Early Intervention
Published: Jul 17, 2023
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Updated: Jul 23, 2023
Written by Oseh Mathias
Founder, SpeechFit
Early intervention (EI) refers to a collection of services designed to address developmental challenges in children from birth to three years old[1]. These services aim to identify and mitigate potential developmental issues as early as possible, to enhance children's development, provide support to families, and increase children's functional participation in their natural environments[2].
EI is encouraged in (at least) the following situations:
Speech Delays or Disorders: This could include articulation disorders, phonological disorders, or motor speech disorders like childhood apraxia of speech[3].
Language Delays or Disorders: This involves difficulties in understanding and/or using language. Language disorders may be receptive (understanding language), expressive (using language), or a combination of both[4].
Fluency Disorders: This encompasses problems such as stuttering, where the flow of speech is interrupted[5].
Voice Disorders: This involves problems with the pitch, volume, or quality of the voice[6].
Cognitive-Communication Disorders: This includes difficulties with communication skills that involve memory, attention, perception, organization, regulation, and problem-solving[7].
Feeding and Swallowing Disorders (Dysphagia): These disorders involve difficulties with any step of the feeding process—from accepting foods and liquids into the mouth to swallowing and transporting them into the stomach[8].
The rationale for early intervention is rooted in the principle of neuroplasticity, which is the brain's ability to reorganise itself by forming new neural connections throughout life[9]. Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and adjust their activities in response to new situations or to changes in their environment[10].
In the context of EI, this is particularly important because neuroplasticity is most pronounced during the first few years of life—when the brain is developing rapidly[11]. This period is therefore a critical window of opportunity for intervention. By identifying and addressing developmental issues during this time, we can make the most of the brain's malleability and ability to learn new skills, helping to optimise developmental outcomes and minimise potential difficulties later in life[12].
Evidence shows that early intervention can greatly improve a child's development[13]. By providing therapy and other services early in a child's life, we can help children with delays catch up in their development and reduce the impact of their condition over their lifespan[14]. Early intervention can also be incredibly beneficial for the child's family, providing them with crucial support and teaching them strategies to facilitate their child's development at home[15].
Oseh is a software engineer, entrepreneur and founder of SpeechFit. Oseh is passionate about improving health and wellbeing outcomes for neurodiverse people and healthcare providers alike.
References
Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants & Young Children, 24(1), 6–28.
Shonkoff, J. P., & Hauser-Cram, P. (1987). Early Intervention for Disabled Infants and their Parents: A Quantitative Analysis. Pediatrics, 80(5), 650-658.
Paul, R., & Norbury, C. (2012). Language Disorders from Infancy through Adolescence: Listening, Speaking, Reading, Writing, and Communicating. 4th Edition. Elsevier Health Sciences.
Rescorla, L. (2011). Late talkers: Language development, interventions, and outcomes. Paul H Brookes Publishing.
Nippold, M. A. (2012). Stuttering and language: building blocks for communication. The Journal of Fluency Disorders, 37(1), 2-10.
Boone, D. R., McFarlane, S. C., Von Berg, S. L., & Zraick, R. I. (2010). The Voice and Voice Therapy. Allyn & Bacon.
Coelho, C. A., Ylvisaker, M., & Turkstra, L. S. (2005). Nonstandardized assessment approaches for individuals with traumatic brain injuries. Seminars in Speech and Language, 26(04), 223-241.
Arvedson, J. C., & Brodsky, L. (2002). Pediatric swallowing and feeding: Assessment and management. Cengage Learning.
Doidge, N. (2007). The Brain That Changes Itself. Viking.
Johnston, M. V. (2009). Plasticity in the developing brain: implications for rehabilitation. Developmental Disabilities Research Reviews, 15(2), 94-101.
Fox, S. E., Levitt, P., & Nelson III, C. A. (2010). How the timing and quality of early experiences influence the development of brain architecture. Child development, 81(1), 28-40.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
Guralnick, M. J. (1998). Effectiveness of early intervention for vulnerable children: a developmental perspective. American Journal on Mental Retardation, 102(4), 319-345.
Guralnick, M. J. (2017). Early intervention for children with intellectual disabilities: An update. Journal of Applied Research in Intellectual Disabilities, 30(2), 211-229.
Bailey, D. B., Hebbeler, K., Scarborough, A., Spiker, D., & Mallik, S. (2004). First experiences with early intervention: a national perspective. Pediatrics, 113(4), 887-896.