Republic of the Philippines

Mindanao University of Science and Technology

C.M. Recto Avenue, Lapasan, 9000 Cagayan de Oro City
Tel. Nos. (08822) 72-60-65 / (088) 856-1738 / 856-1739
Telefax (088) 856-4696

Jess Ian O. Llagas

MAT-SPED 2

Masters of Arts in Teaching Special Education

Graduate Program

A Case Study of a Child Suspected to have Global Developmental Delay with

Accompanying Nonverbal Disability

S.Y. 2016-2017
Term

MEL500 (Language Acquisition)

Subject Code/Title

Mrs. Richelle L. Elisan-Gerong

Instructor

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I. Introduction

Global developmental delay (GDD) is one of the most common reasons for referral to a

pediatric neurologist. Global developmental delay is defined as performance that is two standard

deviations or more below the mean on age-appropriate, standardized norm-referenced testing in

at least two or more developmental fields of gross/fine motor, cognition, social/personal and

activities of daily living. The term "global developmental delay" is usually reserved for younger

children, typically less than 5 years of age. The prevalence of GDD is not precisely known,

however, estimates of affected children range between 1% and 3% (Koul, Al-Yahmedy, & Al-

Futaisi, 2012).

Persons with disabilities make up 1.4% of the population of Cagayan de Oro City (Rappler,

2016). The local government of Cagayan de Oro continually supports the people in special

education. Together with the Department of Education Memorandum No. 10 s.2016 enclosed the

celebration of the 2016 NATIONAL INTELLECTUAL DISABILITY WEEK from February 14-

20, 2016 with the theme “A Welcoming Place for Every One in the Community”. All Division

Offices conducted the activity for the said celebration especially those school with Special

Education (SPED) Programs.

Despite the difficulty of diagnosing developmental delay, governmental efforts have

recently been made (as in the 1986 amendments to the Education of the Handicapped Act) to

promote early identification and intervention and thus to reduce long-term disability (First &

Palfrey, 1994). Participating and not losing the hope that we can develop ways to introduce early

detection into routine as well as to introduce effective interventions that can follow will help attain

these goals.

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II. Background/Profile of the Subject

Identification of the Subject

Name: James Marco “Jimboy” M. Te Religion: Roman Catholic

Age: 7 Birthplace: Carmen, CDOC

Gender: Male Birthdate: May 13, 2009

Father’s Name: Carlos Consus-Te Occupation: Driver

Mother’s Maiden Name: Girly Abao-Maoscando Occupation: Housewife

Diagnosis: Global Developmental Delay, Non-verbal

Background Information of the Subject

Jimboy is the third son of Carlos Te and Girly Maoscando. Mama Inday her guardian as

well as my resource person, was not her biological mother since his father married again but she

always keep an eye to Jimboy every day in school and at home. They are recently living in

Macasandig, Cagayan de Oro city. Mama Inday said that the place they are living now is full of

people and is not safe for Jimboy to play around so she just let him stay inside the house but

sometimes mama Inday let Jimboy play with other children only just for a short time because the

environment is not that clean. Jimboy was diagnosed when he is 3 years old through her sister who

is a teacher. Her sister suspected some behavior that supposedly be observed normally on his age.

For 3 years Jimboy can only say “papa”, hence, this leads to his poor social skills.

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III. Analysis of the Problem

Low- and middle-income countries are experiencing a significant reduction in mortality of

children under 5 years of age. This reduction is bringing in its wake large numbers of surviving

children with developmental delays and disabilities. Very little attention has been paid to these

children, most of whom receive minimal or no support. Thus, there is an urgent need to recognize

that improving the quality of life of the survivors must complement mortality reduction in

healthcare practice and programs. The incorporation of early evaluation and intervention programs

into routine pediatric care is likely to have the most impact on the quality of life of these children.

We therefore call for leadership from practitioners, governments, and international organizations

to prioritize regular childhood developmental surveillance for possible delays and disabilities, and

to pursue early referral for intervention (Scherzer, Chhagan, Kauchali,& Susser, 2012). Due to the

increasing number of children having delays, there is a less attention given and lack of awareness

from the people around these children. Hence, this study aimed to: 1) increase awareness to people

especially our parents; 2) Increase the number of referral to our medical experts (Pediatrician,

Physician, Neurologist); 3) Seek for free services and increase program coming from our

government for the early detection and give appropriate educational program for our children with

special needs. Having GDD will affect many areas including the speech and language

development. Speech delays in toddlers are common. In fact, language and speech problems are the

most common type of developmental delay. Speech refers to verbal expression, including the way

words are formed. Language is a broader system of expressing and receiving information, such as

being able to understand gestures. But for the nonverbal, they can use other methods like sign language,

Picture Exchange Communication System (PECS), and Augmentative and Alternative

Communication.

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IV. Methodology

The Table below which was obtained through a diagnostic test shows Jimboy’s skills in the

following areas.

Table 1. Jimboy’s Diagnostic Results

August 2012 Present (July 24, 2013)

Locomotor (big muscle movements): 3 to 3 ½ years 3 to 3 ½ years

Personal-Social (self-help skills and socialization): 2 years 2 to 2 ½ years

Language (understanding others and expressing 13 to 15 16 to 18 months

oneself): months

Eye and Hand Coordination (grasping, drawing, writing): 2 ½ to 3 years 3 to 3 ½ years

Performance ( non-verbal problem solving): 2 years 2 ½ to 3 years

Given the above through checklist gives me an impression that Jimboy has Global Developmental

Delay. This gives me a temporary impression since he may catch up in some areas, but language

skills are significantly delayed.

Jimboy was enrolled in a program at San Augustine Cathedral called seed; the program

teaches children to learn self-help skills and also teaches the parents how to take care of children

with special needs. Currently Jimboy is already 6 years old he is enrolled at City Central School

for 2 years and has tutorial with a home-based teacher every Tuesdays and Thursdays.

Characteristics which lead one to suspect Delay

As mentioned above, when Jimboy was still 3 years old her sister noticed that he doesn’t

talk or do “bobbling” often. He does not want to socialize with peers unless if he is the first one

being approached. Also instead of talking, he does tantrums and usually hits as a communication

that means he wants something. He does not recognize objects, shapes or colors as well but now
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as he continues to go to school a lot of improvement were noticed. He can now better able to

imitate words when taught, more talkative at home; speaks mostly meaningless sounds and no

longer hits after adjusting in school environment. Although the data collected was through a

diagnostic test, the information indicated above are only for the major areas which directly affect

the child leading to the result and not including other specific factors that may affect his cognitive

and verbal development.

V. Ethical Consideration

This study was conducted with the full cooperation of the people involved and all that was written

here were permitted. All information was based on the statement and legal documents presented

by the guardian of the child.

The method that was used to gather information for this case was through a one-on-one interview,

conversation with the guardian and a checklist that was developed according to the child’s present

status.

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VI. Recommendations

General Appraisal/Recommendations/Predictions

As Jimboy continues to improve this following interventions might be helpful to him:

1. Continue to stimulate language by talking to him, asking him questions and giving

increasingly complex commands also to train his listening skills.

2. Continue present schooling and tutorials to improve his social interaction skills.

3. SPED tutorials, one-on-one setup, 2-3 times a week to focus on:

a. Language stimulation: increasing his vocabulary of commonly-needed objects,

things around the house, and other concepts

b. Cognitive stimulation:: discrimination of shapes and colors, counting

The people that will be involved depend with the condition of the child but in the case of Jimboy,

the following people will surely be a big help for his development:

 Parents
 Sped Teacher
 Pediatrician
 Speech Pathologist

Once a pediatrician or neurologist has completed testing of the child, he/ she may advise on

treatments for whatever underlying medical conditions that may exist. For example, hearing or

visual impairment or therapeutic input by a Speech and Language Therapist, Occupational

Therapist and Physiotherapist.

If these programs will continue, it is not impossible for Jimboy to step his self-up in inclusive

education where he can be with children of his age.

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VII. Conclusions

There is no single treatment for GDD but there are ways to help some of the conditions

that may be causing the delay. Once a pediatrician or neurologist has completed testing of the

child, he/ she may advise on treatments for whatever underlying medical conditions that may exist.

For example, hearing or visual impairment or therapeutic input by a Speech and Language

Therapist, Occupational Therapist and Physiotherapist. It is possible that no cause will be found

or that the cause that is identified may be difficult, if not impossible, to treat. This study can guide

targeted educational interventions to increase rates of detection and referral for young children

with developmental delays. It is becoming increasingly essential to influence health agencies and

practitioners to go beyond simply reducing morbidity and mortality, and instead to emphasize

quality of life as a major health goal now. Early evaluation and intervention includes not only

management and treatment for the individual child, but also provision of appropriate family and

community-based support mechanisms. It is but a first step on the long road to ensuring the needed

services that will enable every child to reach their best potential and to assume a productive role

in society.

Documentation

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The picture above shows how he responds with the camera. He likes to play with it. When
he is asked to smile and open his eyes, he will do it immediately.

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The picture shows “Jimboy” is behaving well while listening to the instruction of his
mother/guardian mama “Inday”. He pays attention and follows simple command like “sit-
down properly”.

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 References

Internet:
What You Need to Know About Developmental Delays. (2014). Understood.org.
Retrieved 19 October 2016, from https://www.understood.org/en/learning-attention-
issues/treatments-approaches/early-intervention/what-you-need-to-know-about-
developmental-delays
What You Need to Know About Developmental Delays. (2014). Understood.org.
Retrieved 19 October 2016, from https://www.understood.org/en/learning-attention-
issues/treatments-approaches/early-intervention/what-you-need-to-know-about-
developmental-delays
Journals:

Retrieved October 20, 2016, from

http://www.deped.gov.ph/sites/default/files/Region%20X/regional-
memo/2016/R10_RM_s2016_3838_775_25.pdf
Retrieved 19 October 2016, from
http://www.rch.org.au/uploadedfiles/main/content/cdr/dev_delay.pdf

Books:

Einstein, A., B. Podolsky, and N. Rosen, 1935, “Can quantum-mechanical description of

physical reality be considered complete?”, Phys. Rev. 47, 777-780.

Srour, M., Mazer, B., & Shevell, M. I. (2006). Analysis of clinical features predicting
etiologic yield in the assessment of global developmental delay.Pediatrics, 118(1), 139-
145.
Shevell, M. I., Ashwal, S., Donley, D., Flint, J., Gingold, M., Hirtz, D., ... & Sheth, R. D.
(2003). Practice parameter: Evaluation of the child with global developmental delay
Report of the Quality Standards Subcommittee of the American Academy of Neurology
and The Practice Committee of the Child Neurology Society. Neurology, 60(3), 367-380.

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