Scientists, agencies, and educators/interventionists agree that early intervention is necessary for building brains and promoting school readiness. Although the provision of early intervention is federally mandated, intervention is variable in quality, efficacy, and parent satisfaction. This interactive discussion will utilize current evidence to examine the state of the science on early intervention for infants/toddlers with developmental delays and their families and delineate challenges regarding equity and inclusion within the existing service delivery framework. We will discuss obstacles and potential solutions regarding amount of service, transitions between service providers/settings, translation of current evidence to practice, and needs regarding family supports.
