“How do I go about getting my own child referred for Early Intervention?” This question echoed in my mind one day as I observed my two-year-old son, Oliver, playing with his Cookie Monster doll in the living room. We had just celebrated his birthday, and he was surrounded by a collection of new Sesame Street toys. Although I could have done without the talking Elmo, he was clearly delighted. He looked so cute in that moment, with his sandy blond hair falling into his blue eyes as he focused on the cookie-loving monster in his lap. I might have been a little biased, but he was also smart, loving, and funny—perfect, in my eyes. Still, worry lingered in my heart.
I realize this sounds like typical parental concern, but my anxiety was rooted in something more specific. Around 18 months, Oliver had required ear tubes to address persistent fluid in his middle ear. Unlike many children who experience frequent ear infections, he had shown no obvious signs of trouble. However, a hearing test confirmed that this fluid was hindering his ability to hear clearly, which contributed to his speech delay. It’s challenging to learn to speak when you can’t properly hear the words you’re meant to mimic. Thankfully, I had introduced baby signs when he was six months old, using American Sign Language, which allowed us some form of communication before his surgery. I did, however, find myself regretting teaching him the signs for “Elmo” and “candy.”
Post-surgery, with the fluid gone, Oliver was making progress, but he still wasn’t quite where he should have been developmentally for his age. I recognized this, not only as his mother but also as a speech-language pathologist who specializes in Early Intervention (EI). EI is a program designed for children under three years old with developmental delays or disabilities. Depending on where you live, it may be referred to as Birth to Three or Infants and Toddlers. In Massachusetts, where I work, the program’s specifics may vary, but the core concept remains the same.
Children are evaluated at an EI center, at home, or even virtually. If assessments indicate developmental delays in areas like communication or motor skills, they become eligible for support for the following 12 months or until the day before their third birthday. Typically, these services are home-based, where a developmental specialist or therapist visits the family to provide guidance on how to play and engage with their child to foster improvement. This often involves weekly sessions lasting about an hour, during which the service provider coaches parents on effective interaction strategies.
Here I was, a mother whose profession revolves around helping caregivers facilitate communication in children, now seeking assistance for my own son. The irony wasn’t lost on me—it felt almost embarrassing. How could I support countless families yet struggle with my own child? Yet, as I watched Oliver, I realized I wanted to be just his mother, not his therapist. I needed an external perspective and guidance on how to help him. I reminded myself that seeking help was not something to feel ashamed about.
In Early Intervention, we encourage parents to rethink play and engagement strategies to help children reach developmental milestones. Providers identify toys and activities that capture a child’s interest and suggest ways to utilize them effectively. For instance, if Oliver enjoyed a farm animal puzzle, we might explore how to incorporate language development into that play by labeling the animals or making their sounds. These strategies may seem simple, but they transform enjoyable activities into rich language-learning opportunities.
I was equipped with the knowledge to implement these strategies and had successfully done so with numerous families. Yet, I found myself needing to experience this from the other side. Oliver’s language skills were improving, albeit slowly, but I also noticed issues with his picky eating and sensitivity to certain textures. He avoided paint and Play-Doh like the plague. I suspected he might have weak core muscles, as he tired quickly when climbing or sitting unsupported on the floor.
Admitting that my child needed help was challenging, and I felt a twinge of embarrassment about having to refer him to a service I provided for a living. However, I recognized that it would have been far more shameful to ignore the support available. So, I made the call. I didn’t wait to see if he would improve on his own or outgrow his challenges. Oliver qualified for weekly sessions with a developmental specialist and an occupational therapist, as well as a weekly EI playgroup that allowed him to engage with peers and follow classroom routines. His growth over the next year was astounding.
Today, he is a vibrant three-year-old who loves to chat and play with others. His eating habits have diversified, and his physical strength has improved significantly. I may be the only parent who cheered when he finally climbed UP the slide—a feat that requires core strength! I’m so grateful I didn’t wait, as those services were invaluable.
Unfortunately, many early intervention providers are noticing that parents and pediatricians often delay referrals for evaluations. Some families may not even be aware that EI exists unless someone they know has benefited from it. Others might think a doctor’s prescription is necessary for an evaluation. While pediatricians and various professionals do recommend EI services, parents can self-refer. You are the expert on your child, and if you have concerns, don’t hesitate to take that step.
Some pediatricians might also hesitate to refer children too early, but it’s never too soon. Even if an evaluation shows no delays, you can always refer your child again before they turn three if new concerns arise. It’s not a one-time opportunity. Children often exit services after achieving certain milestones, only to be re-evaluated and resume services due to new challenges. Research indicates that while some children may catch up independently, around 20% will require longer-term support, and there’s no way to predict which group a child will belong to.
As someone in the field, I found Early Intervention to be a remarkable experience for our family. Having an outside professional provide activity suggestions, strategies for daily routines, and a fresh perspective on my child was invaluable. While it wasn’t always easy and sometimes highlighted challenges I wasn’t aware of, I was immensely grateful for the support. By the time Oliver turned three, I’d learned so much about my parenting style and how to better meet his needs. Even with a master’s degree in communication disorders, I needed guidance on how to be the mother he needed. Ultimately, we are both better for it.
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Summary:
As a speech-language pathologist, I faced unexpected challenges when my own child experienced a speech delay. Despite my professional background, I learned the importance of seeking help and utilizing Early Intervention services. By acknowledging my son’s needs and accessing support, I witnessed remarkable progress in his communication skills and overall development. Early Intervention proved invaluable for our family, demonstrating that even experts can benefit from outside perspectives and guidance.
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