Putting the Milestones into Practice: Jacob and Tyler, a Case Study

Summary

The speaker shares a story about identifying developmental delays in a two-year-old boy, Tyler, using the 'Learn the Signs, Act Early' materials. Despite the differences between Tyler and his twin brother Jacob, the teacher noticed Tyler was missing key milestones. After discussing concerns with the center director and the boys' parents, steps were taken to seek developmental screening. Tyler was later diagnosed with autism and began receiving speech therapy. The story highlights the importance of early intervention and using the free 'Learn the Signs, Act Early' resources to support child development.

Takeaways

• 👶 The teacher had fraternal twin boys, Jacob and Tyler, in her class who showed significant developmental differences.
• 📊 After a month of observation, the teacher noticed that while Jacob was meeting milestones on time, Tyler was missing several.
• 🏫 The teacher followed her center's policy and consulted the director before speaking to the parents about Tyler's development.
• 📝 She used the 'Learn the Signs, Act Early' milestone checklist and prepared resources to guide the conversation with Tyler's parents.
• 👨‍👩‍👦 The teacher highlighted positive aspects of Tyler’s behavior before addressing developmental concerns to the parents.
• ✅ The milestone checklist filled out by both the teacher and parents helped identify consistent concerns regarding Tyler’s development.
• 👩‍⚕️ The teacher recommended the parents schedule a pediatrician check-up and request developmental screenings for both boys.
• 🧑‍⚕️ Tyler was eventually diagnosed with autism by a psychologist and began receiving speech therapy and other interventions.
• 📈 Tyler's communication has improved thanks to early intervention, and he now splits time between the center and a special needs program.
• 🎯 The teacher emphasized the importance of acting early and using 'Learn the Signs, Act Early' materials to help parents recognize developmental issues.

Q & A

What is the purpose of the 'Learn the Signs, Act Early' program mentioned in the script?

The 'Learn the Signs, Act Early' program helps teachers and parents track developmental milestones in young children, ensuring early intervention if there are concerns about a child's development.

Why did the speaker choose to wait a month before tracking the milestones of the twins?

The speaker wanted to give the twins time to adjust to their new environment and get to know them better before starting to track their developmental milestones.

How did the speaker identify that one of the twins, Tyler, was behind in his development?

The speaker used the milestone checklist and noticed that Tyler was missing several milestones, while his brother Jacob was meeting or exceeding them.

What was the speaker's first step after realizing Tyler was behind in his development?

The speaker followed the center's policy and spoke to the center director to discuss Tyler's missed milestones and plan the next steps.

How did the speaker prepare for the meeting with the twins' parents?

The speaker provided the parents with blank milestone checklists to fill out for each child, printed relevant fact sheets, and gathered additional resources like early intervention contacts and developmental screening tips.

How did the speaker handle the meeting with the twins' parents?

The speaker started by discussing the positive traits of both boys, then reviewed the milestones, addressing the concerns with Tyler's development and guiding the parents on the next steps to take.

What recommendations did the speaker make to the parents for Tyler's development?

The speaker recommended that the parents schedule a developmental screening for Tyler with their pediatrician and contact the local Early Intervention program for further support.

What actions did the parents take following the meeting with the speaker?

The parents scheduled an appointment with the pediatrician, followed up with Early Intervention, and later consulted a psychologist, who diagnosed Tyler with autism.

What progress did Tyler make after starting speech therapy?

Tyler began communicating more after several months of speech therapy, which was coordinated with the center's activities to reinforce his learning.

How did the 'Learn the Signs, Act Early' materials help the speaker?

The materials provided clear milestones to look for, a simple way to document progress, and increased the speaker's confidence when discussing child development with parents, even when there were no concerns.

Outlines

00:00

👶 Recognizing Development Differences in Twins

The narrator shares an experience about teaching two-year-olds, particularly focusing on fraternal twins Jacob and Tyler. While Jacob met his developmental milestones, Tyler was lagging behind. The narrator used a milestone checklist to track their progress and noted the differences in their development. Concerned about Tyler, the narrator consulted the center director and scheduled a meeting with the boys’ parents to discuss the issue. The preparation for the meeting involved gathering resources, such as milestone checklists and fact sheets, to guide the parents toward early intervention.

05:00

🧠 Addressing Concerns with Parents and Professionals

During the meeting with the twins' parents, the narrator discussed Jacob and Tyler’s development. The parents, already aware that Tyler was missing some milestones, were concerned but unsure how to proceed. The narrator recommended scheduling a developmental screening with their pediatrician and provided resources on early intervention. The follow-up meeting revealed that Tyler was diagnosed with autism, and quick action by his parents helped Tyler start speech therapy, improving his communication. The narrator expressed gratitude for the Learn the Signs, Act Early materials, which provided confidence and guidance in supporting children's development and collaborating with parents.

Keywords

💡Milestone Checklist

A tool used to track the developmental progress of children, such as their ability to meet certain age-appropriate milestones. In the video, the teacher uses the milestone checklist to document the progress of the two boys, Jacob and Tyler, and to identify developmental delays in Tyler. This checklist serves as a basis for comparing behaviors at home and school, helping the teacher and parents better understand the child's growth.

💡Developmental Screening

A process where healthcare professionals assess whether a child is reaching key developmental milestones. In the video, the teacher recommends that Tyler’s parents request a developmental screen for both boys at their two-year check-up. This is critical in identifying potential issues early, such as autism, and getting children the help they need.

💡Learn the Signs, Act Early

An initiative aimed at helping parents and teachers recognize early signs of developmental delays and take prompt action. The teacher in the video uses the materials from this program to guide her observations and conversations with parents. The initiative plays a pivotal role in encouraging early intervention to improve outcomes for children like Tyler.

💡Early Intervention

A system of services that helps babies and toddlers with developmental delays or disabilities. Tyler’s parents are advised to contact their local Early Intervention program after the teacher observes his delayed milestones. Early Intervention becomes part of Tyler’s care plan, providing speech therapy that helps him improve his communication skills.

💡Speech Therapy

A therapeutic intervention aimed at improving a child’s communication abilities, particularly when they are experiencing delays in speech or language. In the video, Tyler receives speech therapy through Early Intervention, and it helps him communicate more. The therapist works in the classroom, allowing the teacher to reinforce the activities in daily interactions.

💡Autism

A developmental disorder characterized by challenges with social interaction, communication, and repetitive behaviors. In the video, Tyler is eventually diagnosed with autism, which explains his developmental delays. The diagnosis helps his parents and teachers adjust their approach to his education and development, ensuring that he receives appropriate support.

💡Parent-Teacher Collaboration

The partnership between parents and teachers to support a child's development and address concerns. In the video, the teacher emphasizes how collaborating with Tyler’s parents, through tools like the milestone checklist, helps them get a clearer picture of his development and decide on next steps. This collaboration is crucial for effective early intervention.

💡Center Director

The person in charge of managing the childcare center, responsible for overseeing the teachers and supporting educational processes. In the video, the center director supports the teacher in raising concerns about Tyler’s development, participates in the meeting with his parents, and helps ensure the appropriate steps are taken for Tyler’s care.

💡Developmental Delay

A term used to describe a child who is not meeting developmental milestones at the expected times. In the video, Tyler exhibits developmental delays compared to his twin Jacob, prompting the teacher to take action. Recognizing and addressing delays early can significantly improve a child’s outcomes through targeted interventions.

💡Pediatrician

A medical doctor specializing in the health of children. In the video, the teacher advises Tyler’s parents to take him to a pediatrician for a developmental screen, as pediatricians play a key role in diagnosing and managing developmental delays or conditions like autism. The pediatrician's input is essential in determining the next steps in Tyler’s care.

Highlights

Teacher shares experience of using 'Learn the Signs, Act Early' information to help assess child development.

Teacher had fraternal twin boys in her class, Jacob and Tyler, who showed significant developmental differences.

Jacob met his developmental milestones on time, while Tyler missed several, raising concerns.

Teacher consulted the center director after noticing Tyler’s delayed milestones.

The center’s policy involved setting up a meeting with the parents to discuss Tyler's development.

Teacher prepared for the meeting by gathering resources, including milestone checklists and fact sheets.

Parents were asked to fill out a milestone checklist to compare home and school behavior, which revealed similar observations.

Teacher suggested scheduling a check-up with the pediatrician and requesting developmental screenings for both boys.

The pediatrician recommended a general developmental screening and an autism screening at Tyler's two-year check-up.

Tyler was later diagnosed with autism by a psychologist, six months after the initial observations.

Tyler is now in a specialized program for children with special needs while continuing at the center part-time.

Early Intervention speech therapy has significantly helped Tyler improve his communication skills.

The teacher collaborates with the speech therapist to reinforce Tyler’s progress in the classroom.

Teacher emphasizes the importance of acting early to address developmental concerns.

Teacher advocates for using 'Learn the Signs, Act Early' materials to guide developmental assessments and conversations with parents.

Transcripts

♪

Now I wanna tell you about an experience I had

last year when the Learn the Signs, Act Early

information really helped me.

As I've mentioned, I've been teaching

two-year-olds.

Last year, I had fraternal twin boys in my class.

They were adorable little guys.

For the sake of their privacy,

I'll call them Jacob and Tyler.

As I got to know the boys, I realized they were

very different from each other,

much more different than any other set

of twins I've taught.

The boys were new to the center,

so I waited about a month before I started tracking

their milestones to make sure they were comfortable

in their new surroundings.

I also wanted to get to know them.

I'd been tracking milestones using

the milestone checklist you saw earlier

for several years at this point,

so I didn't have to do anything different except

make the twins a priority in my scheduling.

And as I suspected, Jacob was meeting

his milestones on time or ahead of schedule,

and Tyler was missing quite a few.

Since I talked about development with all

the parents pretty frequently, I knew the twins' parents

thought the boys were different, but I didn't think

they had realized that Tyler might be behind

in his development.

Once I saw that Tyler was missing milestones,

I went to talk to my center director.

Our center's policy is very clear

on the steps we need to take in a situation like this

and talking to the center director is step one.

My director was extremely supportive.

He listened to everything I had to say,

asked a few questions, looked at the milestone checklist,

and asked me to schedule a meeting with the two of us

and the boys' parents.

I know different centers handle this differently,

but at ABC, with the director's approval,

I'm expected to take the lead.

Because of my experience, and because I'm using

the Learn the Signs, Act Early materials,

my director didn't hesitate to ask me

to lead the meeting.

He would be there to support me

and to help me with resources and questions.

In the days before the meeting,

my director came into the classroom several times

to play with the twins, so he would know them better.

I scheduled a meeting for the next week.

Before the meeting, I gave the boys' parents

a blank milestone checklist for each child

and asked that they fill them out and bring them

to the meeting.

I found this to be really helpful,

even when I'm not concerned about a child's development.

Some children behave differently at home and at school.

So, by comparing milestones from both places,

the parents and I get a more accurate picture

of the child.

To get ready for the meeting,

I went to the Learn the Signs Act Early website

and printed three fact sheets.

How to help your child, how to talk to your doctor,

and developmental screening.

I'm so glad I can get all the information I need

to give them free.

All I have to do is print them.

I also brought some other information:

copies of the checklists I did on both boys.

I brought enough copies so that each of us

could look at one, and the boys' parents

would have extras to take to their doctor.

The phone number to contact our local

Early Intervention program, since Tyler is under three,

a website address for how to find a doctor if they need one,

a Learn the Signs. Act Early. parent kit.

Since I can order them free, I keep a couple on hand

for parents in situations like this,

where the growth and development tips

come in extra handy, and a couple of notepads

and pens in case the parents want to take notes.

I like to make sure I'm prepared so parents

don't have to wait for me to get back to them

with information they need to help their child.

I admit that right before the meeting,

I got a little nervous that the boys' parents

might get upset, but I knew that what

I was doing was in Tyler's best interest.

And once the meeting started, I was fine.

We talked about Jacob first which was easy.

And then we moved on to Tyler.

I started out talking about the positive and fun things

I've seen in Tyler.

I really wanted them to know that I care

about their little boy, and that I enjoy

having him in my class.

Then, I asked them about Tyler at home.

I did my best to listen closely to what they had to say.

I wanted them to know that I was just sharing

my observations, and they were the ones

who know their child best.

Having the parents fill out the checklist

was really helpful, because they had already

realized that Tyler wasn't reaching

all of his milestones.

We went through the checklist for home and school

and could see how much our observations matched.

It was obvious that Tyler's parents

were concerned, but they didn't really

know what to do.

They immediately wanted to know what I thought was wrong

and what they should do.

I always tell parents that putting a label

on a specific problem isn't really our area

of expertise here at ABC,

but that I can help them figure out what to do next.

They had only lived in the area for a few months,

so they hadn't taken the boys to their new pediatrician yet.

Since the twins had just turned two

and it was time for a check-up anyway,

I suggested they schedule an appointment.

I recommended they tell the scheduler they had

concerns about Tyler and request that

both boys get developmental screens.

The American Academy of Pediatrics recommends

a general developmental screen and a screen for autism

at the two-year-old check-up.

I also suggested that they share copies

of both boys' checklists with the doctor,

and that they contact the local Early Intervention program.

I gave them the resources I mentioned earlier,

and we scheduled a follow-up meeting

for two weeks later.

Because of their concerns, the doctor was able to see them

about a week after they called for an appointment,

so we were able to talk about what the doctor said

at our follow-up meeting.

They had an appointment with someone

from Early Intervention in another couple of weeks.

The doctor suggested seeing a psychologist

or a developmental pediatrician

and having genetic testing done to rule out

any type of problem in that area.

Now, let's fast forward six months.

Tyler just had an appointment

with the psychologist who diagnosed him with autism.

Starting next month, he will be in our center

for half the day and in a program

for children with special needs for half the day.

He's been getting speech therapy

through Early Intervention for several months,

and he's already communicating more.

The speech therapist comes to the center

and sees him in the classroom.

So, I've been able to watch her

and do some of the same activities with him

so he gets more practice.

I'm so glad his parents acted so quickly.

I think he's going to do really well.

I know acting early makes a big difference.

I'm really happy I found

the Learn the Signs Act Early materials.

They've helped me to know what milestones to look for,

given me an easy way to document them,

and given me more confidence when

talking with parents, even when there's no concern.

If you're not using these free materials,

you should really check them out.

There are a lot more Tylers out there

who need you to help their parents act early.

♪