Why early intervention is Important ?

Why do we need to start Therapy at the Earliest?

Early attention to taming the core behavioral symptoms of special kids will give your child and the rest of the family numerous important benefits that you will not gain if you take a wait-and-see approach until your child enters school at age four or five.

The path ahead is going to be bumpy. There will be intervals when your child’s progress may stall or takes an unpredicted turn and when it does, try to remind yourself that these are speed bumps and not roadblocks. Try taking them one at a time. It is very vital that you start now.

Early intervention is your child’s best hope for the future.
Early Intervention => Good Progress

A good early intervention program has at least four benefits

  • It will provide your child with instruction that will build on his or her strengths to teach new skills, improve behaviors, and remediate areas of weakness.
  • It will provide you with information that will help you better understand your child’s behavior and needs.
  • It will offer resources, support, and training that will enable you to work and play with your child more effectively.
  • It will improve the outcome of your child.

For these reasons, an intervention program for your child should be implemented as soon as possible after he or she receives a diagnosis.

You must keep in mind that not all interventions are equal.

Important Signs to be noticed in your kind at age of 2-3 Years :

Gross Motor Skills

  • Difficulty in floor jumping
  • Difficulty in throwing balls on Target
  • Difficulty in catching a ball
  • Bumping into Objects
  • Difficulty in walking through Obstacles
  • Difficulty in doing action for rhymes
  • Difficulty in imitate actions
  • Difficulty in Bilateral tasks like jump and clap
  • Kick a ball forward without losing balance
  • Walk between two straight lines

Gross Motor Skills

  • Difficulty in Stringing Beads
  • Make out a ball with clay
  • Arrange Blocks
  • Pick up tiny objects using only thumb and forefinger (pincer grasp)
  • Copy vertical and horizontal lines
  • Drink from a cup using a straw
  • Scribble and mark with crayons
  • Screws and unscrews jar lids, nuts
  • Builds a tower of more than 6 blocks
  • Established hand preference
  • Builds a tower of more than 6 blocks

Speech and Language Skills

  • Difficulty in following simple commands without gestures.
  • Uses appropriate eye contact.
  • Understands others’ use of body language
  • Uses appropriate body language
  • Understands and uses appropriate physical space boundaries.
  • Issues in pointing simple body parts such as "nose".
  • Difficulty in understanding simple verbs such as "eat", "sleep".
  • Difficulty in correctly pronouncing most vowels and n, m, p, h, especially in the beginning of syllables and short words
  • Difficulty in asking for common foods by name.
  • Difficulty in making animal sounds such as "moo".
  • Difficulty in starting to combine words such as "more milk".
  • Knows about 50 words at 24 months.
  • Knows some spatial concepts such as "in", "on".
  • Knows pronouns such as "you", "me", "her".
  • Knows descriptive words such as "big", "happy".
  • Says around 40 words at 24 months.
  • Answers simple questions.
  • Begins to use more pronouns such as "you", "I".
  • Speaks in two to three word phrases.
  • Uses question inflection to ask for something (e.g., "My ball?").
  • Begins to use plurals such as "shoes" or "socks" and regular past tense verbs such as "jumped"