Parents of children ages three and younger that are concerned that their children are not meeting their milestones may want to have them evaluated through early intervention (EI). Early intervention is key to children’s success and is available in every state free of charge to families of eligible children.
Early intervention is tailored to each child’s unique needs and can enhance cognitive, physical, communication, sensory, social-emotional, adaptive, self-help, gross and fine motor skills. Helping children reach their full potential from their earliest years yields the greatest lifetime success. Children and families are provided with the skills they need to nurture optimal developmental growth.
Pediatricians may sometimes be the first to notice developmental delays or other concerns, but parents or guardians oftentimes raise concerns to their children’s pediatricians during their physicals. The doctor at that time may conduct a developmental screening and suggest getting an early intervention evaluation. Doctor referrals, however, are not required to request an early intervention evaluation. Parents may contact their local early intervention office directly to refer their child for an evaluation themselves. For more information on the early intervention program, including what to say when you call to refer a child, visit www.cdc.gov/concerned. Once the referral is made, an initial service coordinator will discuss the evaluation process with the family.
Typically, in order to qualify for early intervention services, a child must have a 33% delay in one area of development, a 25% delay in two developmental areas, or a diagnosed condition that results in developmental delays. If the child qualifies for services, families will meet with a team of professionals to create an Individualized Family Service Plan (IFSP), which includes the goals, services, and supports the child and family will receive. Examples of services available to eligible infants and toddlers include physical, occupational, and/or speech therapy, psychological services/counseling, audiology, vision, social work, family education, assistive technology, special instruction, Applied Behavior Analysis (ABA), nursing, feeding, and more. Many of these therapies are home-based, as learning in the child’s natural environment with a lot of family involvement is typically ideal for optimal progress, however, facility and center-based early intervention programs are offered and considered more beneficial to some children. An interpreter can be provided to those whose predominant language is not English.
Once a child qualifies for early intervention services, an ongoing service provider is assigned to the family to help them receive the services and supports they need and to ensure their rights are protected. Service coordinators serve as the primary source of contact for families and if applicable serves as the liaison between multiple providers. They contact providers on behalf of the family, make appointments, coordinate the child’s services, evaluations and assessments. They also facilitate and participate in the development, review, and evaluation of the IFSP and ensure families are receiving all of the services to which they are entitled and in a timely manner. They inform families of their legal rights and assist the children in the transition to preschool.
Help is still available for infants and children who may not be developing at the same rate as their peers, but don’t qualify for early intervention services. Outside agencies are open to the public and will bill families or their insurance companies for services rendered. At times families pay out of pocket and then submit their claims to insurance for reimbursement. Early intervention evaluations can be done more than once, so parents can request to have an evaluation done for children under the age of three at a later date if they feel their child is still in need of services.
If children are already receiving early intervention services, at least ninety days but no more than nine months before their third birthday, their team will work together to develop an individualized transition plan. The team will collaboratively decide if the child is still in need of services, and if so, what services the child needs and how often. Children will then transition to an Individualized Education Program (IEP) and may be eligible for services from their local school district.
If a child is between the ages of three to five or is just about to turn three and has not yet received services through the early intervention program, parents may contact their Committee on Preschool Special Education (CPSE) at their local school district to request having an evaluation done to determine eligibility for special education services. Preschools that specialize in educating students with special needs are available, and therapies can be provided while the children are in school. There are many different classroom settings available, and the best fit is determined at the child’s CPSE meeting. In some states, early intervention is available until a child turns five years old, but in most cases, once a child ages out of early intervention, they then receive special education services through a preschool program.
It’s never too early to get an evaluation. The earlier children receive assistance, the better.