plans.Is better able to give reasons fortheir own choices, includingabout what is right or wrong.Speaks in short sentences of onlythree to five words. Strangers maystruggle to understand him if he isspeaking about something withoutcontext.Has a low IQ.Is below grade level and has a limitedability to read.Needs clothes fasteners adapted forhim to be able to dress.Page 1 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Most girls will be physicallymature at this stage, while boysMOVEMENT AND may still be maturing physically.Most children will reach or arePHYSICALclose to reaching their adultDEVELOPMENTheight and weight at this age.Capable of having children.Atypical Developmental for Sam at14 Years OldNotesNeeds clothes fasteners adapted forhim to be able to dress.Page 2 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Has more interest in the oppositesex.Goes through less conflict withparents.SOCIAL ANDEMOTIONALShows more independence fromparents.Has a deeper capacity for caringand sharing and for developingmore intimate relationships.Spends less time with parents andmore time with friends.Can experience sadness ordepression, which can lead toother problems.Learns more defined work habits.Shows more concern about futureschool and work plans.THINKING ANDLEARNINGIS better able to give reasons fortheir own choices, including aboutwhat is right or wrong.Atypical Developmental forBrandon at 15 Years OldNotesUnable to complete hisresponsibilities at home becausehis parents have substantiallyreduced demands on him in orderto avoid his outbursts at beingrequested to do things.Has been increasingly aggressivewith his peers and family.Has been increasingly aggressivewith his peers and family.Requires supervision at schooldue to behavioral issues.Frequently runs away, runningfrom home, school and otheractivities one to three timesweekly.Unable to participate in activitiesboth at school and at home.At home, is unable to do activitiesindependently and needs regularsupervision.Page 3 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Most girls will be physically matureat this stage, while boys may stillbe maturing physically.MOVEMENT ANDPHYSICALDEVELOPMENTAtypical Developmental forBrandon at 15 Years OldNotesAlthough he appears capable ofself-care, like bathing, brushing histeeth and changing his clothes, hecarries out these activitiesirregularly, sometimes only bathingand brushing his teeth two to threetimes a month and changing hisclothes only once a week.Most children will reach or areclose to reaching their adult heightand weight at this age.Capable of having children.Page 4 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Has more interest in the oppositesex.Goes through less conflict withparents.SOCIAL ANDEMOTIONALShows more independence fromparents.Has a deeper capacity for caringand sharing and for developingmore intimate relationships.Spends less time with parents andmore time with friends.Atypical Developmental forJayla at 16 Years OldNotesNeeds restrictions to limit heraccess to food.Always has had obsessive foodseeking behavior, but it hasrecently reached a new level ofintensity.Has very limited and oftennegative interaction with her peers.Has begun demonstratingbehavioral outbursts both andhome and in the community.Demonstrates obsessive behaviorincluding talking incessantly andpicking at her skinCan experience sadness ordepression, which can lead toother problems.LANGUAGE ANDCOMMUNICATIONLearns more defined work habits.THINKING ANDLEARNINGStruggles academically andreceives special educationinstruction.Shows more concern about futureschool and work plans.Is better able to give reasons fortheir own choices, including aboutwhat is right or wrong.Page 5 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestonesAtypical Developmental forJayla at 16 Years OldNotes14-21 YEARS OF AGE (Teenage to Young Adult Years)Most girls will be physically matureat this stage, while boys may stillMOVEMENT AND be maturing physically.Most children will reach or arePHYSICALclose to reaching their adult heightDEVELOPMENTand weight at this age.Capable of having children.Page 6 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Has more interest in the oppositesex.Goes through less conflict withparents.Shows more independence fromparents.SOCIAL ANDEMOTIONALHas a deeper capacity for caringand sharing and for developingmore intimate relationships.Spends less time with parents andmore time with friends.Can experience sadness ordepression, which can lead toother problems.Atypical Developmental forEmma at 16 Years OldNotesEngages in self-harming behavior,including cutting and meeting menwhom she has met on the Internet.Is at high risk for suicide.Has threatened to kill her parents.Even though she has not acted onthese threats, she is often verballyintimidating toward them.Needs constant supervisionHas limited peer connectionsAlthough she can manage selfcare independently, she hasbecome more lax in personalhygiene and has to be reminded totake showers.LANGUAGE ANDCOMMUNICATIONTHINKING ANDLEARNINGLearns more defined work habits.Shows more concern about futureschool and work plans.Is better able to give reasons fortheir own choices, including aboutwhat is right or wrong.Page 7 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestonesAtypical Developmental forEmma at 16 Years OldNotes14-21 YEARS OF AGE (Teenage to Young Adult Years)Most girls will be physically matureat this stage, while boys may stillMOVEMENT AND be maturing physically.Most children will reach or arePHYSICALclose to reaching their adult heightDEVELOPMENTand weight at this age.Capable of having children.Page 8 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestones14-21 YEARS OF AGE (Teenage to Young Adult Years)Has more interest in the oppositesex.Goes through less conflict withparents.SOCIAL ANDEMOTIONALShow more independence fromparents.Has a deeper capacity for caringand sharing and for developingmore intimate relationships.Spends less time with parents andmore time with friends.Can experience sadness ordepression, which can lead toother problems.Atypical Developmental forAnton at 20 Years OldNotesHas very limited peer relationshipsIs unable to determine safe orunsafe situations and will wanderoffNeeds constant supervisionLANGUAGE ANDCOMMUNICATIONLearns more defined work habits.Shows more concern about futureschool and work plans.THINKING ANDLEARNINGNeeds assistance in managingand learning life skillsIs able to self-care—bathing,dressing, toileting—but only withstep by step cueingIs highly sensitive to loud sounds,which inhibits his ability toparticipate in certain activitiesIs better able to give reasons fortheir own choices, including aboutwhat is right or wrong.Page 9 of 10
Typical and Atypical Child DevelopmentModule 4: Adolescence-Transition to Adult Life, Ages 14-21MatricesTypical DevelopmentalMilestonesAtypical Developmental forAnton at 20 Years OldNotes14-21 YEARS OF AGE (Teenage to Young Adult Years)Most girls will be physically matureat this stage, while boys may stillMOVEMENT AND be maturing physically.Most children will reach or arePHYSICALclose to reaching their adult heightDEVELOPMENTand weight at this age.Capable of having children.Page 10 of 10
Module 4: Adolescence-Transition to Adult Life, Ages 14-21 Matrices Page 2 of 10 Typical Developmental Milestones Atypical Developmental for Sam at 14 Years Old Notes 14-21 YEARS OF AGE (Teenage to Young Adult Years) MOVEMENT AND PHYSICAL DEVELOPMENT Most girls will be physically mature at this stage, while boys
Typical and Atypical Childhood Development Module 1: Birth through 3 Years of Age Matrices Page 2 of 13 Typical Developmental Milestones Atypical Development (Missing or Not Meeting Anticipated Milestones) NOTES 4 MONTHS (Birth to Three Years Old) SOCIAL AND EMOTIONAL Smiles spontaneously, especially at people Doesn’t smile at people
Care needed: (check all that apply) Child #1 Child #2 Child #3 Child #4 Child #5 Preferred Location (Zip Code other than home) Full day Part day Evenings Overnight Weekends Special Needs: Child #1 Child #2 Child #3 Child #4 Child #5 Limited English Child Protective Services Severely Handicapped
anaemia. Typical and atypical forms exist; they differ in terms of causes, epidemiology, incidence, treatment and prognosis. Typical HUS commonly causes paediatric acute renal failure but up to 70% of children recover from the acute phase of infection12. Atypical HUS is associated with poorer outcomes than typical HUS. The association
4. Analyze the interdependence of the cognitive, psychosocial and physical domains of development. 5. Demonstrate knowledge of the physical, social/emotional, cognitive and language development of children, both typical and atypical, in major developmental stages. 6. Demonstrate knowledge of current research findings as they apply to child .
analysis of safe typical task execution, safe atypical task ex-ecution and unsafe atypical task execution is the goal of this work. The usual trend in formal analysis in determining whether a system maintains a guarantee is by performing model checking [4]. Model checking a system M is determining whether M satis es a requirement denoted by M j .
stages in each domain of human development (i.e., cognitive, physical, social, and moral) a. describes the characteristics of a typical child in each stage and each domain b. recognizes typical and atypical variance within each stage and each domain 5. Understands how learning theory and human development impact the instructional process a.
Hinged Patio Door Hinged Screen Door and Storm Panel Cross Sections Legacy 2-1/4" Doors 6 7 5 10 9 1 8 3 2 4 TYPICAL TYPICAL TYPICAL TYPICAL TYPICAL TYPICAL 2-Wide Top View Side View 1-Wide Top View 1) Complete Screen See Page 40 2) Handleset 3) Astragal 4) Hinges 5) Head and Side Z-Bar
Accounting for Nature: A Natural Capital Account of the RSPB’s estate in England 77. Puffin by Chris Gomersall (rspb-images.com) 8. Humans depend on nature, not only for the provision of drinking water and food production, but also through the inspiring landscapes and amazing wildlife spectacles that enrich our lives. It is increasingly understood that protecting and enhancing the natural .
