Normal cognitive, emotional and behavioural development — formative SAQs

SAQ 1 (10 marks)

Parents of a 28-month-old say he has “daily meltdowns” when told no. He uses two-word phrases, points, enjoys pretend play with cars, recovers with a calm parent, and has no skill loss. [1] [3]

1. Explain the developmental reason tantrums are common at this age. (3) [3]
2. Outline your bedside assessment of cognition, emotion and behaviour. (4) [1] [2]
3. Give three counselling points and one safety-net that keeps this on a normal-variation pathway for now. (3) [4] [12]

Model answer

Desire and motor autonomy often outrun inhibitory control and language for self-calming at toddler age. [3] Assess caregiver concern, observe play/problem-solving, emotion peak and recovery, joint attention/gesture/words, and caregiver co-regulation; document domains against evidence-informed expectations. [1] [2] Counsel routines, prevention of hunger/fatigue triggers, brief safe limits with recovery connection; safety-net return if aggression becomes injurious, skills regress, or function collapses across settings. [4] [12]

SAQ 2 (10 marks)

A school-age child is “bright but chaotic”: loses books, cannot start homework, and has peer conflict after losing games. Teachers share the concern. No regression. [3] [4]

1. Which executive function components are most relevant and how do they present here? (4) [3]
2. What distinguishes ongoing coaching from a need for behavioural-emotional screening/referral? (3) [7] [8]
3. Name two environmental factors you will actively address while arranging supports. (3) [5] [10]

Model answer

Working memory (holding multi-step tasks), inhibitory control (stopping after frustration) and cognitive flexibility (shifting after losing) map to the presentation. [3] Coach organisation and co-regulation when impairment is mild and improving; screen/refer when multi-setting impairment persists, safety is threatened, or caregiver/teacher concern remains high. [7] [8] Address sleep, excessive media displacement, adversity/stress load and classroom/task fit while supports are arranged. [5] [10]