InstructionsFor Milestone Two, you will submit a draft of your theoretical foundations and a draft of your program selection and sociocultural evaluation. For the draft of theoretical foundations, you will apply contemporary developmental psychology research and classic and contemporary theories to the selected developmental issue. For the draft of your program selection, you will research and select a program that targets the developmental issue selected in Milestone One.For additional details, please refer to the Milestone Two Guidelines and Rubric document and the Final Project Document.I’VE ATTACHED MILESTONE ONE FOR YOU TO REFERENCE. PLEASE USE THE SAME SELECTED DEVELOPMENTAL ISSUE!
2019120615583320191125182859psy_632___3_2_final_project_milestone_one__draft_of_developmental_issue___janes.docx
2019120615583320191125182929psy_632_milestone_two_guidelines_and_rubric.pdf
2019120615583120191125182930psy_632_final_project_document.pdf
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Running head: DEVELOPMENTAL ISSUE
DEVELOPMENTAL ISSUE
Sharaya Janes
Southern New Hampshire University
November 7, 2019
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Developmental Issue
EXPRESSIVE LANGUAGE DISORDER
An expressive language disorder is fundamentally a developmental disorder which affects
human beings. This condition is most common in children, whereby they experience difficulties
while expressing themselves verbally. Some of the characteristics include difficulties while
producing lengthy or complex sentences. At the same time, they also have a limited vocabulary.
The affected people experience delays while acquiring expressive language and often begin to
speak late. This disorder consequently interferes with the social and academic communication of
those affected (National Council for Special Education, 2019).
Expressive language disorder exists in two types; the acquired and the developmental
expressive disorder. The first type which is the acquired expressive language disorder is
inherently obtained as a result of brain damage. This kind of expressive language disorder occurs
suddenly after a traumatic injury to the head or due to stroke. It’s essential to note that it can be
acquired by any person regardless of their age and gender. The developmental expressive
language disorder doesn’t have a scientifically known cause and subsequently becomes evident
once the child begins to learn how to talk.
This is a developmental delay that has those affected being able not to effectively
communicate their wants, needs, and thoughts the same way as their peers. However, those
affected have a similar ability to understand and comprehend speech as much as their peers.
Additionally, their intelligence levels are not affected by this disorder. The developmental
expressive language disorder is much more common for children below the age of three. At the
Developmental Issue
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same time, it’s more common in boys as opposed to girls. This developmental issue affects the
social domain of an individual. This is because one is not able to express their thoughts in a more
precise and understandable way. Quite often, affected individuals are misunderstood due to their
inability to express themselves effectively (Burman, 2016).
Expressive language disorder has no significant social-economic impact on children who
are suffering from it. However, socially, it affects how children interact with their peers. Adults
who develop the disorder later on in their lives encounter some challenges in their social,
economic life. This is due to the fact that effective self-expression is very crucial for the
development of meaningful social-economic relationships and prosperity.
Despite the symptoms of expressive language disorders being different among the people
affected, the treatment options are quite similar and only vary depending on the severity of one’s
impairment. Some of the common treatment options include; individual or group therapy
sessions and speech pathology, among other speech oriented programs.
In development psychology, the theory of nature versus nurture relates to expressive
language disorder. The disorder may be naturally acquired from birth; this, therefore, means that
one has no control or choice when the disorder faces them. The influence that this disorder has
on the behavioral aspect of an individual is significant; this is because people tend to conform to
their naturally acquired attributes. Regardless of this, with speech therapy, this condition can be
remedied (Mcleod, 2018)
The relationship between expressive language disorder and the theory of continuity
versus discontinuity is enormous. The disorder relates to the discontinuity theory, whereby, it
Developmental Issue
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occurs abruptly after a physical impact, or after one is born. The continuity aspect of the disorder
is evident through the fact that before and after one is born, the characteristic conditions of the
disorder are present, only that they are in a silent mode.
The theory of stability versus change is evident through expressive language disorder.
This is expressed through the change theory, which states that the personality of an individual is
modified or defined through one’s unique interactions with their immediate environment. An
expressive language disorder may be remedied through social and speech therapy sessions. This,
therefore, implies the development of an individual is subject to change as a result of social
interactions with the environment.
The American Speech-Language-Hearing Association is an organization which is
dedicated to helping people with expressive language disorders. In this facility, therapy sessions
are provided so as to assist in the recovery from the disorders. For an individual to be admitted
into the different programs offered by the association, one must have demonstrated signs of
having hearing or expressive disorders. Some of the methods that are employed in the facility
include therapy sessions and group activities that are aimed towards improving the expressive
skills of all those who are affected by the disorder.
Ideally, the American Speech-language Association targets individuals that have
expressive and hearing disorders. However, this has diversified to include other cognitive
disorders which can be remedied through social interactions and therapy. The programs provided
at the association have the ability to address social and cognitive typical and atypical conditions.
Developmental Issue
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An expressive language disorder is a condition that is most common in boys as opposed
to girls. This condition affects the psychological development of the affected parties. Regardless
of its effects, this condition can be successfully remedied. Its impact on the behavioral aspect of
a person is significant. Those with this condition ought to be supported and embraced as normal
people since this condition isn’t a life sentence and can be corrected.
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Developmental Issue
References
Burman, E (2016) Deconstructing Developmental psychology.
https://doi.org/10.4324/9781315727127
Mcleod, S (2018) Nature Vs. Nurture in psychology.
https://www.simplypsychology.org/naturevsnurture.html
National Council for Special Education (2019). Expressive language disorder
https://www.sess.ie/categories/specific-speech-and-language-disorders/expressivelanguage-disorder
PSY 632 Milestone Two Guidelines and Rubric
(Draft of Theoretical Foundations and Draft of Program Selection)
For Milestone Two, you will submit a draft of theoretical foundations (Section II of your final project) and a draft of your program selection (Section III of your
final project), including all critical elements as listed below.
For the draft of your theoretical foundations (Section II), you will apply contemporary developmental psychology research and classic and contemporary theories
to the selected developmental issue. You will examine the selected developmental issue through the lens of each of the core themes of nature vs. nurture,
continuity vs. discontinuity, and stability vs. change. This section of Milestone Two should be one to two pages in length.
For the draft of your program selection (Section III), you will research and select a program that targets the developmental issue selected in Milestone One. It will
be critical that you research the program at a high level to determine if there is enough research and data available to provide a full evaluation as required for the
final project. It is highly advised that you review the program evaluation criteria in the rubric for the final project prior to completing this milestone. The nature of
the program as a promotional, preventative, or prescriptive program should be clear and well supported by the information, and the selection criteria for an
individual to become part of the program should be described in detail. A detailed review of the methods utilized by the program to meet its intended goals is
required. The program selection includes an examination of which developmental theory provided the foundation for the development of the program and its
methods. This should include a review of how well the program remains aligned or consistent with the foundational developmental theory, as well as the ways in
which it may vary in its assessments and methods. In your response, consider which theory may better align with the elements that are inconsistent with the
primary or stated developmental theory. This section of Milestone Two should be three pages in length.
Specifically, the following critical elements must be addressed in your milestone submission:
II.
Research and Theoretical Foundations: Apply contemporary developmental psychology research and classic and contemporary theories to the
selected developmental issue.
A. Analyze contemporary developmental psychology research in explaining the selected developmental issue. In other words, what does research
have to say about the evolution of your selected developmental issue? Be sure to support your position with specific examples.
B. Apply the three core themes of developmental psychology to the selected developmental issue.
i. Where does the selected issue fall on the continuum of nature versus nurture? Be sure to substantiate your claims with specific
scholarly research.
ii. Where does the selected issue fall on the continuum of continuity versus discontinuity? Be sure to substantiate your claims with
specific scholarly research.
iii. Where does the selected issue fall on the continuum of stability versus change? Be sure to substantiate your claims with specific
scholarly research.
III.
Program Selection: Identify an existing program that targets the selected developmental issue for prevention or treatment.
A. Discuss the target of the program in terms of whether the program promotes healthy development, targets prevention of a developmental
issue, or provides actual treatment for an issue. In other words, is the program promotional, preventative, or prescriptive?
B. Determine the extent to which the assessment and treatment methods employed by the program address the selected developmental issue
across diverse populations.
1. What is the process for an individual with the selected developmental issue to be admitted to the selected program? What admissions
policies or procedures might need to be considered in terms of cultural, ethnic, or socioeconomic standing?
2. What methods are utilized by the program to provide intervention, health promotion, or treatment for the developmental issue with
regard to cultural, ethnic, and socioeconomic sensitivity?
C. Analyze the selected program’s methods for the developmental theory and research that you feel were chosen to serve as its foundation.
1. Does the program clearly stick to the core concepts of the developmental theory in its approach to assessment? Be sure to
substantiate your claims with specific examples and research.
2. Do the treatment or intervention methods vary from what the developmental theory would support or recommend? Be sure to
explain your rationale.
3. How might the assessment, prevention, or treatment methods be aligned with a different developmental theory? Be sure to justify
your position with research.
Rubric
Guidelines for Submission: Students should provide a five- to six-page essay as a Microsoft Word document that thoroughly addresses the critical elements
outlined above in APA format. No abstract is necessary, and title and reference pages will not be credited as part of the page count.
Critical Elements
Theoretical Foundation:
Contemporary Research
Theoretical Foundation:
Nature vs. Nurture
Proficient (100%)
Comprehensively evaluates
contemporary research of
development for its applicability
to the origin of the selected
developmental issue and
supports position with scholarly
evidence
Accurately applies the core
theme of nature versus nurture
to the selected developmental
issue and explains rationale
Needs Improvement (70%)
Not Evident (0%)
Evaluates contemporary research Does not evaluate contemporary
of development but evaluation
research of development
lacks detail or evidence is not
scholarly or is missing
Value
10
Applies the core theme of nature Does not apply the core theme of
versus nurture to the selected
nature versus nurture to the
developmental issue but with
selected developmental issue
gaps in accuracy, or does not
explain rationale
10
Theoretical Foundation:
Accurately applies the core
Continuity vs. Discontinuity theme of continuity versus
discontinuity to the selected
developmental issue and explains
rationale
Theoretical Foundation:
Accurately applies the core
Stability vs. Change
theme of stability versus change
to the selected developmental
issue and explains rationale
Applies the core theme of
continuity versus discontinuity to
the selected developmental issue
but with gaps in accuracy, or
does not explain rationale
Applies the core theme of
stability versus change to the
selected developmental issue but
with gaps in accuracy, or does
not explain rationale
Program Selection: Target Comprehensively discusses the
Discusses the selected program
of Program
selected program and accurately but discussion lacks detail or does
identifies as preventative,
not accurately identify as
promotional, or prescriptive
preventative, promotional, or
prescriptive
Program Selection:
Comprehensively identifies the
Identifies the assessment and
Assessment and Treatment assessment and treatment
treatment methods utilized by
Methods
methods utilized by the selected the selected program, but with
program to address the needs of gaps in detail, or without regard
diverse populations
to the needs of diverse
populations
Program Selection:
Explains whether the program’s Explains whether the program’s
Approach
approach to assessment aligns
approach to assessment aligns
with core concepts of a
with core concepts of a
developmental theory and
developmental theory, but does
substantiates claims with specific not substantiate claims with
examples and research
specific examples and research
Program Selection: Vary Explains whether the program’s Explains whether the program’s
treatment or intervention
treatment or intervention
methods vary from what the
methods vary from what the
developmental theory supports
developmental theory supports
or recommends, and explains
or recommends, but does not
rationale
explain rationale
Program Selection:
Explains how the program’s
Explains how the program’s
Different
assessment, prevention, or
assessment, prevention, or
treatment methods could be
treatment methods could be
aligned with a different
aligned with a different
developmental theory, and
developmental theory, but does
justifies position with research
not justify position with research
Does not apply the core theme of
continuity versus discontinuity to
the selected developmental issue
10
Does not apply the core theme of
stability versus change to the
selected developmental issue
10
Does not discuss the selected
program
10
Does not identify the assessment
and treatment methods utilized
by the selected program
10
Does not explain whether the
program’s approach to
assessment aligns with core
concepts of a developmental
theory
10
Does not explain whether the
program’s treatment or
intervention methods vary from
what the developmental theory
supports or recommends
10
Does not explain how the
program’s assessment,
prevention, or treatment
methods could be aligned with a
different developmental theory
10
Articulation of Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
Earned Total
10
100%
PSY 632 Final Project Guidelines and Rubric
Overview
The final project for this course is the creation of a program evaluation paper.
Developmental psychology is the scientific study of changes that occur in human beings over the course of their life. Originally concerned with infants and
children, the field has expanded to include adolescence, adult development, aging, and the entire life span. This field examines change across a broad range of
topics including motor skills and other psycho-physiological processes; cognitive development involving areas such as problem solving, moral understanding, and
conceptual understanding; language acquisition; social, personality, and emotional development; and self-concept and identity formation.
The development of the human mind is one of life’s great wonders. Everyone has experienced it firsthand and has seen it happen to family members, yet it still
holds many mysteries. For example, the parents of a toddler might show her a photo with her own image and say, “That’s you!” For some time the child might
point to it and say, “That’s you!” How and when does the child learn to say, “That’s me!”?
The most rapid development of the mind occurs early in life, and what goes right or wrong then can affect a person’s whole life thereafter. In this final project,
you will evaluate a program designed to promote healthy development, or address atypical development, in children.
The project is divided into three milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final
submissions. These milestones will be submitted in Modules Three, Five, and Seven. The final submission will occur in Module Nine.
In this assignment, you will demonstrate your mastery of the following course outcomes:





PSY-632-01: Assess classic and contemporary developmental theories for their stance on core developmental psychology issues in forming a
foundational perspective on the field
PSY-632-02: Analyze contemporary developmental psychology research for key factors that impact child and adolescent development in recommending
prevention, assessment, and intervention strategies
PSY-632-03: Assess the impact of sociocultural influences on the field of psychology, as well as communities and organizations in which developmental
psychology is practiced in promoting the psychological well-being of individuals, communities, and organizations
PSY-632-04: Critique current assessment and intervention strategies for their applicability across diverse populations
PSY-632-05: Differentiate typical and atypical development in children and adolescents across physical, cognitive, affective, and social domains for
informing prevention, assessment, and intervention strategies
Prompt
The final project for this course is a program evaluation paper. You will select and research an existing program that is intended to promote healthy
development, or that addresses issues of atypical development. You will examine the theoretical foundations of the selected program, critique its ability or
consideration for meeting the needs of diverse populations, examine program effectiveness, and utilize concepts from the course to recommend potential
improvements to the program. You will place yourself in the role of a consultant who has been contracted to review the program to determine necessary
changes or make recommendations regarding future funding.
Specifically, the following critical elements must be addressed:
I.
Select a Developmental Issue: Identify and research a developmental issue for children or adolescents. Developmental issues can be examined from the
perspective of the promotion of healthy development, or you may select a particular developmental issue in the form of an impairment or diagnosis.
A. Describe the developmental issue you are examining for the purpose of this program evaluation, including if the issue is considered typical
development or at …
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