Helpful Resources for Potential Early Intervention

As early childhood educators, starting a conversation with caregivers about a possible developmental concern is challenging. A practical first step is to offer clear, local resources and a plan for next steps. The resources below explain how to refer families, how Texas programs screen and evaluate young children, and which trainings can help you document observations and support families. Consider taking classroom-facing trainings such as Exceptional Children and Early Intervention Buy Now $25.00 and Developmental Screening in Early Childhood Buy Now $16.00 to sharpen observation, screening, and referral skills before initial conversations with families.

What local Texas services can help families access early intervention?

Texas coordinates early intervention through multiple agencies. For infants and toddlers (birth to 3), the Texas Early Childhood Intervention (ECI) system administered by the Texas Health and Human Services (HHS) provides eligibility screening, service coordination, and Individualized Family Service Plans (IFSPs). For preschool-aged children, the Texas Education Agency's Early Childhood Special Education (ECSE) and Child Find processes identify children who may be eligible for evaluation and special education services. Use these official pages to confirm eligibility criteria and referral pathways:

• HHS Texas – Early Childhood Intervention Services (ECI referrals and contact points)
• Child Find Texas (TEA guidance for identifying preschool children)
• TEA – Early Childhood Special Education (ECSE)
• Early Childhood Texas portal (statewide resources and local contacts)

When you refer a family, provide concrete documentation: specific dated observations, the screening tool used (if any), and examples of how the concern affects routines and learning. Advise families to contact ECI/Child Find directly and offer to help complete referral forms or release observation notes with the family’s permission.

What documentation should I keep for referrals?

Keep a concise, dated record that a receiving agency can use. Include objective observations (what you saw, when, and in what routine), the screening tool and scores if used, any classroom adaptations you tried, and parent communications or consent statements. Limit subjective labels; instead describe observable behaviors and examples that show impact on participation and learning. Keep copies in the child’s confidential file and prepare a short parent-facing summary to share at referral. Note any safety concerns and who on staff witnessed the events. For Texas referrals, confirm the specific documentation and consent steps required by Texas HHS/ECI and TEA Child Find using the official links above before submitting materials.

How should child care providers talk with families about developmental concerns?

Frame the conversation around shared goals for the child’s success. Use these steps:

1. Prepare: review objective observations and bring examples (dates, short notes, examples of missed milestones).
2. Open with strengths: name specific strengths and what the child does well to reduce worry and foster partnership.
3. Describe concerns factually: use specific, observable behaviors ("At circle time, Javier does not follow two-step directions and seldom uses two-word phrases.").
4. Offer next steps: suggest a developmental screening or referral, and offer to support the family through the process.
5. Provide written resources and follow-up: hand the family a printed referral form or state contact and schedule a brief follow-up meeting to share what you will do in the classroom.

For communication strategies and templates see related ChildCareEd articles such as How can child care providers share developmental information with families effectively? and How can child care providers recognize signs of developmental delays?

What screenings, tools, and next steps should providers use?

Use validated, age-appropriate screening tools and repeat observations over time before making a referral. Common practices include:

• Routine monitoring with developmental milestone checklists (birth–36 months and preschool lists).
• Formal screening with standardized tools (e.g., Ages & Stages Questionnaires or equivalent). If your program does not license such tools, document systematic observations and suggest a referral to ECI or Child Find.
• Documenting the effect on routines: feeding, sleeping, communication, play, and safety.
• When a screening indicates concern, assist families with the referral to ECI or Child Find and explain the difference between screening and diagnostic evaluation.

To support these practices, ChildCareEd offers short trainings that can be completed by program staff: Milestones: By Leaps & Bounds Buy Now $35.00, Baby Steps to Milestones Buy Now $35.00, and Exceptional Children and Early Intervention Buy Now $25.00. These courses review typical and atypical development and how to document concerns in classroom settings. Confirm with your licensing specialist whether a training counts toward your state continuing education requirements before relying on it for credentialing purposes.

What classroom strategies and accommodations can support a child while referrals are pending?

Use low-burden, evidence-informed accommodations that promote participation and clearer assessment samples. Examples include visual schedules to clarify routines, breaking tasks into smaller steps, providing a calm corner for self-regulation, pairing verbal prompts with gestures/models, and using highly preferred toys or activities to elicit communication. Track how the child responds to each strategy and who implemented it; these notes provide evaluators with useful context and help families see benefits immediately. Train staff to provide consistent prompts and to document frequency and context of target behaviors. Communicate accommodations to families and include this documentation with referrals to strengthen the child's case while formal evaluations proceed.

What ChildCareEd articles and classroom resources can help me now?

The following ChildCareEd articles give practical guidance you can apply immediately:

• How can child care providers recognize signs of developmental delays?
• Helping Children Reach Developmental Milestones
• What should providers expect at different ages and when should they recommend further evaluation?
• How can child care providers share developmental information with families effectively?
• How can child care providers tell typical from atypical child development and act early?
• What Makes Me Special: An Overview of Autism and ADHD

Summary: How can I apply these resources in my program?

Checklist for immediate action:

1. Collect and date objective observations for two weeks (concrete examples of behaviors and routines).
2. Offer the family a screening (if available) or suggest a referral; provide the local ECI or Child Find contact information and offer to help complete forms.
3. Document the conversation and next steps in the child’s file and schedule a short follow-up with the family.
4. Enroll staff in at least one focused training (e.g., Developmental Screening in Early Childhood Buy Now $16.00) and review classroom supports identified in Helping Children Reach Developmental Milestones.
5. Confirm eligibility rules and timelines with Texas HHS/ECI or the TEA Child Find office for preschool referrals.