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-centered care. It details parent-led ways, physical therapy aims, and speech-language methods fitted for babies and small children.
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 slow development in early childhood, like early birth, genetic issues, brain palsy, autism, sense problems, and surroundings factors, and outlines a practical way to tell them apart.
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 reasons for blood tests, brain scans, and genetic checks in basic care.
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 set up good clinic flows for watching development, including standard records, screening times, referral following, and links to early help and community family supports.
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 doctors, brain doctors, and therapy services, stressing quick access, records, and following up on advice.
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 following of at-risk children, including tracking steps, using standard tools, setting visit times, linking team inputs, and keeping steady between medical and community services.
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 for under three, like ASQ, M-CHAT, and Denver II, and how to fit planned watching into regular child visits.
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 about development worries with families using simple, non-scary words, cultural respect, and joint decisions, while handling feelings, shame, and real hopes for progress.
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 steps from birth to 36 months, pointing out expected age ranges, changes, and how to tell normal from patterns needing closer watch.
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 tell changes from signs of brain development problems.
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
