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PURPOSE: This article focuses on using currently available data to assist speech-language pathologists (SLPs) in making decisions regarding a child's eligibility and considerations for recommended "dosage" of early intervention (EI) services. METHOD: Literature describing the characteristics of infants and toddlers who are likely recipients of EI services was reviewed. RESULTS: Current literature provides information that can be used to inform clinical decisions for infants and toddlers with established medical conditions, as well as those with risk factors, for oral language, communication, and subsequent literacy disabilities. This information is summarized. CONCLUSION: Extant literature suggests that EI makes a critical difference in the developmental course of communication as well as in other learning domains for children with a variety of established conditions. The literature also provides guidance to SLPs who must evaluate and weigh risk factors for children with less clear eligibility for services.
Paul et al. (Fri,) studied this question.