Child wearing an indigo tie dyed t-shirt, sitting on a bed, with back to the camera and staring out the sun-lit window.
What is Early Intervention?
Early intervention is the term used to describe the variety of services and supports available to help children from birth to 3 years of age who have identified or suspected developmental delays. Services may include: speech and language therapy, occupational therapy, physical therapy, feeding therapy, specialized instruction and other clinical services tailored to meet the needs of the child and family. Early intervention has the potential to significantly impact a child’s ability to develop new skills, increase independence and help them thrive.
Why is Early Intervention Important?
Plain and simple; the sooner supports are provided, the better for the child!
Intervention is likely to be more effective when it is provided earlier in life rather than later. This is because of the young brain’s ability to adapt and build neural connections. These neural connections are the foundation for learning. and over time, it becomes harder to form new ones. The sooner developmental delays are identified and intervention begins, the more time there is to build these neural connections, to teach new skills and help bridge the gap.
How Do I Know If My Child Needs Intervention?
Learn to identify the signs, trust your gut and when in doubt, ask a professional. Below is a quick guide on some developmental red flags to be mindful of :
Signs of Language Disorder:
Doesn’t smile or interact with others (birth-3)
Doesn’t babble (4-7 months)
Makes few sounds (7-12 months)
Doesn’t use gestures - e.g., waving, pointing (7-12 months)
Doesn’t seem to understand what others say (7-24 months)
Says only a few words (50 words by 18 months)
Doesn’t put words together to make meaningful sentences (18-36 months)
Has trouble playing and interacting with other children (24-36 months)
Problems with early reading and writing skills - e.g., may not show an interest in books or drawing (30-36 months)
Signs of Speech Sound Disorder:
Says /m, p, b, h and w/ incorrectly in words (12-24 months)
Says /t, d, k, g, f and n/ incorrectly in words (24-36 months)
Produces speech that is unclear, even to familiar people (24-36 months)
Signs of Stuttering:
Struggles to say sounds or words (30-36 months)
Repeats the first sound in words - e.g., “b-b-b-b-ball” for “ball” (30-36 months)
Pauses a lot while talking (30-36 months)
Stretches sounds out - e.g., “fffffffarm” for “farm” (30-36 months)
Signs of Voice Disorder:
Uses a hoarse or breathy voice
Uses a nasal-sounding voice
Signs of Hearing Loss:
Shows lack of attention to sounds (birth-12 months)
Doesn’t respond when you call their name (7-12 months)
Doesn’t follow simple instructions (12-24 months)
Shows delays and speech and language development (birth-36 months)
Signs of Feeding Difficulties:
Arches back or stiffens when feeding
Cries or fusses when feeding
Has problems breast feeding
Has trouble breathing while eating and drinking
Refuses to eat or drink
Eats only certain foods or certain textures
Takes a long time to eat
Has difficulty chewing
Coughs or gags during meals
Drools a lot or has liquid come out of their mouth or nose
Gets stuffy during meals
Has a gurgly, hoarse or breathy voice during or after meals
Spits up or throws up a lot
Is not gaining weight or growing
Communication Deficits in Toddlers with Autism:
Decreased social communication - deficits in joint attention, social reciprocity and social cognition
Decreased language and related cognitive skills
Delayed acquisition of words, word combinations and syntax or sudden regression/loss of these skills
Deficits in use and understanding of verbal and nonverbal communication
Decreased babbling and fewer speech-like vocalizations
Delayed development of pointing and use of gestures
Use of nonconventional means of communication such as pulling a person by the hand instead of pointing or looking towards desired items
Delayed acquisition of functional and conventional use of objects
Repetitive, inflexible and limited cooperative play
Deficits in pretend and imaginary play
Restricted range of communicative acts limited primarily to regulatory functions (e.g., getting people to do or not do things), with very limited use of communication for social interaction, to comment or establish joint attention
Limited imitation of sounds, words, gestures, body movements, etc.
Who funds early intervention services?
Early intervention programs are a federal mandate and each state has its own unique early intervention system. In the Bay Area, early intervention services are managed by the following Regional Centers:
San Francisco and Marin Counties - Golden Gate Regional Center
East Bay - Regional Center of the East Bay
North Bay - North Bay Regional Center
San Jose - San Andreas Regional Center
For a list of early intervention system contacts by state/region, visit here
For questions or to schedule a free speech-language consultation, please contact us at hello@logopediasf.com