Early Intervention provides individualised support for children who may benefit from some additional help with their communication, play, learning, development, independence or everyday skills.
Chloe supports children from the age of 12 months old across a wide range of developmental needs and stages. Support is tailored around your child’s current strengths, interests and support needs, alongside the areas that are most important to your child and your family.
Every child is unique, so support may focus on one particular skill or a combination of developmental areas.
Early Intervention
Support may focus on areas such as:
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Communication development
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Play and interaction
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Early learning and developmental skills
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Understanding and following instructions
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Attention and engagement
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Fine and gross motor development
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Independence and daily living skills
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Waiting and transitions
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School participation
Support may focus on one specific area or a number of developmental skills, depending on your child’s individual needs and family priorities.
Communication Support
Communication can look very different from one child to another.
Chloe supports children across different stages of communication development, including children who are pre-verbal or non-speaking, children beginning to use words, and children who communicate using spoken language.
For some children, support may focus on helping them communicate their wants, needs and choices. For others, it may involve increasing spontaneous communication, developing new words or phrases, asking for help, answering questions or building more flexible communication skills.
Communication support may include gestures, pictures, PECS and AAC communication devices, alongside spoken communication where appropriate.
The aim is to support communication in a way that is meaningful and accessible for your child.
Supporting Development
Children develop many different skills during their early years, and sometimes they may benefit from additional teaching or support in particular areas. Chloe may work on skills such as play development, interaction, early learning, following instructions, matching and sorting, imitation, fine and gross motor skills, independence, and other everyday developmental skills.
All goals are individualised. Where appropriate, assessment, observation, and information from parents or caregivers can be used to understand your child’s current skills and identify priority areas to work on.
When Might a Family Seek Support?
There does not need to be one particular reason to reach out. Parents and caregivers may seek support because they have noticed that their child:
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is not yet talking or finds it difficult to communicate what they want or need
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has a limited number of words or is finding it difficult to develop new language
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previously used words or skills that they are no longer using
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does not consistently respond to their name or to instructions
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finds it difficult to engage in or develop play
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needs additional support with early learning skills
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finds transitions or waiting particularly difficult
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needs support developing independence or everyday skills
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finds dressing, toileting or other self-care tasks difficult
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requires additional support with school participation
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experiences behaviours that are having an impact on the child or family
You may feel that your child would benefit from some additional support, or you may be unsure which skills would be most helpful to focus on next.
It is completely okay to reach out even if you are not yet sure what type of support your child may need.
How Support Is Planned
Support begins by getting to know your child and family.
Depending on the reason for referral, this may include gathering information from parents or caregivers, observing your child and using appropriate skills-based assessments to better understand their current communication, learning and developmental skills.
From there, individualised goals can be identified around the skills that will be most useful and important for your child and their family.
Parents and caregivers are involved throughout the process, with strategies and supports discussed so that skills can also be supported outside of sessions where appropriate.
Progress is reviewed over time, and goals can be adapted as your child develops, learns new skills or your priorities change.
If you would like to learn more about Early Intervention or discuss whether this type of support may be suitable for your child, you can get in touch to arrange an initial consultation.