Babies have lots of new skills to learn — lifting their heads, sitting up, saying their first words!
But sometimes, a child’s development may seem slower than expected. If a parent, grandparent, or child care provider has concerns, it’s important to talk to a healthcare provider. Local early intervention programs can also provide support.
What is “early intervention”?
Early intervention is a system of services designed to support infants and toddlers from birth to age three who have developmental delays or disabilities. Early intervention services are typically provided through the Part C program of the Individuals with Disabilities Education Act (IDEA). They are available in every U.S. state and territory, although each state designs its own program and sets its own eligibility criteria.
These services may include:
- Speech-language therapy
- Occupational therapy
- Physical therapy
- Assistive technology
Why does early intervention matter?
The first three years are a critical period in a child’s development. Babies’ brains form connections faster than at any other time in life. Supporting development early—when a child’s brain is most adaptable—can have a big impact on a child’s ability to learn new skills and overcome challenges.
Early intervention can:
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Improve developmental, social, and educational outcomes for children.
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Increase a family’s confidence and ability to support their child.
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Reduce the need for special education services later in life.
In fact, research shows that 1 in 3 children who receive early intervention services no longer need special education by the time they enter kindergarten.
Who is eligible?
Eligibility for early intervention is based on specific criteria defined by each state. Generally, a child may be eligible if they:
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Have a diagnosed condition known to cause delays, such as Down syndrome.
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Show delays in one or more areas of development, including physical, cognitive, communication, social-emotional, or adaptive skills.
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Have risk factors, such as premature birth or involvement in the child welfare system.
Anyone can make a referral — including families, doctors, and child care providers. Families do not need a medical diagnosis or doctor’s approval to request an evaluation.
What services are available?
Early intervention services are tailored to each child and family. Services may include:
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Developmental screening and assessment
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Physical, occupational, or speech-language therapy
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Support for social-emotional development and behavior
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Help with feeding or sleeping challenges
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Family education and coaching
Services are usually provided in a child’s natural environment—at home, in child care, or other familiar settings.
How do families contact early intervention?
Parents can request an early intervention evaluation to determine if their child qualifies for services. To find the right agency, visit the Centers for Disease Control and Prevention online list or ask a healthcare provider for guidance.
When calling, parents should explain that they are concerned about their child’s development and request an evaluation under Part C of IDEA (the Individuals with Disabilities Education Act).
Each state chooses how it determines eligibility for early intervention services. Most states require that children show a certain level of developmental delay to qualify. An evaluation will determine whether a child is eligible for services. Some children are automatically eligible for early intervention services. This may include children born prematurely or diagnosed with a developmental issue before or immediately after birth.
Is there a cost?
There is no charge for an early intervention evaluation to determine if a child is eligible for early intervention services.
Some states charge a sliding-scale fee for services, however, children cannot be denied services because their families are unable to pay.
What services can children and families receive?
If a child qualifies, a service coordinator will help develop an Individualized Family Service Plan (IFSP). This plan outlines:
- A child’s current developmental levels
- Goals for development, identified by the family
- Services the child and family will receive — such as home visits from a special educator, speech-language therapy, occupational therapy, and physical therapy
- when and how frequently your child will receive each service
- How often and where services will take place (often in the home or a child care setting)
The service coordinator will go over the Individualized Family Service Plan (IFSP) with the parent, answering any questions they may have. This meeting is also an opportunity for the parent to request additional services that could benefit their child and family. Before services can begin, the parent must provide written consent for each one. Without consent, the child will not receive that service. The state has 45 days to complete the evaluation and IFSP process, ensuring that the child receives the necessary support as quickly as possible. Parents will review the IFSP every six months to track progress and make updates as needed.
Does receiving early intervention services mean that children enter special education later on?
No. Some families worry about participating in early intervention because they don’t want their child to be “labeled” when she enters school. But information about a child’s participation is not shared with their elementary school.
Children receive services for different lengths of time, depending on what they need. Some children participate for a short time to address a temporary delay in development. Other children may require follow-up special education services once they enter school. Others may transition to special education services at age 3 (from Part C to Part B of IDEA), and the service coordinator will assist with the transition. For more information, parents can contact their local early intervention program or ask their child’s health care provider.
Moving Forward
Every family deserves support in their child’s early years. This includes sustained federal and state investment in early intervention services and programs, expanding outreach to historically underserved communities, and ensuring that early intervention professionals are trained, supported, and compensated fairly. By prioritizing early intervention and maintaining long-term support for these essential services, we can help more children reach their full potential—and build a healthier, more resilient future for all families.
