Adam Hayes Developmental Standards Project Page 1

Developmental Standards Project

Adam Hayes

EDPS 250

Swanson
 Adam Hayes Developmental Standards Project Page 2

Introduction:

As someone who is planning to become a music educator someday, I will have to work

with students from many different backgrounds, with many different needs. ITASC standard #1

is the standard set forth to make sure that teachers meet the individual needs of their students.

It States:

The teacher understands how learners grow and develop, recognizing that patterns of learning

and development vary individually within and across the cognitive, linguistic, social, emotional,

and physical areas, and designs and implements developmentally appropriate and challenging

learning experiences.

Concepts in development:

1. Bullying

2. Intellectual Disabilities

3. Poverty

4. Substance Abuse

5. Hearing loss

6. School Dropout

7. Nutrition

8. Obesity

9. Friendship

Developmental Research #1

Bullying:
 Adam Hayes Developmental Standards Project Page 3

Bullying has been running ramped in schools across America for some time. Ettakal and

Ladd set out to find out more about bullying using peer reported data over an extended period of

time. They brake bullying subjects into four categories identified as aggressors, victims,

aggressive-victims, and uninvolved (Ettekal & Ladd, 2017). These groups (excluding the

uninvolved) would participate in multiple types of bullying, and did not specialize in any

particular form. Many of the students involved in this bullying in early childhood continued to be

throughout their school career. This is likely happening because with more reinforcement it is

harder to change a behavior. With late onset, though, we do see a more willingness to change.

These late onset bullies also tended to come from the previously uninvolved group. These same

students also had an increase in nonaggressive behaviors like rule breaking. This group was

fairly small in comparison to the number of uninvolved students previously, though.

From the text book, we get a lot of general information about bullying. Like that around

20% of children are bullies, while around 25% are bullied (Berk & Meyers, 2016). The victims

of these attacks unfortunately often experience many internalized difficulties such as depression,

or suicidal thoughts. Some of the best strategies to counter these intend to change the victims

opinions on themselves. This way they can better turn to others for help.

Instructional Decision #1

Through the reading I have done, I have gained a better understanding of how children

developed into bullies, and how bullies act (AG 1.1). Having the knowledge that most bullies did

not just decide to be that way will now definitely change how I react to it. Before I would have

seen standard punishments alone as a good way to help deter and stop bullying, but now I

understand that you need more than that. I would seem that to truly make a change in a bullies
 Adam Hayes Developmental Standards Project Page 4

behavior you will need to make them want to change. Helping to make them empathize with

their victims, along with punishment, now seems like a much better strategy.

Past that, though, it made me think about my own time I spent in school. This was always

a hard topic for me to discuss because I was never really bullied myself, and if anything, I was

more of a bully. I would say that bullying I did was generally just not being very nice to people

I didnt see eye to eye with. Although I do not have any experience trying yet, I feel this would

be one of the more difficult forms of bullying to identify as a teacher. If identified, though, I

think that as a teacher I could help. If a teacher had simply sat me down and had a genuine

conversation about my actions, I think it could have made a difference. This approach likely

wouldnt work with all students, but it certainly wouldnt hurt. If I could change one students

outlook it would be worth all the time I would end up wasting on the ones I failed with.

Having a proactive approach to bullying can also be very helpful. Encouraging positive

attitudes can go a long way to help. If the majority of my students are acting positively, it will

make my classroom an environment that is much more inclusive, and empathetic, which will

make it much less predisposed to bullying in the first place (AG 5.5). Giving students leadership

roles in my program can also help (AG 2.9). Many students who could potentially be bullies will

respond favorably to the personal attention and accountability this would resulted in.

Developmental Research #2

Intellectual Disabilities:

Intellectual disabilities like autism spectrum disorders often come along with other issues

like depression, anxiety, phobias, OCD, and etc. This article takes a specific look at the rate

children on the autism spectrum (without an accompanying disorder) developed these disorders.
 Adam Hayes Developmental Standards Project Page 5

They administered K-SADS-PL test to a group of 25 ASD patients, and a control group of 25.

Their findings showed the presence of at least one symptom at threshold or subthreshold lever

was significantly higher in those with ASD (Caamao, M., Boada, L., Merchn-Naranjo, J.,

Moreno, C., Llorente, C., Moreno, D., & ... Parellada, M., 2013). Of all the conditions tested for,

ADHD showed the greatest difference. 56% of those in the ASD group showed symptoms of

ADHD, while those in the control group only showed at a rate of 4%. (Caamao Et Al, 2013)

Greater than 50% of the subjects in the ASD group also exhibited symptoms multiple of the

areas evaluated. Depression was another disproportionally high result of those with ASD,

especially in subjects with a higher IQ. Part of this high number could be explained by those with

a higher IQ being better able to identify, and communicate their feelings than those with low-

functioning autism. This makes it much easier to detect.

The text book gives us a thorough background on autism. A child with a substantial

disability will show difficulties in three core areas. Limited ability to engaged in nonverbal

behaviors required for successful interaction, a delay in langue, and much less imaginative play

(Berk & Meyers, 2016). Researchers have come to the agreement that autism generally comes

from abnormal brain functionality, often from the parental environment, or genetics.

Instructional Decision #2

It would not surprise me if working with children who have a severe handicap is going to

prove to be a challenge for me. In my life so far, I have had a very limited interaction with

anyone that had such a disability. So exercises like this will go a long way to helping me be

better prepared to do so.

 Adam Hayes Developmental Standards Project Page 6

Although the article did focus on those with ASD, one of the things that stood out to me

the most was the control group. I was unaware just how many students were undergoing

psychological issues (AG 1.4). Likely because of my own bias, I had assumed the numbers

would be much lower. This has brought it to my attention that I will have to give much more

thought to what my students are going through. This would likely manifest in the ways I respond

to things like disciplinary issues.

In consideration to those with a severe mental handicap, this reading has helped me to

better look past their disease and see that they are still real people with real issues. I guess I had

it in my mind that if someone had a condition such as a severe autism spectrum disorder, they

probably had bigger things to worry about than being anxious. With my better understanding of

this subject I will be able to empathize with these student to a much greater degree than I would

have otherwise. This will likely improve every aspect of my teaching with these students because

if I can understand how aspects of my class are making them feel, I can respond accordingly (AG

2.5). More specifically, I will be able to look past their condition to see what aspects of my class

,and my teaching could be making learning more difficult for them, and make an appropriate

response. This could be something as simple as me talking too fast, which is a simple change I

can make right away.

Developmental Research #3

Poverty:

Duncan and Gunn takes a look at how poverty can affect the development of children in

America. Over the years, many studies have shown a connection between a childs poverty level,

and various aspects of child achievement, health, and behavior (Duncan & Brooks-Gunn, 2000).
 Adam Hayes Developmental Standards Project Page 7

A child born into poverty is even affected from the moment they inter this world given that they

have 1.7 times the chance to be born with a low birth weight. Unfortunately, it gets even worse

when you take a look at achievement. Children and adolescents living in poverty have over

double dropout rate of their non-poor classmates. These effects of poverty can stem from a few

different aspects of the childs life. One key area is their home life. After assessments of the

homes of higher and lower income families were made, it was determined that the physical

condition of the home, and the warmth of mother/father-child can account for up to half of the

effect income has on a childs development (Duncan & Brooks-Gunn, 2000). The quality of

child care one receives outside the home can also play a major roll. Children who received

childcare in their preschool years that was both of a high quality, and developmentally

appropriate, were found to have enhanced skills in many if not all of the areas tested. These

advantages also persisted through their early elementary careers.

From looking at the text book, we can learn more about how a family being in chaos can

affect a childs development. A large amount of family chaos is linked to having an economic

disadvantage (Berk & Meyers 2016). With an economic disadvantage, almost every aspect of a

childs development is affected. Parents who are having to worry about money will just not have

as much time to dedicate to their children. These children of parents who cannot devote as much

time to things like reading, play, homework help, and ect, will always be at a disadvantage to

their more affluent peers.

Instructional Decision #3

Seeing the number of students who are effect by poverty is striking to me. I knew there

were many students effected, but seeing the hard numbers brought it into a new light. I was

personally fortunate to enough to go through a school system where a majority of the students
 Adam Hayes Developmental Standards Project Page 8

were well above the poverty line, so this reading has really helped to being poverty into a new

light for me.

My primary take away from this reading is that I will have to consider the cost of my

music program to a much greater degree that I thought I would (AG 5.1). Depending on the

program I end up being a part of, fees just to participate can be in the thousands of dollars. Costs

for a student to participate in band will likely not be a priority for a low income family, so

unfortunately they will often just not be able to participate. I would like to make it my goal for

every student to participate in my program, though. I believe I could first take on this goal by

having a flexible payment system. This would make it much simpler for families without excess

income to pay. Providing scholarships or other financial support through the boosters

organization would be a good idea as well. Even a small scholarship could make a big difference

in weather a student is able to participate.

We as music educators will also feel the need to pressure our students to do things like

take private lessons, or upgrade to a better quality instrument. Students who know they cannot

afford these would likely get upset if I constantly preached that it was something they really

needed to do. So I will do my best to encourage that they should if they can, but that its still

perfectly acceptable if they cant. I would also try to make arrangements for the band to provide

these things to them. As a director I could allocate funds to hiring private instructors, or to get

instruments of a high quality that students can use.

Developmental Research #4

Substance Abuse:
 Adam Hayes Developmental Standards Project Page 9

Researchers set out to examine patterns and consequences of consistent alcohol and

tobacco use among minors. Only 36% of students completely abstained for their use, so it was

definitely an important matter to look into. They set out to do this by using a series of surveys

with a wide verity of student totaling over 6500. They found that the earlier one started

drinking/smoking, the more likely it was for them to continue doing so later in life. This is

unfortunate because the earlier they start, the sooner they will be affected by its consequences,

and if they continue they will have those consequences for longer. Some of these were very

serious too. Those who had started using in early adolescents were significantly more likely to

have an arrest record by the time they had reached young adulthood (Orlando, M., Tucker, J. S.,

Ellickson, P. L., & Klein, D. J., 2005). Although not quite as serious, many other trends were

noticed as well. These users also showed a greater likelihood to have poorer general health, fail

to graduate from college, and engage in criminal or violent behavior (Orlando et al, 2005). It was

also noticed even those that had quit were more susceptible to these conditions, although still

significantly lower than those that continued. This illustrates the importance of helping students

quit early.

From the text book, we know that children learn an incredible number of things from

their parents. From any interaction a child has with a parent, they will be getting conditioned in

some way (Berk and Meyers, 2016). Many of these things are good, but they can also be bad. For

example, if a parent smokes, a child is much more likely to accept that it is a good behavior to do

so. So if from the beginning parents instill in their children that activities like smoking are bad,

they are much more likely to abstain from doing so in the future.

Instructional Decision #4
Adam Hayes Developmental Standards Project Page 10

Ill start by saying that some of the results of this survey were surprising to me.

Compared to what I observed from my peers during school, their numbers seamed high. I know

smoking especially has been on a steady decline since the data was taken, but I still would be

surprised if they were inflated in some way. Although, its probably likely that the community of

people I grew up in just really discouraged smoking. Knowing that in some places its this bad,

though, made me reconsider the importance of this issue.

As a teacher, I think helping students with this is going to prove to be a challenge. The

best way I think I could go about this is by setting a good example. If I were to start smoking for

some reason, I would make sure my students never knew about it. Also, if I ever hear students

discussing the subject, I could casually mention that it is bad. If I were to discover that a specific

student had started smoking (for example), if appropriate, I could go more in-depth about the

negative effects like lung cancer.

As a music teacher, I think it could be especially advantageous to specifically discuss the

adverse health effects of smoking (AG 1.3). Much of what we do in a music classroom involves

using our mouth, throat, and lungs, all of which smoking effects. If I have students that continue

playing/singing after leaving my class it will adversely affect their future musical career, so

instilling in them from the beginning how bad it could be very beneficial to their futures. Also as

a music teacher, I have the advantage of teaching an elective course. Courses like these are often

attributed to helping students stay off drugs, so I would do everything in my power to make sure

every eligible student can join.

Developmental Research #5

Hearing Loss:
Adam Hayes Developmental Standards Project Page 11

Jareen Meinzen-Derr, Susan Wiley, and Daniel I. Choo take a close look at the roll early

intervention plays in how children develop langue abilities. More specifically, they focus on the

ways in which early intervention plays a role in reducing the negative effects of a condition or

risk factor, and thus promotes optimal development. They set out to do this by examining the

results of 328 children who they enrolled in an early intervention program. They divided these

children into two groups, children less than six months, and children greater than six months

(Choo, Meinzen-Derr & Wiley, 2011). To make these comparisons, they used the SKI*HI langue

Development Scale. This scale uses parent reported observations on the expressive, and receptive

skills of their children. It has shown high levels of test-retest reliability, internal consistency, and

reproducibility, so it was a good choice. What they found was that early enrollment is in fact an

effective for helping children who are deaf or hard of hearing. Children enrolled before the age

of six months had initially higher langue skills than those enrolled after, and maintained age

appropriate skills over time (Choo, Meinzen-Derr & Wiley, 2011). Although children enrolled

after six months had lower bassline skills, they still showed significant improvement in both

receptive, and expressive langue skills. With evidence like this continuing to accumulate,

hopefully someday soon we will be able to identify the critical age at which a child should start

receiving services.

Auditory skills are incredibly important to the development of a child. Much of the

information that they will receive to aid in this development is based on the sounds they hear.

Babies as young as 5 months old start listening for regularities is speech patterns to help

distinguish what someone is trying to communicate (Berk and Meyers, 2016). With children

beginning to learn in these ways so early, it further stresses the importance of early intervention

programs that can get them things like cochlear implants.

Adam Hayes Developmental Standards Project Page 12

Instructional Decision #5

As someone who has music playing an integral part to my everyday life, going deaf is

probably my greatest fear. Working with students who have unfortunately succumb to this fate is

going to prove to be an immense challenge, if not an impossibility. I dont have any intensions of

teaching at a deaf/blind school, though, so the number of completely deaf students I have under

my guidance will likely be zero, but Im sure I will have to work with some hearing-impaired

students at some point.

My first priority with a hearing-impaired student will be to see if they are actually able to

participate in my class. Depending on the severity of their condition they will be able to

participate just fine, participate with accommodation, or not be able to participate. I would start

by assessing the degree of which they have the ability to differentiate different volumes.

Dynamics are critical to an emotional performance, so having this ability is important. Past that I

would see if they can differentiate pitches. This is likely going to be the determining factor on

what instruments they are able to play.

With this information in toe, I will be able to help them choose an instrument that will be

best suited to helping them be successful. If they could differentiate volumes well, but not

pitches, I would encourage them to go into percussion. This is well suited because a majority of

the instruments in this family play non-pitches. Of the instruments in this family that do play

pitches, the vast majority of them are fixed, so a student would still only have to worry about

dynamics and articulation. If they could adequately distinguish pitches, the instrument I would

push them towards would depend on how adept they were at making these distinctions. If they

only had basic skills I would recommend a more basic brass instrument, specifically the

euphonium or trumpet. A student that presents with more promising skills could likely play
Adam Hayes Developmental Standards Project Page 13

whatever they wanted, but I would still discourage them from playing something like the horn, or

oboe because of the finesse it takes to play them at a high level.

Developmental Research #6

School Dropout:

School dropout has always been a problem in America. In the United states today, almost

seven percent of sixteen to twenty-four-year-olds do not have a high school diploma, or general

education degree (Berk and Meyers, 2016). Although dropout rates have been steadily falling

sense the mid-2000s, we still see an elevated rate among low socio-economic status, and

minority students (Berk and Meyers, 2016). The seriousness of this cannot be overstated because

of the dire consequences it causes. First and foremost, these dropouts will just not have the skills

necessary to compete in todays world. We live in a knowledge based economy, so many of

these people will just not have the skills that employers are looking for. This causes most

dropouts to receive smaller salaries, and have a greater unemployment rate overall.

There are many factors that contribute to why a student drops out, but a majority of them

come back to patterns of disruptive behavior combined with poor academic performance (Berk

and Meyers, 2016). Some will not have any behavioral problems of the sort, though. It is not

uncommon for a student that is having academic difficulty to just slowly disengage from their

classes. When a student does have behavioral problems, though, it only expands the problem.

Behavioral problems can cause things like suspensions to happen, which will only contribute to

their academic failure.

Instructional Decision #6
Adam Hayes Developmental Standards Project Page 14

As a teacher, there is a lot I can do to help students that might dropout. First and

foremost, I should be doing everything I can to help keep them in my program. Students that are

a part of a co-curricular class like mine are overall much less likely to drop out because it helps

them feel more attached to the school, and gives them something that is nonacademic to strive

for while at school. I should also try to be very mindful of any of my students that might be

headed down the path to dropping out. If caught early, I think there is a lot I can do to help. I

would start by trying to be even more supportive of the work they do in my class (AG 2.4).

Grades are often not as important in a music setting, so this will likely be easier than if I was

teaching a generic STEM class. Giving them lots of encouragement, and helping them to get

better at their instrument will hopefully make them enjoy school more overall. If theyre actually

wanting to be at school because of my program, they will hopefully, as a result, try harder at

their other classes. Overall, if I work as a teacher to make my program an enjoyable and

supportive environment, it can go a long way to helping a student stay in school (AG 5.2).

Developmental Research #7

Nutrition:

Nutrition is especially crucial during the first two years of a childs life. In these years,

their brain and body are growing incredibly rapidly (Berk and Meyers, 2016). Twenty-five

percent of their total caloric intake will be dedicated to this growth, and they will still need extra

calories to keep their developing organs functioning properly (Berk and Meyers, 2016). With

how these calories are used, it is apparent just how important it is where they get them from. An

ideal place is the one that nature gave us. Breast milk is nothing short of a superfood for babies.

It provides the correct balance of fat and protein, it ensures nutritional completeness, it helps

ensure healthy physical growth, it protects against many disease, and much more. Because of
Adam Hayes Developmental Standards Project Page 15

these advantages, breast fed babies are set up so that their nutrition as a child will not hold them

back later in life.

Once they have reached early childhood, things can get a little more complicated.

Preschoolers appetites decline as a result of their growth slowing, and they become wary of new

foods (Berk and Meyers, 2016). This can make it difficult to make sure that they are eating foods

that contain all the nutritional properties that they need. These toddlers require a diet very similar

to what us adults need, just in lower quantities. This gives us as adults an excellent opportunity

to instill good nutritional habits into them because children will often come to accept that foods

we like are foods they should like. If done right, we can give them good bassline eating practices

that will help them to have a good nutritional intake for the rest of their lives.

Developmental Research #8

Obesity:

For several decades now, obesity has been on the rise in developed countrys. Today

thirty-two percent of children and adolescents are overweight, and more than half of those are

extremely so (Berk and Meyers, 2016). Much of this rise can be attributed to urbanization

shifting the population towards diets containing large amounts of refined foods, and a more

sedentary lifestyle in general (Berk and Meyers, 2016). It has been observed that children who

are overweight in preschool are five times more likely to be overweight by the time they reach

adolescents, and very few people who were persistently overweight during adolescents will ever

attain a healthy weight through adulthood. This shows that adolescents is the critical time when

someone needs to make a change in their lifestyle to have a healthy future.

Adam Hayes Developmental Standards Project Page 16

Along with social and emotional difficulties, obese children are at risk for life long health

problems (Berk and Meyers, 2016). Many serious conditions symptoms will first appear in an

obese childs early school years. For example, it is not uncommon for an obese child to present

with hypertension, and high cholesterol, which are both early indicators of heart disease. It has

also caused a dramatic increase in the number of cases of children who contract diabetes. This

can lead to the early onset of severe complications such as kidney failure, or even a stroke.

Developmental Research #9

Friendships:

Teenagers will often stress three things when asked about the meaning of friendship. Of

these, the most important one is intimacy/psychological closeness (Berk and Meyers, 2016).

They will support this by having a mutual understanding of each others values, beliefs, and

feelings. Also, much more than they did is early childhood, adolescents want their friends to

stick up for them, and be more loyal then they did before. Teenagers will often say that their

friends are their most important source of social support. This is likely a result of their strong

desire for close friends who they share a lot of commonalities with (Berk and Meyers, 2016).

When you compare the friendships of girls and boys, some differences become apparent.

Girls will often stress emotional closeness as being much more important than their male

counterparts (Berk and Meyers, 2016). This is often exemplified when girls get together and

just talk. Their exchanges will often contain more supportive statements, and self-disclosure

than their male counterparts. On the other hand, males will often get together for a specific

activity such as playing sports, playing games, or other such group activities. Their discussion

will often be more related to the activity at hand, or their accomplishments within. Boys will
Adam Hayes Developmental Standards Project Page 17

discuss things like their feelings, but it is often to a lesser degree, and less often. These

differences primarily come down to gender-roll expectations. Boys will often receive criticism

when they open up emotionally, while girls generally have the opposite experience.

Reflections:

To me, context (in this context) refers to the big picture of things that affect how a

student will learn. It is very important for an educator to be able to appreciate these individual

differences is student learning because it allows them to be able to better cater the aspects of the

learning environment that they can control to the needs to their students (AG 1). Having a

respect for their diverse talents is important as well because supporting them in their talent

outside the classroom will help them to develop more self-confidence in general, allowing them

to be more confident in their abilities in the classroom.

Using a students individual strengths as a basis for learning is an excellent strategy for

helping them to better understand things. Something that they are familiar with will help to make

new concepts seam more approachable. On the other side of this, using errors they have made

can be useful as well. If you relate a new concept to something they may have struggled with in

the past, they will be able to remember what they had to do to overcome it, or what they could

have done differently to get a more favorable outcome.

My primary weakness is this area is in relation to how I would respond to students who

have a different learning style to mine. Im sure there is going to be a moment where I think I

have explained something perfectly clearly, but my students just wont understand me because of

how they are predisposed to learning. A good way for me to improve in this area would be for

me to join the Prism Project. The Prism Project is an organization that works to give a
Adam Hayes Developmental Standards Project Page 18

preforming arts outlet to disabled children. As a member of this organization I would have the

opportunity to work with students who have very different learning strategies than my own,

allowing me to come up with new strategies I could use in my other classes.

To me, someone with expertise is someone that one went above and beyond in learning

about a specific subject compared to others who have also learned about said subject. Although

this doesn't necessarily mean that one would have to have taken, for example, graduate level

courses in a subject, in many disciplines that or something similar is what I would expect. If we

were discussing something like an artisan's craft, though, I would usually think of it as someone

who has dedicated years of practice, and can prove their knowledge by the product they can

produce.

Knowing how students learn things/develop habits is critical to promoting good student

learning. With that knowledge in toe they can specifically cater lessons to appeal to multiple

types of learners (AG 2).

It is very important for someone working with children to understand how the different

aspects of how a child's development effects how they learn. With this in mind, they can better

understand why a student(s) might not be doing well is a specific area, and adjust their teaching

strategies to help that student(s) learn better.

A teacher that understands that their students wont always be at the same level can better

cater to their needs. This could manifest in many ways, but a likely one would be in how they

spend their time. Dedicating more time to the students that need it will help them to catch up,

while providing a challenge to more able learners will help them to improve even more.
Adam Hayes Developmental Standards Project Page 19

I think my main weakness this is area comes down to real world experience. I have yet to

have to opportunity to try identifying these characteristics in students. I would like to make it my

goal to specifically look for these things immediately when I become a teacher. This will likely

be a challenge because I will be learning so much in my early years of teaching, but I like to

think I can do it. Also, to get a better academic understanding of the subject, I would like to

peruse my education further. In my undergrad alone I have already learned so much about the

subject, so I can only imagine the level of understanding I would have if I was to attain a

masters, or doctoral degree.

To me, engagement is when one is focusing on something because it is stimulating them

mentally. It is very important to design instruction that meets the needs of all types of learners

because that way everyone will be able to learn effectively (AG 5). If we didn't do this, some

would end up missing information because they weren't engaged.

Stimulating prior knowledge is an excellent teaching strategy. It allows someone to relate

something they already know to the new concept being presented. This will help make the

concept more approachable, and also help with memory retention. Encouraging others or take

responsibly for their own learning is important because if we know what helps them learn, we

can better cater our presentations to them.

It is important to access others thinking as a basis for instructional activities because with

this information you can cater your activities to their needs using that new found information.

Encouraging discussion, or other methods of information retrieval are integral to learning more

about this thinking.

Adam Hayes Developmental Standards Project Page 20

My main weakness in this area is knowing what activities are good for specific types of

learners. A good way for me to get better in this area would be for me to join the Indiana Music

Education Association. They host a professional development conference in Fort Wayne Indiana

every year, and if I start to attend could learn much more about this subject.
Adam Hayes Developmental Standards Project Page 21

References

Berk, L. & Meyers, A. (2016). Infants, children, and adolescents. (8th ed., p. 19, 58, 59, 101,

105, 138, 216, 233, 298, 332, 333, 334, 335, 336), Boston, Massachusetts: Pearson

Education Inc.

Caamao, M., Boada, L., Merchn-Naranjo, J., Moreno, C., Llorente, C., Moreno, D., & ...

Parellada, M. (2013). Psychopathology in children and adolescents with ASD without

mental retardation. Journal Of Autism And Developmental Disorders, 43(10), 2442-2449.

doi:10.1007/s10803-013-1792-0

Duncan, G. J., & Brooks-Gunn, J. (2000). Family poverty, welfare reform, and child

development. Child Development, 71(1), 188-196. doi:10.1111/1467-8624.00133

Ettekal, I., & Ladd, G. W. (2017). Developmental continuity and change in physical, verbal, and

relational aggression and peer victimization from childhood to adolescence.

Developmental Psychology, 53(9), 1709-1721. doi:10.1037/dev0000357

Meinzen-Derr, J., Wiley, S., & Choo, D. I. (2011). Impact of early intervention on expressive

and receptive language development among young children with permanent hearing loss.

American Annals Of The Deaf, 155(5), 580-591. doi:10.1353/aad.2011.0010

Orlando, M., Tucker, J. S., Ellickson, P. L., & Klein, D. J. (2005). Concurrent Use of Alcohol

and Cigarettes from Adolescence to Young Adulthood: An Examination of

Developmental Trajectories and Outcomes. Substance Use & Misuse, 40(8), 1051-1069.

doi:10.1081/JA-200030789
Adam Hayes Developmental Standards Project Page 22

Proactive Bullying Prevention Techniques. (n.d.). Retrieved October 30, 2017, from

https://www.playworks.org/resource/proactive-bullying-prevention-techniques/
Adam Hayes Developmental Standards Project Page 23

All Grade Standards and Sub-Standards References

Standard 1: Student Development and Diversity

Teachers of grades P-12 have a broad and comprehensive understanding of student

development and diversity and demonstrate the ability to provide instruction that is

responsive to student differences and that promotes development and learning for all

students.

1.1 Major concepts, theories, and processes related to the cognitive, linguistic, social,

emotional, physical, and moral development of students in grades P12, and factors in the

home, school, community, and broader environment that influence student development.

1.3 Typical developmental challenges for students from early childhood through grade 12

(e.g., in relation to independence, self-esteem, peer interactions, physical development,

self-direction, decision making, goal setting, involvement in risky behaviors, and identity

formation) and the ability to help students address these challenges.

1.4 Knowledge of types of student diversity (e.g., cultural, economic, and linguistic

background; gender; religion; family structure), and the ability to use this knowledge to

promote learning and development for students with diverse backgrounds, characteristics,

and needs.

Standard 2: Learning Processes

Teachers of grades P12 have a broad and comprehensive understanding of learning

processes and demonstrate the ability to facilitate student achievement.

Adam Hayes Developmental Standards Project Page 24

2.4 Knowledge of the role of positive relationships and supportive interactions as a crucial

foundation for working with children, with a focus on children's individual

characteristics, needs, and interests.

2.5 Knowledge of how student learning is influenced by different types of instructional

practices and teacher behaviors, and the ability to use this knowledge to promote learning

for all students.

2.9 Strategies for promoting students' organizational and time-management skills and sense

of responsibility for their own learning, and the ability to use these strategies to promote

student success.

Standard 5: Learning Environment

Teachers of grades P12 have a broad and comprehensive understanding of student

learning environments and demonstrate the ability to establish positive, productive, well-

managed, and safe learning environments for all students.

5.1 The ability to create safe, healthy, supportive, and inclusive learning environments,

including indoor and outdoor environments, that encourage all students' engagement,

collaboration, and sense of belonging.

5.2 The ability to apply skills and strategies for establishing a culture of learning that

emphasizes high expectations for all students, promotes self-motivation, and encourages

students' sense of responsibility for their own learning.

5.5 Knowledge of developmentally appropriate classroom management approaches and

positive guidance techniques, including relationships between specific practices and

Adam Hayes Developmental Standards Project Page 25

student learning, attitudes, and behaviors, and the ability to use this knowledge to create

an organized, positive, and productive learning environment that maximizes students'

time on task; facilitates learning; and encourages student selfregulation, responsibility,

and accountability.