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Esta información en español | This information in Spanish
Current as of July 2021

If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state. Early intervention services can help infants and toddlers with disabilities or delays to learn many key skills and catch up in their development. There's a lot to know about early intervention. We present the "basics" here to get you started.

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What is early intervention?

Early intervention is a system of services that helps babies and toddlers with developmental delays or disabilities. Early intervention focuses on helping eligible babies and toddlers learn the basic and brand-new skills that typically develop during the first three years of life, such as:

physical (reaching, rolling, crawling, and walking);

cognitive (thinking, learning, solving problems);

communication (talking, listening, understanding);

social/emotional (playing, feeling secure and happy); and

self-help (eating, dressing).

Examples of early intervention services | If an infant or toddler has a disability or a developmental delay in one or more of these developmental areas, that child will likely be eligible for early intervention services. Those services will be tailored to meet the child's individual needs and may include:

Assistive technology (devices a child might need)

Audiology or hearing services

Speech and language services

Counseling and training for a family

Medical services

Nursing services

Nutrition services

Occupational therapy

Physical therapy

Psychological services

Services may also be provided to address the needs and priorities of the child's family. Family-directed services are meant to help family members understand the special needs of their child and how to enhance his or her development.

Authorized by law | Early intervention is available in every state and territory of the United States. The Individuals with Disabilities Education Act (IDEA) requires it-Part C of IDEA, to be precise. That's why you'll sometimes hear early intervention referred to as Part C.

Who's eligible for early intervention?

Early intervention is intended for infants and toddlers who have a developmental delay or disability. Eligibility is determined by evaluating the child (with parents' consent) to see if the little one does, in fact, have a delay in development or a disability. Eligible children can receive early intervention services from birth through the third birthday (and sometimes beyond).

For some children, from birth | Sometimes it is known from the moment a child is born that early intervention services will be essential in helping the child grow and develop. Often this is so for children who are diagnosed at birth with a specific condition or who experience significant prematurity, very low birth weight, illness, or surgery soon after being born. Even before heading home from the hospital, this child's parents may be given a to their local early intervention office.

For others, because of delays in development | Some children have a relatively routine entry into the world, but may develop more slowly than others, experience set backs, or develop in ways that seem very different from other children. For these children, a visit with a developmental pediatrician and a thorough evaluation may lead to an early intervention referral.

Parents don't have to wait for a referral to early intervention, however. If you're concerned about your child's development, you may contact your local program directly and ask to have your child evaluated. That evaluation is provided free of charge. If you're not sure how to locate the early intervention program in your community-keep reading. We give that information a bit further down the page.

However a child comes to be referred, evaluated, and determined eligible, early intervention services provide vital support so that children with developmental needs can thrive and grow.

What's a developmental delay?

The term "developmental delay" is an important one in early intervention. Broadly speaking, it means that a child is delayed in some area of development. There are five areas in which development may be affected:

Cognitive development

Physical development, including vision and hearing

Communication development

Social or emotional development

Adaptive development

Developmental milestones | Think of all the baby skills that can fall under any one of those developmental areas! Babies and toddlers have a lot of new skills to learn, so it's always of concern when a child's development seems slow or more difficult than would normally be expected. Our developmental milestones page outlines some of the typical skills that babies and toddlers learn by certain ages. It's a good resource to consult if you're concerned that a child may have a developmental delay.

Definition of "developmental delay" | Part C of IDEA defines the term "developmental delay." But the meaning of the term varies from state to state, because each state defines the term for itself, including:

describing the evaluation and assessment procedures that will be used to measure a child's development in each of the five developmental areas; and

specifying the level of delay in functioning (or other comparable criteria) that constitutes a developmental delay in each of the five developmental areas.

What's your state's definition? | To find out how your state defines the term "developmental delay," you can ask your child's pediatrician or the local health department. Most likely, the definition is also online, so you can also "search" for it, making sure to include the name of your state in the search.

Read more about developmental delay | We also offer a fact sheet on developmental delay that you may find helpful in understanding the developing child, what to do if you're concerned about your own child's development, and where to turn for more information.

If you're concerned about a baby or toddler's development

It's not uncommon for parents and family members to become concerned when their beautiful baby or growing toddler doesn't seem to be developing according to the normal schedule of "baby" milestones.

"He hasn't rolled over yet."

"The little girl next door is already sitting up on her own!"

"She should be saying a few words by now."

Sound familiar? While it's true that children develop differently, at their own pace, and that the range of what's "normal" development is quite broad, it's hard not to worry and wonder.

What to do | If you think that your child is not developing at the same pace or in the same way as most children his or her age, it is often a good idea to talk first to your child's pediatrician. Explain your concerns. Tell the doctor what you have observed with your child. Your child may have a disability or a developmental delay, or he or she may be at risk of having a disability or delay.

You can also get in touch with your community's early intervention program, and ask to have your little one evaluated to see if he or she has a developmental delay or disability. This evaluation is free of charge, won't hurt your child, and looks at his or her basic skills. Based on that evaluation, your child may be eligible for early intervention services, which will be designed to address your child's special needs or delays.

How to get in touch with your community's early intervention program | There are several ways to connect with the EI program in your community. Try any of these suggestions:

Contact the Pediatrics branch in a local hospital and ask where you should call to find out about early intervention services in your area.

Ask your pediatrician for a referral to the local early intervention system.

Visit the ECTA Center's early intervention "contacts" page, at:
http://ectacenter.org/contact/ptccoord.asp

What to say to the early intervention contact person | Explain that you are concerned about your child's development. Say that you think your child may need early intervention services. Explain that you would like to have your child evaluated under Part C of IDEA.

Referral | Write down any information the contact person gives you. You will probably be referred to either your community's early intervention program or to what is known as Child Find. Child Find operates in every state to identify babies and toddlers who need early intervention services because of developmental delays or disability. You can use the Parent's Record-Keeping Worksheet to keep track of this important information. In fact, in general, it's a good idea to write down the names and phone numbers of everyone you talk to as you move through the early intervention process.

The evaluation and assessment process

Service coordinator | Once connected with either Child Find or your community's early intervention program, you'll be assigned a service coordinator who will explain the early intervention process and help you through the next steps in that process. The service coordinator will serve as your single point of contact with the early intervention system.

Screening and/or evaluation| One of the first things that will happen is that your child will be evaluated to see if, indeed, he or she has a developmental delay or disability. (In some states, there may be a preliminary step called to see if there's cause to suspect that a baby or toddler has a disability or developmental delay.) The family's service coordinator will explain what's involved in the screening and/or evaluation and ask for your permission to proceed. You must provide your written consent before screening and/or evaluation may take place.

The evaluation group will be made up of qualified people who have different areas of training and experience. Together, they know about children's speech and language skills, physical abilities, hearing and vision, and other important areas of development. They know how to work with children, even very young ones, to discover if a child has a problem or is developing within normal ranges. Group members may evaluate your child together or individually. As part of the evaluation, the team will observe your child, ask your child to do things, talk to you and your child, and use other methods to gather information. These procedures will help the team find out how your child functions in the five areas of development.

Exceptions for diagnosed physical or mental conditions | It's important to note that an evaluation of your child won't be necessary if he or she is automatically eligible due to a diagnosed physical or mental condition that has a high probability of resulting in a developmental delay. Such conditions include but aren't limited to chromosomal abnormalities; genetic or congenital disorders; sensory impairments; inborn errors of metabolism; disorders reflecting disturbance of the development of the nervous system; congenital infections; severe attachment disorders; and disorders secondary to exposure to toxic substances, including fetal alcohol syndrome. Many states have policies that further specify what conditions automatically qualify an infant or toddler for early intervention (e.g., Down syndrome, Fragile X syndrome).

Determining eligibility | The results of the evaluation will be used to determine your child's eligibility for early intervention services. You and a team of professionals will meet and review all of the data, results, and reports. The people on the team will talk with you about whether your child meets the criteria under IDEA and state policy for having a developmental delay, a diagnosed physical or mental condition, or being at risk for having a substantial delay. If so, your child is generally found to be eligible for services.

Initial assessment of the child | With parental consent, indepth assessment must now be conducted to determine your child's unique needs and the early intervention services appropriate to address those needs. Initial assessment will include reviewing the results of the evaluation, personal observation of your child, and identifying his or her needs in each developmental area.

Initial assessment of the family | With approval of the family members involved, assessments of family members are also conducted to identify the resources, concerns, and priorities of the family related to enhancing the development of your child. The family-directed assessment is voluntary on the part of each family member participating in the assessment and is based on information gathered through an assessment tool and also through an interview with those family members who elect to participate.

Who pays for all this? | Under IDEA, evaluations and assessments are provided at no cost to parents. They are funded by state and federal monies.

Writing the IFSP

Having collected a great deal of information about your child and family, it's now possible for the team (including you as parents) to sit down and write anindividualized plan of action for your child and family. This plan is called the Individualized Family Service Plan, or IFSP. It is a very important document, and you, as parents, are important members of the team that develops it. Each state has specific guidelines for the IFSP. Your service coordinator can explain what the IFSP guidelines are in your state.

Guiding principles | The IFSP is a written document that, among other things, outlines the early intervention services that your child and family will receive. One guiding principal of the IFSP is that the family is a child's greatest resource, that a young child's needs are closely tied to the needs of his or her family. The best way to support children and meet their needs is to support and build upon the individual strengths of their family. So, the IFSP is a whole family plan with the parents as major contributors in its development. Involvement of other team members will depend on what the child needs. These other team members could come from several agencies and may include medical people, therapists, child development specialists, social workers, and others.

What info is included in an IFSP? | Your child's IFSP must include the following:

Your child's present physical, cognitive, communication, social/emotional, and adaptive development levels and needs

Family information (with your agreement), including the resources, priorities, and concerns of you, as parents, and other family members closely involved with the child

The major results or outcomes expected to be achieved for your child and family

The specific services your child will be receiving

Where in the natural environment (e.g., home, community) the services will be provided (if the services will not be provided in the natural environment, the IFSP must include a statement justifying why not)

When and where your son or daughter will receive services

The number of days or sessions he or she will receive each service and how long each session will last

Who will pay for the services

The name of the service coordinator overseeing the implementation of the IFSP

The steps to be taken to support your child's transition out of early intervention and into another program when the time comes.

The IFSP may also identify services your family may be interested in, such as financial information or information about raising a child with a disability.

Informed parental consent | The IFSP must be fully explained to you, the parents, and your suggestions must be considered. You must give written consent for each service to be provided. If you do not give your consent in writing, your child will not receive that service.

Reviewing and updating the IFSP | The IFSP is reviewed every six months and is updated at least once a year. This takes into account that children can learn, grow, and change quickly in just a short period of time.

Timeframes for all this

When the early intervention system receives a referral about a child with a suspected disability or developmental delay, a time clock starts running. Within 45 days, the early intervention system must complete the critical steps discussed thus far:

screening (if used in the state),

initial evaluation of the child,

initial assessments of the child and family, and

writing the IFSP (if the child has been found eligible).

That's a tall order, but important, given how quickly children grow and change. When a baby or toddler has developmental issues, they need to be addressed as soon as possible. So-45 days, that's the timeframe from referral to completion of the IFSP for an eligible child.

Who pays for the services?

Whether or not you, as parents, will have to pay for any services for your child depends on the policies of your state. Check with your service coordinator. Your state's system of payments must be available in writing and given to you, so there are no surprises or unexpected bills later.

What's free to families | Under Part C of IDEA, the following services must be provided at no cost to families:

Child Find services;

evaluations and assessments;

the development and review of the IFSP; and

service coordination.

When services are not free | Depending on your state's policies, you may have to pay for certain other services. You may be charged a "sliding-scale" fee, meaning the fees are based on what you earn. Some services may be covered by your health insurance, by Medicaid, or by Indian Health Services. The Part C system may ask for your permission to access your public or private insurance in order to pay for the early intervention services your child receives. In most cases, the early intervention system may not use your health care insurance (private or public) without your express, written consent. If you do not give such consent, the system may not limit or deny you or your child services.

Every effort is made to provide services to all infants and toddlers who need help, regardless of family income. Services cannot be denied to a child just because his or her family is not able to pay for them.

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Would you like to visit another page in the Early Intervention Suite of pages?

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Esta información en español | This information in Spanish Current as of July 2021 If you're concerned about the development of an infant or toddler, or you suspect that a little one has a disability, this page will summarize one terrific source of help-the early intervention system in your state.

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Early Intervention Program - Pennsylvania School for the Deaf

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Early Intervention Program - Pennsylvania School for the Deaf

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Academics Here at Pennsylvania School for the Deaf, we are committed to providing a quality education for our students and to cultivating a mindful learning environment. Our curriculum, closely aligned with the Pennsylvania

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Manding- non verbal requests #FYP #asl #4yp #teacher #specialed

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@ms.lanasroom
Manding- non verbal requests #FYP #asl #4yp #teacher #specialed
♬ original sound - Ms. Lana

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Ms. Lana (SPED Teacher) Explaining a simple color matching activity for Toddlers.

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Color match! #toddler #specialeducation #markers #matching

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@ms.lanasroom
Color match! #toddler #specialeducation #markers #matching
♬ original sound - Ms. Lana

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Missing Milestones? (How to find Early Intervention services)

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Missing Milestones? (How to find Early Intervention services)

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Is your child missing milestones? #babymilestones #toddlermom #earlyintervention #speechdelay #todayilearned #imobsessed

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@songsforlittles
Is your child missing milestones? #babymilestones #toddlermom #earlyintervention #speechdelay #todayilearned #imobsessed
♬ original sound - Ms Rachel

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Speech Delays, Neurodivergence and biting

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Speech Delays, Neurodivergence and biting

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#stitch with @lauralove5514 ouch! Biting how to identify need and respond #gentleparenting #aba #autismom  #earlyintervention #toddlersoftiktok

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@behaviorconnection
#stitch with @lauralove5514 ouch! Biting how to identify need and respond #gentleparenting #aba #autismom #earlyintervention #toddlersoftiktok
♬ original sound - Mission Cognition, LLC

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YouTube account about Infant and Toddler language development.

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Parenting Expert to Mom provides parents with babies and toddlers information and tips on how to encourage your little’s ones development.

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Video demonstrating how to use everyday toys to encourage speech development.

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1776 Days to get ready for Kindergarten (Spanish)

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1776 Days to get ready for Kindergarten (Spanish)

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List of Resources for families by County

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Autism Society
4340 East-West Hwy, Suite 350
Bethesda, Maryland 20814
1 (800) 328-8476
Website:http://www.autism-society.org

Variety Club

Website: http://www.varietyphila.org/serve/autism-initiative/

Autism Services, Education, Research and Training (ASERT) Regional Centers

These regional collaborations have been established by the Pa Bureau of Autism Services to improve regional access to quality services and interventions, provide information and support to families, train professionals in best practices and facilitate collaboration among providers of services throughout the commonwealth.
ASERT Contact Information:
PA ASERT Eastern Region
Director - Peter Doehring, Ph.D.
1-866-506-5841
aserteast@email.chop.edu

PA ASERT Central Region
Director - Shiyoko Cothren, M.H.A.
1-877-231-4244
www.AutismCentralPA.org

PA ASERT Western Region
Director - John McGonigle, Ph.D.
412-235-5407
cramerrd@upmc.edu

Autism / PDD Support Groups

Bucks County

Sharing and Caring

Sharing and Caring of Bucks County meets on the 2nd Thursday at 7:00PM in the Education Bldg., St. Vincent De Paul Church in Richboro, meeting September to May, nine times a year.

For directions, visit http://www.svdp-richboro.org/directions.htm

The Sibshop, a sibling support group, ages 7+ is conducted by a social worker who specializes in counseling for families with special needs children. Current membership includes parents with children with Autism Spectrum Disorder. For more information, visit our website at www.sharingcaringbuckscounty.org, or by email at info@sharingcaringbuckscounty.org.

Autism Spectrum Support Group

This is support line for parents and families that have a child with Autism / Aspergers/Pervasive Developmental Disorders (you do not have to live in Bucks Co. to be part of this group-anyone is welcome!) For more information contact Theresa Lux: Theresa_a_lux@yahoo.com

Bucks County Autism Support Coalition

The Bucks County Autism Support Coalition is a community-based group focused on maximizing the personal development of individuals with Autism Spectrum Disorder. This group is comprised of educators for local school districts and intermediate units, mental health professionals, physicians, behavior specialists, and parents of children with Autism Spectrum Disorder. For more information call: 267-885-4500 or visit our site: http://www.bcasc.org

Autism Spectrum Support Group

Bio Med & nutritional focus Meets at the Goodnoe Elementary School monthly (2nd Wed. 7-9PM) For more info contact Theresa Lux at: eljoco99@comcast.net

Penn Foundation Autism Family Support Center

Debra Springer (215)453-5178

Chester County

Chester County ASD Support Group

Coordinator: Jane Thurston
Website: http://chestercountyasdsupportgroup.com/

Delaware County

Delco Family P.A.S.S. (PDD/Autism Spectrum Support)

Meetings take place in the Fall and Spring in Delaware County and we operate a Yahoo Group parents-only listserv. For more information, please contact Penny Starr-Ashton at 484-469-0459 or through our website: www.delcofamilypass.com

Montgomery County

ASD Support Group

Meets monthly in Gilbertsville area, but times and places vary each month. Contact: Kristina Rhodes at 610-310-2537 KRhodes4941@yahoo.com for meeting dates and times.

Norristown Autism Support Group

Meets monthly September through June at Variety's Camp & Development Center near the intersection of Rts. 363 & 73. Contact Cindi Sharma at (610)584-4366 x1044

Upper Dublin --Special Education Advisory Council (SPEAC)Autism Committe

For more information visit their website or contact them at SPEACofUD@yahoogroups.com http://www.speacofud.org/

ASCEND Group, Inc. PO Box 2097, Media PA, 19063
Free adult social group and free parents of adults group meet monthly. Additionally we organize meet-ups for all ages. You do not have to be an ASCEND member to attend our events. For a full list of our events please visit our website. Contact us via email or 610/449-6776

Exceptional Families of Exceptional Children
Email- exceptionalfamiliesandchildren@gmail.com
Website- www.exceptionalfamiliesofexceptionalchildren.org
Phone- 267-980-2869 or 215-630-3760
Address- 129 Ashley Way Plymouth Meeting, PA 19462
Contact-Amanda Klein

Philadelphia County

Autism Sharing and Parenting

www.autismsharingandparenting.org Renee Henderson 215-413-7106 2 locations: Center for Autism and Community Behavioral Health 8th & Market Sts., 7th fl.

WEST PHILA P.A.C.S. Parents of Autistic Children

Roberta Bellamy 215-472-2764 Huey Elementary School 52nd & Pine

PEEA Project Elijah Empowering Autism

Eric D. Williams Sr. elijah@peea.org 267- 258-8687 William A. Sayre High School 58th & Walnut St. West Philly

Philadelphia Autism Network/Elwyn Seeds
http://www.elwyn.org/program/seeds
Autism-Related Support Groups:

Philadelphia Interagency Coordinating Council

www.philadelphiaicc.org 215-731-2464

Philadelphia Right to Education Task Force
www.philadelphialtf.org
Special Parents of Exceptional Children

Jean McCoubrey, jean.mccoubrey@gmail.com , 215-913-9027 Chestnut Hill Library, 8711 Germantown Avenue, Philadelphia

Best Nest

Dina Mitchellor Diane Jackson 215-546-8060

Kensington Spanish-English Hotline

215-751-1800

ABRIENDO CAMINOS A LOS LATINOS CON FAMILIAS EXCEPCIONALES

215-923-3349 Comar Inc. 3825 Whitaker Ave. Phila, Pa 19124

HUNE

(Spanish-English) www.huneinc.org helpline 215-425-5112

Hearts for Autism

Robin Schwoyer 267-231-7585 robin@well-th.com

Holy Terror STARS

Cindy Hinchey, 215-331-9876, John Perzel Community Center 2990 St. Vincent St. Phila, Pa

Play-N-Share

Ilona i_naroditskaya@yahoo.com 267-992-8802

Community Council Parent Support Group

This is a support group for all developmental disabilities. There are a number of families involved who have children with autism/PDD. Meetings are held on the 4th Wednesday of the month from 7-9PM at 5120 Chestnut St., Philadelphia. For more information, call Almeata at (215) 473-8744.

E-Mail Group for Dads

The Delaware Autism Society has formed a Dads' e-group, for fathers who have children with autism. The group is an extension of the Autism Society conference presentation, "For Dads Only". Hopes to be a valuable asset to the autism community, and offer ideas, support and information to all the Dads out there.

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Greater Philadelphia Autism Society | Resources

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Autism Society 4340 East-West Hwy, Suite 350 Bethesda, Maryland 20814 1 (800) 328-8476 Website:http://www.autism-society.org Variety Club Website: http://www.varietyphila.org/serve/autism-initiative/ Autism Services, Education, Research and Training (ASERT) Regional Centers These regional collaborations have been established by the Pa Bureau of Autism Services to improve regional access to quality services and interventions, provide information and support to families, train professionals in best practices and facilitate collaboration among providers of services throughout the commonwealth.

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Exceptional Families of Exceptional Children

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Exceptional Families of Exceptional Children

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A group where families of children with autism, PDD-NOS, and SPD can gather to connect and discuss the joys and challenges of being a family with exceptional needs.

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National Center on Birth Defects and Developmental Disabilities (NCBDDD)

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National Center on Birth Defects and Developmental Disabilities (NCBDDD)

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Government website with information on various Developmental Disabilities or Birth Defects. (Includes multiple resources)

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Centers for Disease Control and Prevention

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Health care providers, schools, public health agencies, and policymakers use our data on how many children have ASD and who is affected to make evidence-based decisions to help the 1 in 54 children with ASD.

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cdc centers for disease control and prevention

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Developmental disabilities are some of the most significant child health issues facing American families. CDC's National Center on Birth Defects and Developmental Disabilities (NCBDDD) works to provide a better understanding of these conditions so affected children and their families get the support they need.

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Overview of Early Childhood Social-Emotional Development and Intervention

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Children's Hospital of Philadelphia-Dept. of Speech-Language Pathology 

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Children's Hospital of Philadelphia-Dept. of Speech-Language Pathology 

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Speech-language pathologists at the Center for Childhood Communication at Children's Hospital of Philadelphia (CHOP) evaluate and treat children who have difficulties with communication and swallowing. Our patients range in age from birth through adolescence.

We work closely with families and referring physicians to better understand a child's communication strengths and needs, and provide information to help families make decisions about available services.

For every patient, a comprehensive, individualized evaluation is performed, after which the SLP will develop a plan that can be used to pursue treatment through early intervention, in school, or with a provider close to the family's home. Speech-language therapy may be recommended to help a child understand language, communicate effectively, and/or speak clearly.

What we evaluate and treat

Language - Children with language impairments or delays may struggle with understanding spoken or written messages (receptive language), using words or symbols to communicate (expressive language), and/or using language in a socially appropriate manner to interact with others (pragmatics). Developmental delays and certain medical conditions place children at risk for language difficulties. These conditions include autism spectrum disorder, learning disabilities, hearing loss, genetic syndromes, traumatic brain injury, post-concussion syndrome and others.

Speech - Children with speech disorders have difficulty producing sounds, words and phrases clearly and fluently. This can be due to immature development, neurological impairment or a structural difference, such as cleft lip/palate. Common speech disorders that we diagnose and treat include: articulation impairment, stuttering, apraxia of speech, dysarthria, phonological process disorders and voice disorders (e.g., hoarseness).

Feeding and swallowing - Children with feeding or swallowing difficulties require a team assessment.

Find information on how to schedule an appointment for a speech-language or augmentative and alternative communication (AAC) evaluation.

About our staff

Our speech-language pathologists (SLPs) are certified through the American Speech-Language-Hearing Association (ASHA) and licensed by the state in which they work. We deliver family-centered clinical care, teach families and professionals, and conduct innovative research to advance the field of pediatric speech-language pathology.

Education programs for healthcare professionals

We collaborate with the Department of Continuing Education and other interdisciplinary programs at Children's Hospital to train and educate professionals. Conferences cover a variety of speech, language, and swallowing/feeding topics for the pediatric population. Healthcare professionals can visit the CME site for information on current continuing education events.

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Speech-language pathologists at the Center for Childhood Communication at Children's Hospital of Philadelphia (CHOP) evaluate and treat children who have difficulties with communication and swallowing. Our patients range in age from birth through adolescence. We work closely with families and referring physicians to better understand a child's communication strengths and needs, and provide information to help families make decisions about available services.

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Fine Motor Skill Development: 6-12 Months

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Fine Motor Skill Development: 6-12 Months

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The development of fine motor skills helps your child with strengthening shoulder, arm, and hand muscles. The increasing skilled use of their hands and toys prepares your baby for completing everyday activities such as eating, dressing, and writing. The increased use of eye-hand coordination allows them to begin to use a crayon, turn the pages of a book, and self-feed by finger and spoon.

If your baby is having difficulty with developing any of these skills or is not interested in play or communicating by pointing or gestures (e.g. waving), speak to your GP, paediatrician, or a paediatric physiotherapist or occupational therapist.

Keep safe, happy, and well.

Deb

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Fine motor skills for children 6-12 months - Therapies for Kids

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The development of fine motor skills helps your child with strengthening shoulder, arm, and hand muscles. The increasing skilled use of their hands and toys prepares your baby for completing everyday activities such as eating, dressing, and writing.

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Childlink - Infant/Toddler Early Intervention (Philadelphia)

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Childlink - Infant/Toddler Early Intervention (Philadelphia)

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ChildLink Philadelphia - Services for Children with Special Needs, Developmental and Intervention

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Educating, empowering and increasing a family’s capacity to support their child in reaching their highest potential.

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Speech therapy services specializing in collaborating with families and caregivers in natural environments and routines. Specializing in the development of age-appropriate articulation, language and literacy skills and the development of total communication strategies.

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Speech therapy in Philadelphia. Articulation, language, literacy and communication development strategies.