Lesson 1Early intervention principles and evidence-based therapies: parent-mediated interventions, physical therapy goals, speech-language interventionsThis part reviews main ideas of early help, stressing brain flexibility, goal making, and family care. It details parent-led ways, physical therapy aims, and speech-language methods for babies and toddlers in Ghana.
Neuroplasticity and timing of interventionFamily-centered and strengths-based careDesigning functional, measurable therapy goalsParent-mediated interaction and play coachingEarly motor therapy aims and methodsEarly communication and language strategiesLesson 2Differential diagnosis and common causes of developmental delay: prematurity, genetic conditions, hearing loss, cerebral palsy, autism spectrum disorder, environmental factorsThis part reviews big causes of development delay in early childhood, including early birth, gene issues, brain palsy, autism, sense problems, and surroundings, and outlines a practical way to sort diagnoses in Ghana.
Impact of prematurity and perinatal eventsRecognizing patterns of genetic syndromesCerebral palsy: early signs and subtypesAutism spectrum features under age threeHearing and vision loss as contributorsEnvironmental and psychosocial risk factorsLesson 3Initial evaluation and targeted investigations: hearing and vision screening, growth/nutrition assessment, basic labs, neuroimaging indications, genetic testing triggersThis part covers first check of a child with suspected delay, including full history, exam, hearing and sight screening, growth and food review, and when to do labs, brain scans, and gene tests in basic care in Ghana.
Key elements of developmental historyFocused neurologic and physical examinationHearing and vision screening in young childrenGrowth, nutrition, and feeding assessmentIndications for basic laboratory testingWhen to order imaging or genetic studiesLesson 4Clinic workflows for developmental surveillance: documentation templates, screening schedules, referral tracking, and community resourcesThis part describes how to make good clinic flows for development watching, including standard records, screening times, referral following, and links to early help and community family supports in Ghana.
Standardized developmental documentationAge-based screening and surveillance schedulesEmbedding tools into electronic recordsReferral tracking and feedback loopsLinking families to community resourcesQuality improvement for surveillance processesLesson 5Referral pathways: when to refer to early intervention, developmental pediatrician, pediatric neurology, physiotherapy, speech therapy, audiology, and occupational therapyThis part outlines clear referral levels and paths from basic care to early help, child development specialists, brain doctors, and therapy services, stressing quick access, records, and follow-up in Ghana.
Criteria for early intervention referralWhen to refer to developmental pediatricsIndications for pediatric neurology referralReferral to PT, OT, and speech therapyAudiology and vision specialist pathwaysTracking outcomes of specialist referralsLesson 6Monitoring, milestone tracking, scheduling follow-ups, and coordinating multidisciplinary careThis part focuses on long-term follow-up of at-risk children, including milestone following, standard tools, visit spacing, team input coordination, and steady link between medical and community services in Ghana.
Using milestone checklists and tracking toolsDetermining follow-up intervals by risk levelCoordinating multidisciplinary care plansSharing information across care settingsAdjusting goals as the child developsSupporting family engagement over timeLesson 7Screening tools and structured developmental surveillance: Ages and Stages Questionnaires (ASQ), M-CHAT, Denver II — administration and interpretationThis part explains how to pick, give, score, and read common development screening tools under three, including ASQ, M-CHAT, and Denver II, and how to fit structured watching into regular child visits in Ghana.
Choosing age-appropriate screening instrumentsAdministering and scoring the ASQUsing and interpreting the M-CHATApplying the Denver II in busy clinicsCommunicating screening results to familiesIntegrating surveillance into well-child visitsLesson 8Communicating developmental concerns to families: plain-language explanations, culturally sensitive counselling, setting expectationsThis part gives ways to talk development worries with families using simple, non-scary words, cultural respect, and joint choices, while handling feelings, shame, and real hopes for progress in Ghana.
Preparing for difficult developmental conversationsUsing plain, non-stigmatizing languageCulturally responsive counseling approachesAddressing parental emotions and guiltDiscussing prognosis and goal settingProviding written summaries and resourcesLesson 9Normal neuropsychomotor milestone timeline to 36 months: motor, language, social, cognitive benchmarksThis part reviews normal movement, talk, social, and thinking milestones from birth to 36 months, highlighting expected ages, changes, and how to tell normal from patterns needing closer watch in Ghana.
Motor milestones from birth to three yearsLanguage and communication progressionSocial-emotional development trajectoryEarly cognitive and play skill milestonesRecognizing normal variation in timingUsing milestone charts during visitsLesson 10Red flags for referral: absent babbling/words, lack of social smile, poor eye contact, motor delays, loss of skills — what they mean clinicallyThis part outlines key development danger signs in babies and toddlers, including social, talk, and movement issues. It clears their health meaning, urgency, and how to spot change from signs of brain development problems in Ghana.
Early social and communication red flagsLanguage delay and absent babbling or wordsMotor delay, asymmetry, and abnormal toneRegression and loss of previously gained skillsWhen red flags require urgent referralDocumenting and tracking concerning signs
