Part 2 Flashcards
1
Q
note 11. Developmental psychology
E.7
A
Field of study that deals with
behavior, thoughts, and emotions of individuals as they go
through various parts of the lifespan. Also includes child
development, adolescent development and adult
development
2
Q
Empirical research
E.8
A
scientific studies of measurable and
observable events. They are measured and evaluated objectively
3
Q
Commonalities
E.9
A
are aspects of life we can all relate to.
Typical stages of development like 1st day of school for a child.
It is a universal event in our culture
4
Q
Stability
E.6
A
=important parts of ourselves that make up a consistent
core.
Constant set of attributes that make us the individuals we are
throughout our lifespan.
Ex. Love of books
Love of music
Sports
5
Q
change
e.12
A
Change can happen overtime and it makes us different than our
younger or older selves
Ex. If you didn’t travel much as a child but now travel around the
world as an adult.
6
Q
Atypical experiences
e.10
A
are experiences that are unique to the
individual:
Example:
Teen pregnancy
Raising kids then going back to school
other people can experience but not everyone does
7
Q
Outer vs. Inner changes
e.11
A
Outer Changes: Visible, physical changes (e.g., height, wrinkles).
Inner Changes: Internal, psychological, or emotional changes (e.g., beliefs, personality growth).
Key Difference: Outer = physical; Inner = mental/emotional.
8
Q
Outer changes
e.11
A
Changes that are visible and apparent
Example: Losing or gaining weight etc.
9
Q
Inner changes
e.11
A
Those changes not apparent to the casual
observer
Example: Growing wisdom
Falling in love
10
Q
inner and outer changes
e.11
A
Inner and outer changes are not independent from one another.
Example: Outer Changes can affect how we feel about ourselves or vice versa.
outer change-pimples inner change-affect self estem
11
Q
What are sources of change?
e.12
A
-Types of influences that result in change
1) Normative age graded influences
2) Normative history graded influences
3) Non normative life events
12
Q
Normative age graded influences
E.12
A
These are linked by
experiences by most people of any age of every generation. 3
typical types of age graded influences.
A)Biology –common changes that occur at common times
(represented by the idea of the biological clock ex. Growth
spurts, Wrinkles etc)
B)Shared experiences- We can picture this as a social clock that
defines the normal or usual sequence of life experiences
-the social clock has an affect on our self esteem or self worth
How So? Ex. Middle age man living with his parents. American
movies mock this idea. (Think of the movie “step brothers”)
13
Q
Normative history graded influences
E.12
A
It is experiences that
result from historical events or conditions. Also shapes development.
-the large social environments where development takes place is known as cultures and cultures vary in ways that influence the life pattern.
Example: Expected age of marriage, child bearing and typical number of children, # wives, roles of men and women, religion,
laws, class structures
14
Q
Cohort
e.13
A
refers to a group of people who share a common historical experience at the same stage of life.
(Generation refers to a 20 year span. Cohort refers to a shorter period of time. Generation also refers to a larger geographic area but cohort could be 1 country or one region)
Ex. Group of children that grew up in the great depression period of
the 1930’s. the hardship children faced and resulting issues were carried over into adulthood as a result.
-Also, two cohorts can experience the same historical event differently because of their ages. The difference between being 5
years old and 10 years old for example. The ten year old will be much more aware.
15
Q
Sources of stability
e.6
A
some traits or behaviors show traces of
stability instead of change. Little or no change for significant periods of time.
16
Q
Psychiatrist George Valliant (2002)
e.14
A
Study showed how upbringing
had an effect on people’s personality. These persisted
throughout the lifespan.
Parents that provided basic trust to their children instill a sense of
self worth etc. It had a positive effect on the children’s
personality.
SOURCES OF STABILITy
17
Q
Interactionist view
e.15
A
how ones genes interact w/ the
environment.
Ex. Boy with a genetic make up that promotes avoiding risk will
grow up with a certain pattern of interactions with others.
-may be viewed as stable and sensible by teachers. May go into
accounting.
–May enjoy low risk activities
–May marry someone that supports his lifestyle
–may work the same job until retirement etc.
18
Q
Note 12. chronological age
e.1
A
It is the number of years that have passed since birth
19
Q
Biological Age
e.1
A
measure of a person’s physical condition as
compared to others. Ex. She runs like an 18 year old. He has the memory of a 90 year old
20
Q
Psychological Age
e.1
A
=measure of an individual’s ability to deal
effectively with the environment as compared to others.
Ex. Person that buys designer jeans or skinny jeans at 85 is said to
be acting like a teenager.
Being irresponsible at 40
Or her psychological age is below her chronological age
21
Q
SOCIAL AGE
e.1
A
measure of the number of roles an individual has
taken on at specific points in his or her life.
Ex. Woman having her 1st child at 45 is taking on a social role at
least a decade younger.
22
Q
Non normative life events
A
Aspects that influence your life that
are unique to you not shared with many others.
What might be some examples?
One’s spouse dies at a young age
Inheriting enough money to retire at 40
Starting your own business at 65 years of age
The event itself and the timing of the event make it a non-normative life event
23
Q
Genetics
A
A large percentage of the genes is identical from one member of the species to the next which causes our developmental patterns to be alike.
Example: Walking around at 12 mos of age, Time of puberty etc
24
Q
genetic inheritance is also individual
A
What are some examples? IQ, Physical Characteristics, Body shape, height, Tendency to be lean, thin or heavier, Personality
characteristics.
Even a tendency for Alcoholism. Schizophrenia or Depression
Environment= This includes the lifelong effect of our upbringing.
25
Functional Age
e.1
Measure of how well an individual is functioning in various aspects of adulthood considering biological age, chronological age, psychological age, social age as a package.
26
Lifespan Developmental Psychology Approach
E.16
Guiding perspective to understanding childhood through adult
development. It is an idea that development is lifelong,
multidimensional, and contextual and has multiple causes.
27
Life Span Development-human development
E.16
is a life long process. No single age is more important than another. At every age various developmental processes are at work (according to Paul Baltes other Psychologists may disagree)
28
Multidirectionality
e.16
We develop in different directions and at
different rates. Developmental processes can increase or decrease. At one time of life we can change in some areas but
remain stable in others.
Ex. Some abilities can increase or decrease because of age
We can show independence by finishing college but
dependence by living at home with our parents.
29
development as gain and loss
e.16
development is a combination of gains and losses at every age and we need to
anticipate and adapt to both
30
Plasticity
e.16
Many aspects of development can be modified. Not much is set in stone but there can be limits.
Ex. Former alcoholic teenager become a responsible and sober
adult.
31
Historical embeddedness
e.16
development is influenced by
historical and cultural conditions
Ex. Those that grew up during the great depression have different
attitudes about money and work.
32
Contextualism
e.16
development depends on the interaction of
normative age graded, normative history graded and non-normative influences.
Each of us is an individual because of the interaction of influences we share with others in general, those we share because of the times we live in and those that are unique to us.
33
Multidisciplinary
e.16
The study of human development across the lifespan does not belong to psychology alone. It is the territory of many other disciplines and benefit from the contributions of all.
Ex. Psychology, Sociology, Anthropology, economics, public health, nursing, Education etc. each brings a valuable viewpoint to the field of development.
34
Ecological Systems Approach to development
e.2
We must consider the developing person in the context of multiple environments
These ideas were introduced by Urie Bronfenbrenner (psychologist in
1979)
35
Microsystem
e.3
examples are Family, Peers, Religious Setting, Classroom. the direct environment we have in our lives. Your family,
friends, classmates, teachers, neighbors and other people who have
a direct contact with you are included in your micro system.
36
Mesosystem
e.3
are the relationships between your microsystems.
Example relationships between school and family. Do your parents get along with your teachers?
37
Exosystem
e.3
examples are School, Community, Health agencies, Mass media.
The exosystem is the link between 2 settings: one is an immediate setting, and the other is one where the person doesn’t play an active role. One way to understand this is for example maybe it’s the relationship between the parents job
and the child’s school. They work long hours. Although the child is not directly
involved in the parents workplace it will have an affect on whether the parents
are able to volunteer in the child’s school.
38
Macrosystem
e.3
examples are Nationality, Culture, Society, economics and political systems. The macrosystem setting involves the actual culture of an individual. The cultural contexts involve the socioeconomic status of the person and/or his family,
his ethnicity or race and living in a still developing or a third world country.
It can also be defined as the larger cultural and social context
39
Chronosystem
e.3
Has to do with the role of time. When events occur in a person’s life
Example: becoming a parent at age 16 vs. becoming a parent at age 30
40
The Five Environmental Systems
e.3
The ecological systems theory holds
that we encounter different environments throughout our lifespan that may influence our behavior in varying degrees. These systems include the micro system, the mesosystem, the exosystem, the
macro system, and the chronosystem.
Bronfenbrenner's ecological systems theory focuses on the quality
and context of the child's environment. He states that as a child develops, the interaction within these environments becomes more complex. This complexity can arise as the child's physical and
cognitive structures grow and mature.
Also helps us understand why we may behave differently when we
compare our behavior in the presence of our family and our behavior when we are in school or at work.
41
Primary Aging
Physical changes that are gradual shared and largely inevitable as people grow older
42
Secondary Aging
Physical changes that are sudden and often
caused by disease, poor health habits and environmental events as people grow older
43
note 13. Oxidative damage
Focuses on damage that occurs to our cells
as a response to x-rays, air pollution, sunlight, diet. Our repair
functions can decline resulting in primary aging.
-Number of Vitamins and minerals have been identified to slow
down cell damage. These substances are known as antioxidants
(protects against cell damage)
44
What kind of foods are good antioxidants
Fruits-blueberries,cherries, Kiwis, Pink Grapfruit, oranges, Plums,
Prunes, Raisins, Raspberries, Red Grapes, Strawberries
Vegetables- Alfalfa sprouts, beets, broccoli, Brussel sprouts, corn,
eggplant, kale, onions, red bell peppers, spinach
Exercise is important to slow down and prevent negative health effects of secondary aging
45
Genetic Limits
Theory that states that every living species has a maximum lifespan.
Ex. for humans the maximum lifespan is 110-120 years of age
-Our genes are programmed to stop working or stop dividing and
enter a state of known as
replicative senescence
46
replicative senescence's
a state where older cells stop dividing.
47
Caloric Restriction
Our aging (related to ill health and disease) is connected to our diet and the calories we consume
Based on studies animals were put on calorie restricted diets but
received all of the necessary nutrients
These animals stayed healthier longer, more youthful. Also lived
longer as well.
48
Researcher Richard Lerner
E.17
put together the Developmental Systems Approach (aka Developmental Contextual Model)
-Views Development as a result of Bidirectional interaction
between all levels of biological and experiential values. We are
born with certain biological abilities and limits, which are
influenced in the context that one finds themselves in
49
Stages
E.18
periods of time in which functioning is different from functioning at other periods.
Ex. “terrible twos"
A period of time where a child may display a certain type of thought or behavior
Not permanent but a period of transition as a child makes his way into adulthood.
50
Additional Attributes of Stages
E.18
Stages entail qualitative differences
Example: Child playing with a toy (or real) Phone
14 months old: Banging the phone. Seeing how the phone works. How phone responds back
Exploring the toy
20 months old: Later on the same toy is played with in another way
They begin to understand that it represents something in the adult world.
They start talking gibberish or simple words into the phone
Start playing phone games with others.
The difference appears to be qualitative.
The older child does not necessarily do more with the toy, but the idea is that
the entire nature of the play is different
51
Qualitative vs Quantitive differences
E.19
The degree to which cognitive development reflects changes in type or kind (qualitative) versus amount or rate (quantitative)
52
example for Quantitative Change
E.19
Example: The actual count of words going from saying 1 word to
2 words.
53
Qualitative vs. Quantitative differences
E.19
Qualitative Differences: Changes in the kind or type of behavior or abilities, involving a fundamental transformation (e.g., crawling to walking).
Quantitative Differences: Changes in amount, frequency, or degree, involving gradual increases (e.g., growing taller or learning more words).
Key Difference: Qualitative = type of change; Quantitative = amount of change.
54
note 14 Stage (discontinuity theorists)
E.20
believe that development proceeds in a step like fashion
qualitative changes from one stage to the next occurring abruptly.
55
Nonstage
(or continuity theorists)
E.20
Propose that development proceeds in a continuous fashion with quantitative changes occurring gradually overtime.
56
Stage (discontinuity theorists) vs. Nonstage (or continuity theorists)
E.20
Stage (Discontinuity Theorists): Development happens in distinct, qualitative stages, with clear shifts in abilities or behaviors (e.g., Piaget's stages of cognitive development).
Nonstage (Continuity Theorists): Development is a gradual, continuous process, with small, quantitative changes over time (e.g., gradual improvement in vocabulary).
Key Difference: Stages involve abrupt changes; continuity involves smooth, incremental growth.
57
Developmental invariance
E.21
States that cognitive skill does not improve steadily throughout
childhood
reaches adult competence early in life and remains stable
through the lifespan.
58
Example of developmental invariance
E.21
Sensory capabilities such as knowledge of permanence of objects also called object permanence. This means that objects
have a permanent existence. Children have developed an internal representation of objects even when they are not
present. Fully developed by 18 months of age.
Another Idea within developmental invariance is that abilities
can actually decline throughout childhood and into adulthood.
What might be some examples?
Infants can discriminate between a wide variety or range of
sounds and this seems to decline by the teen years
We also know the speed at which people can process
information shows a steady decline beginning in middle age
So, some aspects of development decline as we get older
59
Stage theorists also believe
e.21
Children’s thinking within a stage is relatively even (homogeneous) and similar cognitive functioning across a wide
range of tasks. Stage related functions are well integrated (children solving one problem maybe similar to how they solve
other problems at a given age.)
Cognition is relatively uniform (homogeneous) at a certain ag
60
Development is not always “even”
Example: Some children may do better at reading but have problems with basic math at their age level
A child may be exceptional in one area far ahead of their peers but not so exceptional in other areas or even maybe behind their peers
61
note 15 Stability
E.6
term in developmental psychology which refers to the degree to which a person maintains the same rank order overtime in comparison to their peers for a particular
characteristic.
For example, does the 3-year-old with a high IQ maintain that high
IQ at age 8,16,18 and 21
62
Plasticity
E.6
The extent to which behavior can be changed
The extent to which children can be influenced by experience
The extent to which individuals can be shaped by the environment
63
Stability vs. Plasticity
Stability refers to traits or behaviors that remain consistent over time, often linked to genetics or early development (e.g., a shy child remaining shy as an adult).
Plasticity refers to the capacity for change in response to experiences, learning, or environment (e.g., improving skills through training).
Key Difference: Stability emphasizes continuity, while plasticity highlights adaptability and growth potential.
Both work together, as some traits are stable, while others can change with effort or circumstances.
64
The popular view
is that intelligence is relatively stable overtime and that experiences later in life cannot greatly affect patterns
of intelligence established earlier
Role of early experience shaped intelligence
Experiences during the early years were most important
This is called the critical period.
65
The Critical period
E.24
is also known as the sensitive period.
It is a time in development usually early in life when a certain skill or ability is most easily acquired
Example is language is easier to learn in the critical period in childhood. Adults can still learn a language in the critical period
but it is with greater difficulty.
66
Tape recorder Model of development (Jerome Kagen 1976)
E.22
-Every experience is recorded forever without being able to rewrite or erase something once it has happened (recorded)
Examples: Children raised in environments that lacked proper stimulation or infants that received little social or physical
stimulation showed signs of retardation
The effects increased the longer these children were in non-stimulating environments
Problems continued for the children once they left such environment
We see long term consequences of early experiences
67
Strategies
E.23
goal directed and deliberately implemented mental operations used to facilitate task performance
Deliberate goal directed mental operations aimed at solving a
problem
Example an 18 months old toddler stacking boxes one on the other so they can reach a shelf in the kitchen that may have cookies
on it
68
Strategies change with development
E.23
The older children grow the more successful the strategies. This
kind of behavior can be seen in some form with children throughout the world and across cultures. Especially evident in
children in technologically advanced societies with access to formal schooling.
69
Selectionist theories
E.25
any theory that a large number of
behaviors/cognitive operations are generated
only those successful ones are selected by the immediate environment and survive
70
Nonselected behaviors/cognitive
operations decline in frequency or die
Example children try out different behaviors or cognitive operations and they keep those that work (that the environment
selects) and they drop those that do not work (That the environment does not select)
71
Jean Piaget (1896-1980)
E.5
-Piaget was a stage theorist
-He believed cognition developed in a series of stages
-Thinking at any particular stage being qualitatively different from what preceded it or which will follow it
-He divided cognitive development into 4 major stages (or periods)
-The sensorimotor stage is the first of the four stages of cognitive development
72
sensorimotor stage (Birth to ~2 years)
E.4
last from birth to 2 years of age
Infants construct an understanding of the world by coordinating sensory experiences (such as seeing and hearing) with physical, motor actions
infants gain knowledge of the world from the physical actions they perform on it
At the end of this stage infants realize they have an existence independent from the external world
73
the sensorimotor stage has six substages
(Birth to ~2 years)
E.4
Learning through sensory experiences (sight, sound, touch) and motor actions (grasping, crawling).
Developing an understanding of object permanence—the realization that objects continue to exist even when not visible.
Trial-and-error experimentation (e.g., dropping objects to see what happens).
Example: A baby shakes a rattle to hear the sound and learns that their actions cause effects.
74
Substage 1
simple reflexes (birth to one month) -cognition is limited to inherited reflex patterns – Sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar reflex). Over the first six weeks of life, these reflexes begin to become voluntary actions; for example, the palmar
reflex becomes intentional grasping
75
Substage 2
First habits and primary circular reactions phase (1 to 4 months) Coordination of sensation and two types of schemes: habits (reflex) and primary circular reactions (reproduction of an event that initially occurred by chance) Main focus is still on the infant's body." As an example of this type of reaction, an infant might repeat the motion of passing their hand before
their face”
76
Substage 3
Secondary circular reactions phase(4-8 months) Development of habits. "Infants become more object-oriented,
moving beyond self-preoccupation; repeat actions that bring interesting or pleasurable results." - intentional grasping for a desired object, infants will intentionally grasp the air in the direction of a desired object. - Secondary circular reactions, or the repetition of an
action involving an external object begin; for example, moving a switch to turn on a light repeatedly.
77
Substage 4
Coordination of secondary circular reactions stage 8–12 months- Coordination of vision and touch--hand-eye coordination; - This stage is associated primarily with the development of logic.
- Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective.
78
Substage 5
Tertiary circular reactions, novelty, and curiosity 12–18 months
-Infants become intrigued by the many properties of objects and by the many things they can make happen to
objects: they experiment with new behavior. Piaget describes the
child at this juncture as the "young scientist," conducting pseudo
experiments to discover new methods of meeting challenges.
79
Substage 6
Mental Combinations 18–24 months "Infants develop the ability to use primitive symbols and form enduring mental
representations." This stage is associated primarily with the beginnings of insight, or true creativity. This marks the passage
into the preoperational stage.
80
What is object permanence?
e.26
The knowledge of permanence of objects
Objects have a permanent existence.
81
Preoperational stage
(2-7 years old)
E.4
the second of four stages of cognitive development - During this stage, the child learns to use and to represent objects by images, words, and drawings - The
child is able to form stable concepts as well as mental reasoning and magical beliefs - Thinking is still egocentric: The child has
difficulty taking the viewpoint of others.
82
Concrete operational stage
(7-11 years)
E.4
the third of four major changes - appropriate use of logic
- ability to sort objects in an order according to size, shape, or any other characteristic
– thought becomes less egocentric
–they develop Conservation understanding that quantity, length or number of items is
unrelated to the arrangement or appearance of the object or items. For example, the child of age 7-11 master's this ability, to logically determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size
83
Formal operational stage
(11-16 years)
E.4
fourth and final of the
periods of cognitive development in Piaget's theory
–children are able to make and test hypotheses
–Children can think abstractly
reason logically and draw conclusions from the information available, as well as apply all these processes to hypothetical
situations
- Adolescents begin to think more as a scientist thinks, devising plans to solve problems and systematically testing
solutions
- During this stage the adolescent is able to understand such things as love, "shades of gray", logical proofs and values
84
note 16 exceptional children
Children who deviate from the norm to such an extent that special education services are required
They may need special attention in the classroom
85
In what kinds of situations would a child need special attention
Example: behavior problems, attention deficit, intellectual
disabilities, autism
86
What are some difficulties that people with a disabilities face?
Example: various forms of discrimination
Feeling excluded
Marginalized from Mainstream Society
87
Handicapism
The unequal and differential treatment
experienced by those with a disability
88
What is the difference between a disability and a Handicap?
A disability is a physical, mental, or sensory condition that limits an individual’s abilities. A handicap refers to external barriers or challenges that arise when a person with a disability interacts with their environment.
Disability: A characteristic of the individual (e.g., blindness).
Handicap: A disadvantage caused by external factors (e.g., lack of ramps for a wheelchair user).
89
Disability
An inability or incapacity to perform a task or activity in a
normative fashion
Example: Paralysis of leg muscles, no arm, loss of sight or vision
90
what else can be a Disability
Disability can also be an impairment in sensory, physical, cognitive or other areas of functioning
Limitations interfere with a person’s attainment of his/her educational, social, or vocational potential
91
Handicap
Impact or consequence of a disability, not the condition itself
Problems or difficulties that a person with a disability encounter interacting with the environment
Difficulties imposed by the environment on a person with a
disability
92
Disability may or may not be a handicap depending on the circumstances
Example: A student’s inability to walk is not a problem in a student’s math class. But architectural barriers are and in those
situations that student would be handicapped
93
What is a developmental delay
E.27
Defined by the individual states but refers to children ages 3 to 9 who perform significantly below developmental norms
94
What is Special Education?
E.29
It is specially designed instruction to meet the unique needs of an individual recognized as exceptional
* Example: Vision impaired may need larger print books
* Teachers, speech therapists, psychologists, social workers,
occupational therapists and those that provide related services
should work as a team to address the needs of the individual with a
disability
95
What is a category?
E.30
Label assigned to an individual who share common characteristics and features
96
There are 13 categories of disability
1. Autism
2. deaf-blindness
3. developmental delay
4.emotional disturbance
5. hearing impairments including deafness
6. intellectual disability
7. multiple disabilities
8. orthopedic impairments
9. other health impairments
10. specific learning disabilities
11. speech or language impairments
12. Traumatic Brain Injury
13. Visual impairments including blindness
97
What are some advantages/disadvantages of labeling individuals with special needs?
Advantages:
Funding for education programs
Eligibility for services are established
Proper services are provided on the basis of label
Labels heighten visibility of the unique needs of persons with disabilities
* Counting and tracking individuals for delivery of needed services
Helps special interest groups in locating and assisting particular
groups
* Disadvantages:
Stigmatizing and stereotyping
Potential for focusing attention on limitations
Excuse for delivering ineffective instruction
Labels can create or contribute to low self-esteem or concept, lower expectations and poor self esteem
* Labels may not always accurately reflect the needs of the individual student
Reduced opportunities for normalized experiences in school and
life
98
French physician Jean-Marc Gaspard Itard (1774-1838)
In 1779 he attempted to educate a young boy named victor.
Victor according to folklore did not have language skills, ran and did not walk and exhibited animal like behavior
* Itard was a teacher for youngsters with hearing impairments
The boy mastered a few self-help skills as a result of working with Itard. Victor mastered a few social skills as well.
But Victor never really fully developed language
99
Edouard Seguin (1812-1880)
Developed instructional programs for youngsters with learning disabilities
* He realized the value of early education and early intervention
He wrote the book “Idiocy and its treatment by the physiological method”
100
Edouard Seguin supported
Developed instructional programs for youngsters with learning disabilities
* He realized the value of early education and early intervention
He wrote the book “Idiocy and its treatment by the physiological
method
Individualized instruction
Positive reinforcement techniques
A belief in the capacity for all children to learn
101
Edouard Séguin as a psychiatrist pioneered modern educational
methods for teaching the severely intellectually disabled
In 1839 Séguin opened the world’s first school for the severely intellectually disabled, where he developed a method of treatment, later widely accepted, based on the then revolutionary premise that the intellectually disabled had neither diseased nor abnormal brains but simply suffered arrested mental development before, during, or after birth. Treatment, therefore,
consisted of sensory training designed to permit the patient to function as well as possible in society
102
Early intervention
E.25
Early intervention refers to services and supports provided to infants, toddlers, or young children who are at risk for, or are showing, developmental delays or disabilities. These programs aim to promote the child’s physical, cognitive, emotional, and social development during critical early years.
Key Features:
Focus: Addressing delays in areas like speech, motor skills, or behavior.
Timing: Delivered during the first few years of life when the brain is most adaptable.
Examples: Speech therapy, physical therapy, or family training.
Goal: To improve long-term outcomes by addressing issues early and maximizing developmental potential.
