Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services  |   July 2011
Characterizing and Predicting Outcomes of Communication Delays in Infants and Toddlers: Implications for Clinical Practice
Author Affiliations & Notes
  • Rhea Paul
    Yale Child Study Center, New Haven, CT
  • Froma P. Roth
    University of Maryland—College Park
  • Correspondence to Rhea Paul: rhea.paul@yale.edu
  • Editor: Laura Justice
    Editor: Laura Justice×
  • Associate Editor: Donna Boudreau
    Associate Editor: Donna Boudreau×
Development / Special Populations / Research Issues, Methods & Evidence-Based Practice / Normal Language Processing / Language Disorders / Attention, Memory & Executive Functions
Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services   |   July 2011
Characterizing and Predicting Outcomes of Communication Delays in Infants and Toddlers: Implications for Clinical Practice
Language, Speech, and Hearing Services in Schools July 2011, Vol.42, 331-340. doi:10.1044/0161-1461(2010/09-0067)
History: Accepted 18 Oct 2010 , Received 10 Sep 2009 , Revised 04 Mar 2010
Language, Speech, and Hearing Services in Schools July 2011, Vol.42, 331-340. doi:10.1044/0161-1461(2010/09-0067)
History: Accepted 18 Oct 2010 , Received 10 Sep 2009 , Revised 04 Mar 2010

Purpose: This article focuses on using currently available data to assist speech-language pathologists (SLPs) in making decisions regarding a child’s eligibility and considerations for recommended “dosage” of early intervention (EI) services.

Method: Literature describing the characteristics of infants and toddlers who are likely recipients of EI services was reviewed.

Results: Current literature provides information that can be used to inform clinical decisions for infants and toddlers with established medical conditions, as well as those with risk factors, for oral language, communication, and subsequent literacy disabilities. This information is summarized.

Conclusion: Extant literature suggests that EI makes a critical difference in the developmental course of communication as well as in other learning domains for children with a variety of established conditions. The literature also provides guidance to SLPs who must evaluate and weigh risk factors for children with less clear eligibility for services.

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