Editor’s Note: IDEA Part C formally defines early intervention (or “EI”) as the services that are designed to meet the developmental needs of an infant or toddler with a disability, as identified by the individualized family service plan (IFSP) team. However, the term “early intervention” is also used more broadly within the field to describe the services and supports that are available to babies and young children with developmental delays and disabilities and their families, including those older than age three. It is this understanding of the term “early intervention” that we refer to throughout this blog.
Language is a core part of how we connect with one another, and it is at the very heart of learning. For some children, language skills don’t come as naturally as they do for others.
Identifying and supporting language development early can make all the difference for children with developmental delays. Language delays can have a ripple effect, impacting everything from academic skills to friendships, making early intervention a critical step toward helping children thrive in school and in the community.
In this blog, we’ll cover:
Let’s start by exploring typical language milestones and what to watch for in young children.
Language development follows a predictable timeline for most children, but the journey can vary. Recognizing when a child is on track or showing signs of delay is the first step toward providing the right support. Here’s a look at key language milestones:
We know children reach language milestones at different rates. If your 1-year-old daughter only has a few words in her vocabulary but your 1-year-old niece has a few dozen words, should you worry? Probably not yet since the rapid vocabulary expansion takes place throughout the 1-2 year range. So when do we know if a child needs additional support? Here are a few potential signs of language delays:
Approximately one in 12, or about 7%, of children experience speech or language disorders that affect their ability to communicate effectively. Speech or Language Impairment (SLI) is the second most common disability type under IDEA among all American students, and the most prevalent disability category among preschool age students. Recognizing signs of language deficits early allows for timely intervention and support to improve their chances for success.
The early years are a critical period for language development. Children’s brains are highly adaptable, especially in the first few years of life, meaning that early intervention can often have a profound effect. Delays in language development don’t just affect communication, but can impact academic skills, social interactions, and emotional wellbeing.
For children with language delays, challenges often extend beyond vocabulary and grammar. Without support, these difficulties can follow them into school, making reading, writing, and math harder to master. Language deficits can also impact friendships, making it harder for children to express themselves, navigate social situations, or understand others’ perspectives. In turn, these social challenges can lead to increased frustration and behavioral concerns as children try to cope with their communication barriers.
Studies have found that children who enter kindergarten with lower language skills are more likely to struggle in reading by third grade, a benchmark commonly linked to later academic success. By addressing language issues early, we can give children a better chance to thrive both socially and academically.
Research consistently supports the positive effects of early intervention. A study by the National Institute on Deafness and Other Communication Disorders (NIDCD) found that children who received speech and language services before age 3 were more likely to develop age-appropriate language skills by elementary school. Early intervention can boost both expressive (speaking) and receptive (understanding) language skills, which form the foundation for literacy, comprehension, and critical thinking.
Children who participate in early intervention services show significant improvements in their language and cognitive abilities compared to those who began services later. Consider the results of this meta-analysis published in the Journal of Autism and Developmental Disorders, which systematically reviewed literature that included nearly 1500 children with autism spectrum disorder (mean age 3.55 years) across 29 studies. Findings demonstrated that early interventions showed significantly greater improvements on measures of social communication compared to children in control groups. By catching issues early, children have the chance to develop language skills during a period when their brains are most receptive to learning and change.
For educators, SLPs, and administrators, identifying and initiating early intervention can feel like a huge puzzle, especially when factoring in parent communication and the variety of services available. Here’s a breakdown of how to start the process and connect families to the right resources.
Often, teachers and SLPs are the first to notice potential language delays, whether it’s a preschooler struggling to form sentences or a kindergartener who has trouble following multi-step directions. Observing these behaviors in classroom settings is the first step to initiating support. In some cases, educators or SLPs may conduct informal assessments or use screening tools to measure a child’s language skills relative to developmental expectations.
Screening tools — like the Ages and Stages Questionnaire (ASQ) or the Preschool Language Scale – 5 Screening Test (PLS-5) — provide a quick overview of where a child may need support. For many districts, these screenings are routine in early elementary years, and they help determine which students may benefit from further evaluation.
Parents and caregivers are essential partners in the intervention process, but they may not always see the same concerns at home. Some families may feel reluctant or could feel uncertain about ‘labeling’ their child, particularly if there have not been any other developmental concerns (e.g., if gross and fine motor skills are developing typically). To encourage parent and caregiver involvement, educators and SLPs should lead with empathy, framing conversations around the child’s potential for growth and emphasizing that early support increases the likelihood of success in the near and far-term.
A helpful approach may be to share observations in a positive light: “We’ve noticed some areas where [child’s name] could use extra support to strengthen their language skills, which will help with reading and social interactions down the road.” It can also be useful to share (anonymous) stories of other students who have experienced success with early intervention services, which can reassure parents and caregivers that the path forward is constructive.
Once parents and caregivers are on board, the formal process of early intervention can begin. This often starts with a referral for a comprehensive evaluation, typically conducted by an SLP. The evaluation will assess expressive and receptive language, as well as related skills like social communication and cognitive development.
If the evaluation shows a need for support, the child may be eligible for an Individualized Family Service Plan (IFSP) for children under 3 or an Individualized Education Plan (IEP) once they reach age 3. These plans outline specific goals, services, and accommodations to support the child’s language development at home and in school.
Once a child is identified as needing early language intervention, it’s time to explore the options for support. Different settings offer different types of resources, each designed to improve language development in ways that fit both the child’s and the family’s needs. Here’s a look at some of the main types of services available.
In-home services are particularly beneficial for infants and toddlers because they allow intervention to happen in a familiar, comfortable environment. For children under age 3, the Individuals with Disabilities Education Act (IDEA) Part C mandates early intervention services, which may include regular home visits by an SLP or other specialists who guide parents on language-building activities. Known as parent coaching, this model supports caregivers in fostering language growth through daily routines, like mealtime or play.
In-home services can be pivotal in rural areas or for families with limited transportation access, making sure children receive the support they need without barriers to attendance.
School-based intervention typically begins when a child reaches preschool or kindergarten. At this stage, intervention often becomes part of a child’s Individualized Education Program (IEP) or 504 Plan, with goals that align with the classroom curriculum. School-based SLPs work directly with students, often through one-on-one sessions or small group activities focused on language development, social skills, and communication strategies.
A huge benefit of school-based services is the integration of language skills within academic content. For example, a child struggling with expressive language might receive support through vocabulary exercises linked to their reading assignments or math story problems. Collaboration between SLPs, teachers, and other school staff is key here, allowing language support to be woven into all parts of the school day.
Private practice SLPs provide flexible and targeted support outside of school hours, which can be ideal for children who need more individualized attention or are not yet eligible for school-based services. Private therapy sessions can vary from traditional speech sessions in an office to teletherapy for added convenience. Families often choose this option when they feel their child could benefit from additional support beyond what is offered in school.
Although private sessions may come with out-of-pocket costs, some insurance plans cover a portion of these services. Private SLPs can also coordinate with school teams to ensure continuity across different environments.
In many communities, non-profit organizations and community centers offer free or low-cost programs for young children with language delays. These can include playgroups, language development classes, and workshops for parents. Head Start programs and other similar initiatives often incorporate language support for children from low-income families, focusing on early literacy and language-building activities.
Libraries, children’s museums, and community centers also provide language-enriched environments where children can learn new words, follow multi-step instructions, and practice social language in a low-pressure setting. These community-based resources allow children to build language skills in real-world situations, making them a valuable complement to more structured therapy.
Early intervention doesn’t just help kids catch up with language skills or reduce the gap between their typically developing peers. It sets them up for success in every area that language touches—from academics to friendships to self-confidence. When children receive targeted support early, they’re more likely to enter school ready to engage, ask questions, and learn, building a foundation for future accomplishments. The long-term value of early intervention doesn’t only pay off for students. Well-designed early childhood interventions have been found to generate a return to society ranging from $1.80 to $17.07 for each dollar spent on the program. In other words, it has a significant, positive economic impact on communities as well.
For children with language delays, early support makes language less of a daily struggle and more of a natural, enjoyable part of life. Imagine a child who once struggled to put words together now confidently telling a story, expressing ideas, or playing with classmates. These abilities are fundamental to how kids learn and feel part of their community.
Long-term studies reveal that children who receive early language intervention show better academic outcomes, are more engaged in school, and develop stronger social skills. These gains also extend beyond school; children who overcome early language challenges often find it easier to navigate social interactions and form friendships, which are crucial aspects of emotional health.
Take the story of a young boy – let’s call him Jaylen – who began receiving speech-language therapy at 2 after struggling to form his first first few words. At first, he communicated mostly with gestures and facial expressions. Through a combination of in-home parent coaching and weekly therapy sessions, Jaylen began forming words, then sentences, and eventually, he was telling his own stories by age 4. Jaylen’s parents noticed a marked change in his confidence and independence, and by kindergarten, he was fully participating in group activities and sharing his ideas with classmates.
Not all children who participate in early intervention for language development will resolve language deficits in their entirety (as implied with the story of Jaylen above). Many children with language delays have co-occurring disabilities, and challenges with language may be long-term. However, early intervention services can improve outcomes for students with and without disabilities.
Intervention doesn’t end with the early years. As children grow, their academic and language needs evolve. They may benefit from ongoing support in the form of an adapted core curriculum, social skills groups or interventions, or academic accommodations. By staying engaged in a child’s development and keeping communication open between families, educators, and SLPs, we can ensure every child has a strong, lasting foundation in communication.
Contributor Bio
Kelley Spainhour, MAT, currently serves as the Senior Product Marketing Manager at TeachTown. She has worn several hats in the field of education over the past 12 years. She began with Teach For America as a middle school math teacher, but soon found her passion in special education. Kelley has worked with children in early childhood through the transition years across the spectrum of ability as a special education teacher, school administrator, coach, advocate, hospital liaison, and writer. Kelley holds a Bachelor of Social Work from the University of Georgia and a Master of Arts in Teaching from American University. She lives in Knoxville, TN with her husband and three young children.