Identifying Preschoolers with Special Needs (continued)

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Challenging Behavior

Challenging In addition to early language delays, inappropriate and uncommon behavior in young children, such as acts of aggression or ongoing disruptive behavior, may signal long-term behavioral problems (Drotar, 2002). Self-injurious behaviors (SIBs) such as head banging, self-scratching, or self-biting are also very troubling. Sometimes such behaviors appear as a part of normal development but then disappear. When they do not, however, concern about severe developmental delays may be warranted. SIBs are often associated with specific developmental disability syndromes, including Cornelia de Lange, Fragile X, Lesch-Nyhan, Smith-Magenis, and 5p (or cri-du-chat) (MacLean & Symons, 2002).

Sociocultural Factors  

Certain sociocultural factors can place children at risk for later cognitive, academic, and behavioral difficulties in school. These factors can even affect children who physically and behaviorally appear to be developing normally. The impact of sociocultural factors have been identified in studies going back for a half-century or more (Uzgiris, 1970), and children exposed to these conditions may be identified in the first 15 months of life based on some of these factors. For example, La Paro, Olsen, and Pianta (2002) found that children under the age of 16 months who were from poor homes in which parents provided little stimulation, whose mothers lacked sensitivity, and who exhibited behavior problems early in life were well below average in language development and intellectual development at 36 months of age. The authors noted that, when such children are young, they often are not identified or are not eligible for special services, even though it is likely that they will later end up in special education. During their early years they may have speech and language problems or difficulty in learning basic concepts (e.g., numbers, alphabet, days of the week, colors, shapes), and they may be restless and easily distracted. Sometimes these children might have trouble interacting with their peers or could have difficulty in following directions or routines, and their fine-motor skills may be slow to develop (Schwab Foundation for Learning, 1999).

Indicators of Communication Problems

• No babbling by 12 months, no single words by 16 months, or no two-word spontaneous utterances by 24 months
• Failure to respond when name is called by familiar person
• No engagement in joint attention
• Limited gestures by 12 months
• No imitation of another's facial or body movements
• Apparent lack of emotional concern for others, such as when another person is accidentally hurt
• Limited interest in toys, playing, and pretending; focusing more on specific items and actions (e.g., twirling a string)
• Loss of language or social skills at any age

(Source: Adapted from Kasari & Wong, 2002; Woods & Wetherby, 2003)