“How do I refer my own child for Early Intervention?” I pondered aloud one day as I observed my two-year-old son engrossed in play with his Cookie Monster doll. We had just celebrated his birthday, and he was surrounded by an array of new Sesame Street toys. Although I could do without the chatty Elmo, his delight was undeniable. He was a picture of cuteness, with sandy blond hair and bright blue eyes focused on the cookie-loving blue monster. Naturally, I might have been a bit biased. He was smart, affectionate, and had a great sense of humor—absolutely perfect. Still, a nagging worry lingered in my mind.
It might sound like typical parenting anxiety, but my concerns ran deeper. My son had undergone a procedure for ear tubes at 18 months to alleviate persistent fluid in his middle ear. Unlike many children who experience frequent ear infections that can signal such issues, he hadn’t shown obvious signs. A hearing test revealed that the fluid was hindering his ability to hear clearly, which had consequently delayed his speech development. Learning to speak is a challenge when you can’t hear what you’re supposed to imitate. I was thankful I had taught him baby signs starting at six months; American Sign Language provided us with a means of communication before his surgery, although I sometimes regretted teaching him “Elmo” and “candy” signs. With the tubes in place and fluid cleared, he was improving, but still lagged behind his peers developmentally.
As a professional in early intervention, I knew the signs. Early Intervention (EI) is designed for children under three with developmental delays or disabilities. Depending on where you live, it might be called Birth to Three or Infants and Toddlers. Some states even extend support until the age of five. I work in Massachusetts, so specifics may vary, but the core concept remains the same. Children are evaluated either at an EI center or at home—sometimes virtually, thanks to COVID. If assessments reveal delays in areas such as communication or motor skills, the child can receive services for up to 12 months or until just before their third birthday.
Typically, these services are home-based, where a specialist visits families weekly to provide guidance on how to engage their child effectively. The approach often resembles playtime, which is where children learn best.
Here I was, a mother who had dedicated six years to studying how to help caregivers support their children in communication, yet I found myself needing assistance for my own son. The irony was almost too much to bear. How could I help so many other families while feeling helpless with my own? I sighed, recognizing that I wanted to be his mother, not his speech therapist. I needed an outsider’s perspective and some fresh strategies. It was time to seek help, and I reminded myself that there was no shame in doing so.
In EI, we guide parents to rethink playtime and interact with their children to help them reach developmental milestones. Providers assess a child’s interests and suggest ways for parents to use those toys during play. For instance, if Tommy enjoys a farm animal puzzle, the provider might recommend labeling the animals, making their sounds, or modeling vocabulary related to the actions involved in playing with the puzzle. These seemingly simple suggestions can transform enjoyable activities into rich language experiences.
I had employed these strategies with numerous families, but now I needed to experience them from the other side. Although my son was gradually improving, I had concerns about his picky eating and sensory sensitivities. He avoided paint and Play-Doh, and he seemed to struggle with core strength while climbing or sitting. I understood he needed more than just speech support, but it was tough to acknowledge that he wasn’t the perfect child I wanted him to be. Referring him to a service I provided was slightly embarrassing.
However, I knew there was no shame in seeking an evaluation. The real shame would have been ignoring the available help out of pride. So, I called. I didn’t wait to see if he might overcome his challenges on his own. My son qualified for weekly visits from a developmental specialist and an occupational therapist, and he attended an EI playgroup, enabling him to practice social interactions. Over the next year, his progress was remarkable.
Today, he’s a joyful three-year-old who loves socializing and has expanded his food choices significantly. I might be the only parent who cheered when he could finally climb up the slide, showcasing his newfound core strength. I’m grateful I didn’t delay seeking support; he truly benefited from those services.
Unfortunately, many parents and pediatricians hesitate to make referrals for evaluations. Some families remain unaware of EI options, while others mistakenly believe they need a doctor’s prescription. While pediatricians often recommend EI services, parents can self-refer. It’s essential to remember that you are the expert on your child and can initiate the process if you have concerns.
Some pediatricians may also wait too long to refer children. It’s never too early to seek help. Even if a child is evaluated and found to have no delays, they can be referred again if new concerns arise before their third birthday. Children frequently exit services after hitting certain milestones, only to need support later for social skills or communication difficulties. Research indicates that while some children catch up without assistance, roughly 20% will require longer-term help, and it’s impossible to predict which category a child will fall into.
Even as a professional in this field, early intervention was invaluable for our family. Having someone provide strategies, offer fresh perspectives on my son, and suggest engaging activities was priceless. Although it was sometimes challenging to confront issues I hadn’t noticed, by my son’s third birthday, I was immensely thankful for the support we received. I learned so much about myself as a parent and how to meet my child’s needs effectively. Despite my advanced degree in communication disorders, I needed guidance to be the mother my son required. And in the end, it made all the difference.
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Summary:
This article reflects on the journey of a speech-language pathologist who navigates her own child’s speech delay. Despite her expertise, she experiences the challenges of seeking early intervention services for her son. The story emphasizes the importance of acknowledging developmental concerns and seeking help, even for professionals in the field. It showcases the transformative impact of early intervention on a child’s growth and development, encouraging parents to trust their instincts and advocate for their children’s needs.