Lesson 1Early intervention principles and evidence-based therapies: parent-mediated interventions, physical therapy goals, speech-language interventionsDis section review core principles a early intervention, emphasizin neuroplasticity, goal settin, an family-centered care. It detail parent-mediated strategies, physical therapy aims, an speech-language approaches tailored to infants an toddlers.
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 factorsDis section review major etiologies a developmental delay in early childhood, includin prematurity, genetic syndromes, cerebral palsy, autism, sensory impairments, an environmental factors, an outline a practical approach to differential diagnosis.
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 triggersDis section cover di initial evaluation a a child wid suspected delay, includin detailed history, examination, hearin an vision screenin, growth an nutrition review, an indications fi labs, neuroimaging, an genetic testin in primary 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 resourcesDis section describe how fi design efficient clinic workflows fi developmental surveillance, includin standardized documentation, screenin schedules, referral trackin, an linkage to early intervention an community-based 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 therapyDis section outline clear referral thresholds an pathways from primary care to early intervention, developmental pediatrics, neurology, an therapy services, emphasizin timely access, documentation, an follow-up on recommendations.
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 careDis section focus on longitudinal follow-up a at-risk children, includin milestone trackin, use a standardized tools, schedulin visit intervals, coordinatin multidisciplinary input, an ensurin continuity between medical an 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 interpretationDis section explain how fi select, administer, score, an interpret common developmental screenin tools under age three, includin ASQ, M-CHAT, an Denver II, an how fi integrate structured surveillance into routine pediatric 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 expectationsDis section provide strategies fi discussin developmental concerns wid families usin clear, non-alarmist language, cultural humility, an shared decision-makin, while addressin emotions, stigma, an realistic expectations fi 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 benchmarksDis section review normal motor, language, social, an cognitive milestones from birth to 36 months, highlightin expected age ranges, variability, an how fi distinguish normal variation from patterns dat warrant closer monitorin.
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 clinicallyDis section outline key developmental red flags in infants an toddlers, includin social, language, an motor concerns. It clarify dem clinical significance, urgency, an how fi distinguish variation from signs a underlying neurodevelopmental disorders.
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
