About 17 percent of children under the age of 18 are affected by a developmental, behavioral, or learning disability.¹ According to the Centers for Disease Control, the incidence rate for autism spectrum disorders is now as high as 1 in 150.² Autism is the fastest growing developmental disorder in the U.S.

Still, only 2.59% of children under age three are being served through the federally-funded Early Intervention program, which is designed to mitigate developmental delays and disorders.³

With proper intervention, a child can overcome a wide range of developmental, behavioral, and learning problems. Intensive, well designed and timely intervention can improve the prospects—and the quality of life—for many children who are considered at risk for cognitive, social, or emotional impairment. In some cases, effective intervention can improve conditions once thought to be virtually untreatable, such as autism. Well-implemented programs can brighten a child’s future and the impact a developmental disorder has on the family. It can lead a child to greater independence, enable that child to be included in his/her community, and offer him/her a more productive and fulfilling life.

Unfortunately, many physicians fail to identify a developmental delay at an age when the child should be receiving early intervention services. Birth to three is a critical time in a child’s development, so a delayed diagnosis may compromise his/her chances for success.

The high (and growing) incidence of developmental disabilities demands greater awareness and improved early identification. Too few physicians refer young children to early intervention, primarily, because (1) physicians may not know what critical signs to look for in a child during each stage; (2) physicians may not be familiar with early intervention; (3) insurance companies allow physicians limited time for office visits; and (4) some pediatricians believe a child’s severe developmental disability will not be affected by early intervention, while others would rather not alarm the parents unnecessarily in case the child is able to overcome the developmental delay.

1. Boyle CA, Decoufle P, and Yeargin-Allsopp M., (1994). Prevalence and health impact of developmental disabilities in US children. Pediatrics. 9, 399-403.
 Developmental Disabilities Branch, Centers for Disease Control and Prevention, Atlanta, GA

2. CDC, Morbidity and Mortality Weekly Report: Surveillance Summaries; Feb. 9, 2007; vol 56: pp 1-40. Marshalyn Yeargin-Allsopp, MD, Chief, Developmental Disabilities Branch, National Center on Birth Defects and Developmental Disabilities, CDC. Catherine Rice, PhD, behavioral scientist, National Center on Birth Defects and Developmental Disabilities, CDC.

3. According to the Twenty-fourth Annual Report to Congress on the Implementation of The Individuals with Disabilities Education Act by the U.S. Department of Education (2002), the number of students served under IDEA has increased 58.87% for children between 0-2 over the past 10 years.