What are the gross motor, fine motor, speech and language and social milestones seen at 6 weeks?
Gross motor:
- Head up 45 degrees on tummy.
Fine motor:
- Follow 180 horizontally.
- Follow O vertically.
Receptive language:
- Quiets to voice.
Expressive language:
- Cry, coo.
Social:
- Smile spontaneously.
What are the gross motor, fine motor, speech and language and social milestones seen at 3 months?
Gross motor:
- Up on elbows.
- Pull to sit, no head lag.
Fine motor:
- Hands to midline.
Receptive language:
- Turns to voice.
- Quietens to voice/sound.
- Localise keys/bell –>.
Expressive language:
- Reciprocal vocalisation.
- Laugh.
Social:
- Reciprocal smile.
- Grasp rattle.
What are the gross motor, fine motor, speech and language and social milestones seen at 6 months?
Gross motor:
- Up on hands.
- Sits supported.
- Tummy to back (5m)
- Back to tummy (6m)
Fine motor:
- Take 2 blocks.
- Transfer hand to hand.
Receptive language:
- Rapidly turns to quiet sounds/voice.
- Bell/keys (across and down)
Expressive language:
- Single c/v combinations.
Social:
- Lift arms for pick-up.
- Shakes rattle to make sound.
What are the gross motor, fine motor, speech and language and social milestones at 9 months?
Gross motor:
- Sits well, lean forward and turn.
- Pull to stand.
- Crawl/creep.
Fine motor:
- Take 3 blocks.
- Object permanence begins.
Receptive language:
- Understands no, ta, own name.
- Bell/keys (diagonal).
Expressive language:
- Polysyllabic, tuneful babble.
- Jargon.
Social:
- Plays peek-a-boo.
- Stranger danger.
- Bangs rattle on table/ground for noise.
- Feeds self a biscuit.
What are the gross motor, fine motor, speech and language and social milestones at 1 year?
Gross motor:
- Stands without holding on.
- Cruises.
Fine motor:
- Pad to pad pincer grip.
- Blocks in a cup.
- Finds fullly hidden object.
Receptive language:
- Shake head for no.
- Copy wave bye bye.
Expressive language:
- 1st words with meaning.
Social:
- Clap hands.
- Bangs cubes together in immitation.
- Drink from held open cup.
What are the gross motor, fine motor, speech and language and social milestones at 15 months?
Gross motor:
- Walk independently.
- Squat to play.
Fine motor:
- Stack 2 blocks.
- Mark paper with pencil, fist grip.
Receptive language:
- Understand object names.
- Nouns - “where’s…..?”
Expressive language:
- 2-6 words.
Social:
- Casting prominent.
- Spontaneous wave.
What are the gross motor, fine motor, speech and language and social milestones at 18 months?
Gross motor:
- Walk backwards.
- Kick.
Fine motor:
- Stack 3 blocks.
- Vigorous straight scribble.
- Handedness begins
Receptive language:
- 1st body parts.
- Hands familiar named object on request.
Expressive language:
- Prominent jargon 6-20 words.
- Makes animal noises.
- Families names.
- Gives own name.
Social:
- Symbolic play - single step.
- Likes to be shown books (21m).
- Remove hat, socks, shoes.
- Independent with spoon.
What are the gross motor, fine motor, speech and language and social milestones at 2 years?
Gross motor:
- Throw ball in to bin.
- Confident run.
Fine motor:
- Circular scribble.
- Imitate vertical then horizontal line (30m).
- Dagger grip.
- Stack 6 blocks, train of 3.
Receptive language:
- Prepositions - in/on.
- Follow 2 step command e.g shut door and get coat.
- Verbs “which one for….?”
- 6 body parts.
Expressive language:
- 2 word combinations.
- ‘me’, ‘no’.
- ‘what’, ‘who’ (30m).
- 3-5 word combinations (30m).
- Pronouns I, me, you (30m).
- Verbs eat, kick, gone (30m).
Social:
- Imitative single step play.
- Turns single book pages.
- Parallel play (30m).
- Imitate sequence (30m).
- Put some clothes on.
- Independent with cup.
What are the gross motor, fine motor, speech and language and social milestones at 3 years?
Gross motor:
- Tiptoes.
- Jumps 2 feet togther.
Fine motor:
- Stack 9, 3 brick stairs and bridge.
- Imitate circle, cross,
- Tripod grip.
Receptive language:
- 4 prepositions: up, under, on, in.
- Adjectives “which is red?”
Expressive language:
- Full name.
- Plurals.
Social:
- Gender.
- Name friend.
- Wash hands (help to dry).
What are the gross motor, fine motor, speech and language and social milestones at 4 years?
Gross motor:
- Hop 3.
Fine motor:
- 5 brick gate.
- Draw ladder, square.
Receptive language:
- Prepositions: between
- Tell longer of 2 lines.
- Opposites, big/little, high/low.
- Comprehend ‘what would you do if you were cold/hungry/tired?).
- Which one is bigger, older, faster?
Expressive language:
- Name 4 colours.
Social:
- Undress independently.
What are the gross motor, fine motor, speech and language and social milestones at 5 years?
Gross motor:
- Walk a line.
- Skips.
- Balance 6 sec. each foot.
Fine motor:
- 6 part man.
- Triangle.
- 6 block stairs.
- Pencil grip.
Receptive language:
- What things are made of.
Expressive language:
- Grammatically correct sentences.
- Asks word meanings.
Social:
- Knows and gives address and birthday.
- Dress independently.
- Uses knife and fork.
What is the role of the child development service?
Assessment and intervention for children with:
- Identified disability.
- Developmental delay.
- Risk of developmental delay or difficulty.
MDT approach.
- All team members see pre-school aged children and those that do not have ORS or Moderate needs funding.
- Those with ORS/Moderate needs get therapies through Special Education.
- Still access equipment assessments and housing modification through CDS OT/PT.
Consultation and partnership with:
- Special Education
- Capital Support (NASC)
What is the role of Needs Assessment and Service Co-ordination (NASC)?
All DHB’s have a NASC (Capital Support).
Application to NASC is made by a health professional based on diagnosis of disability.
NASC performs needs assessment to identify goals, abilities, resources and needs of the individual and their carer.
Provide funding for in home support and respite care.
- Carer support subsidy.
- Respite care (up to 28 days).
- Housing alteration/special equipment (through Enable).
Needs assessment should be performed yearly at a minimum.
Children with GDD in infancy must be shown to have ID at 8y to continue to receive support.
Service co-ordination provide ongoing contact and information on disability supports and arrange and connect families with culturally appropriate supports.
Gatekeeper for Explore Behaviour Service.
What is the role of Explore Behaviour Service?
Supports children with ID, Autism or disability and behavioural issues.
Co-ordinator assesses needs and develops behaviour modification or support plan.
Run parent education courses for children newly diagnosed with autism and when they get older and behaviour changes.
What is individualised funding?
Funding that would be used for respite is given to families to design their own care package.
Local broker (Manawanui) help to design and implement the package.
Can be used to:
- Purchase household management and personal care provided by support workers and pay costs relating to their employment.
- Purchase respite through support workers/other suitable alternatives so that the full time carer can have a break.
- Cannot be used to pay disabled persons spouse or parent or anyone that lives in the household.
Appropriate for those that can manage their own services or have a support that can.
What is the role of CAMHS/CAFS?
DHB.
Assessment and intervention of children, adolescents and families with ongoing mental health issues.
ELigibility determined by likelihood of fulfilling DSM5 criteria.
Often challenging to get assessment in those with disabilities - CAMHS recommend Explore.
What is the Special Education Service?
Aim for early identification of special educational needs.
For most an individualised program is provided in a normal classroom.
IEP (Individualised Education Plan) developed by SE teacher, family, teacher and involved therapists.
Reviewed 3-4 monthly.
5 major components:
- Moderate Needs.
- Ongoing and Renewable Resourcing Scheme.
- Speech-Language Service.
- Severe Behaviour Service.
- Fundholder Schools.
What is the Special Education Grant?
Funding paid to all schools to assist children with moderate learning and behaviour difficulties.
School principal and Special Education Needs Co-ordinator (SENCO) have discretion over how it is spent.
What are Resource Teachers of Learning and Behaviour?
Special education teachers.
Help set up new systems and staff training.
Assess individual children and develop a program for students with moderate learning and behaviour difficulties with the class or teacher.
Come in blocks of 6 weeks.
What is a student with Moderate Needs?
Moderate physical disability who is not ORS funded.
Eligible for blocks of OT/PT if they meet enough criteria.
