Step 1: Dilemma
Sophie in the question suffer from delayed developmental milestones, at the age of 2 years she should not be having difficulties in communication neither should she have difficulties in her motor functions as depicted in this case. Using communication boards is definitely good for the improvement of the child’s communication skills. Most of the time pictures are easier to remember than words and can be used to relate from one object to the other. Moreover, she will be motivated to speak with use of picture boards because she will be fascinated and will gain an interest in knowing more about them. This can be backed by explaining the pictures to the child using simple names regardless of her understanding, it would be easier to relate the names and the pictures displayed.
The therapist using communication boards is a good idea but must also help her use her words like associating a picture with a letter or other environmental ideas. Boards may trigger some memory relation to the words and letters used. However, forgetting to use the board might be hard when it comes to communicating with the child and she may not be able to adjust without it but also challenges her to get other surrounding objects ways to relate activities with her memory (Dunst, Trivette, Hamby & Simkus, 2013). The use of picture boards for her communication skills is a good idea but also she should also allowed to play and interact with her siblings, encourage use of words even if it works slowly and for short periods.
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Step 2: Question
The dilemma in question is whether use of assistive technology is effective in helping her speech or will make her stop talking or act as a distraction. Considering She is a toddler with delayed development and growth use of Assistive Technology will definitely come in handy, this includes use of picture boards or talking toys to better her speech and also use of baby walkers to aid in walking could be used. In a study conducted and described in Tots N Tech Brief and (Dunst &Trivette, 2013), it was reported that use of communication devices, powered mobility, interface device et cetera, improved cognitive, communication, social and motor behavior.
Step 3: Evidence
One of the best researches made was (Tots N Tech, n.d) research which looked into use of assistive technology devices by young children and those with disabilities. Assistive Technology was best described as using devices to support individuals with disabilities, toddlers, infants and also preschoolers, this helps them get help in participation of normal activities needed at their level. This methodological learning is acceptable as long as it does not cause further injury or more disabilities to the subject in question.
Step 4: Decision
In the dilemma in step 1, the child struggled with both motor and doesn’t talk and she needed help either from a therapist, her mother, her siblings or use of assistive technology (Dunst, Trivette, Hamby & Simkus, 2013). Following a successful research in step 3, she needs most of the assistive technology like powered mobility devices and talking toys which should be put to consideration and implemented to improve her motor, social and communication skills.
Step 5: Evaluation
First the limitation of the affected person abilities should be assessed, to know which area needs to be worked on. As for this case it was important to understand that the child had difficulties in walking and could not talk which was used to focus on the affected areas (Dunst, Trivette, Hamby & Simkus, 2013). At the end of the activities implemented, there was improvement in motor functions and the child could walk though she still had difficulties in talking.
References
Dunst C.,Trivette, C.,Hamby, D. & Simkus .A. (2013). Systematic review of studies promoting the use of assistive technology devices by young children with disabilities
Tots ‘n Tech (TnT). (n.d). website http://tnt.asu.edu
