Language, Speech, and Hearing Services in Schools Vol.42 331-340 July 2011. doi:10.1044/0161-1461(2010/09-0067)
© American Speech-Language-Hearing Association
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Clinical Forum: First Years, First Words: SLPs Providing Early Intervention Services

Characterizing and Predicting Outcomes of Communication Delays in Infants and Toddlers: Implications for Clinical Practice

Rhea Paula
Froma P. Rothb
a Yale Child Study Center, New Haven, CT
b University of Maryland—College Park

Correspondence to Rhea Paul: rhea.paul{at}yale.edu

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.

KEY WORDS: predicting outcomes, language, language delay, toddlers


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A. P. Kaiser and M. Y. Roberts
Advances in Early Communication and Language Intervention
Journal of Early Intervention, December 1, 2011; 33(4): 298 - 309.
[Abstract] [PDF]