There is much information about Early Intervention aka Early Start. Some of it can even seem contradictory. The professionals at Love 2 Learn can clarify the myths from reality.
Myth #1: Teaching a child 2 languages causes languages delays.
Reality: Children who are fluent in 2 languages have been shown to have better “metalinguistic” skills (thinking about language) and better cognitive skills (such as attention).
Some young children who are learning two languages may demonstrate “code mixing,” in which they combine the words and / or grammar of the 2 languages. For example: “Quiero cookies!” What can you do to help? Model appropriate, grammatically correct speech in one or both of the languages. Avoid “Spanglish” or combining words from 2 languages into 1 sentence.
Myth #2: Sign language confuses the infant or toddler
Reality: We learn to use language through 3 modes: gestures, oral language, and written language.
Children develop these skills in that order. For example, a child will learn to wave “bye- bye” before they say “bye” and before they can write it.
Research has shown that teaching sign language is beneficial to all children, regardless whether they have speech and language delays or not. Research suggest that using sign language may actually support children’s ability to speak (Millar, Light, and Schlosser, 2006)
Myth #3:
They aren’t learning during play.
Reality:
Play is a great way to help toddlers boost their speech development. During shared time, build intentional habits that support language development such as
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use simple language
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assure the pacifier or anything that would be a barrier to talking is put away for this time.
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communicate clearly (slow down, make eye contact, and position yourself to be at the same level as your child.
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listen for the child’s responses and take turns
In the state of California, per Title 17 California Code of Regulations, the 21 regional centers across California support families of children in both the evaluation and treatment process.
Step 1: is to contact the Intake Department of your Regional Center.
Regional Center of Orange County
aka RCOC
(714) 796-5354
San Diego County
aka SDRC
(858) 576-2938
You can find your local Regional Center with your zip code using this link.
Regional Centers follow Title 17. They have clear guidelines- see boxes below.
If a family does not qualify under the Regional Center they have the following other options:
Step 2: If a family believes services are warranted but are not significant enough to qualify through Early Start consider asking for a referral for a Speech, OT, ABA consultation through private insurance.
In order to access ABA. Speech Therapy and Occupational Therapy do not require a prescription to access. However in order to access Applied Behavior Analysis through insurance, a formal diagnosis is required.
In California, a licensed physician, psychologist or neurodevelopmental specialist can diagnose autism and other developmental disorders. A great list of diagnosticians was created by the Autism Society of the Inland Empire, please find this resource here!
Step 3: While private pay isn’t an option for everyone due to the cost, however all services listed above are available on a fee for service basis, which means one can pay private pay if their child doesn’t qualify for other funding options.
Infants and toddlers aged 0 – 23 months are eligible for early intervention services under these conditions:
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A developmental delay of at least 33% in one of these areas, also called domains:
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Cognition
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Communication
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Social or Emotional
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Adaptive (Self-help)
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Physical (Gross motor and Fine motor)
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An established risk condition of known origin with a high probability that a developmental delay
Toddlers aged 24 – 35 months are eligible for early intervention services if they have a developmental delay of at least 50% in one of these areas, also called domains or a developmental delay of at least 33% in two or more developmental domains. Please see image below for the 5 essential developmental domains in Early Intervention.
What Happen After Age 3?
The transition process from Early Start into the Education System is a formal process that is supported by federal and state law. There are strict timelines to assure that the student is matched with the resources needed.
The process begins at least six months before the child’s 3rd birthday. It is initiated by the state representative aka service coordinator. Parents play an important role in this process as they are their child’s best advocates. Additional members of the team can include:
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School District Personnel
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School Psychologist
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Therapists
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General Education and Special Education Teacher
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Administrator (Authorized Decision Maker)
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Any other member that can contribute to the to the conversation
Through this process your toddler may either:
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Exit the system due to closing developmental gaps, through Early Start and therefore is not eligible for Regional Center services or special education.
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Qualify for continuing Regional Center services and also for special education services through the school.
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Not qualify for continuing regional center services, but is eligible for special education services through the school.
Love 2 Learn clinicians support our families and the Regional Center in this process by:
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Coordinating care among fellow professionals
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Writing reports highlighting the strengths and areas of need for all toddlers
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Coaching families on how to share their child’s history, strengths and needs in a learning environment.