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A decade on from his seminal report, Graham Allen says early intervention needs a fresh sense of purpose

This paper argues for the need to adopt a more impartial stance when assessing the efficiency of early intervention with pre-school children who have a visual impairment. It is hoped that the forthcoming ICEVH Symposium on early intervention will offer a forum for objective appraisal, and that early intervention with children who have a visual impairment will be continued by the most effective means.

Intervening early can prevent problems escalating and save money in the long term. But how do services demonstrate this? Joe Lepper asked a range of experts for advice on effective evaluation

Background: Autism Spectrum Disorder (ASD) is a complex neurodevelopmental trouble which prevents the child from sociocommunicative interaction, and learning from his environment. Non-medical early intervention attempts to improve prognosis. We will review the main current hypothesis, intervention models and scientific supports about early intervention. Methods: We conducted a search of the literature published on Medline between 2010 and 2015 related to intervention models provided to children with ASD aged less than 3 years. Data were extracted from systematic reviews and recent randomized controlled trials with moderate to high GRADE quality of evidence. Results: Early intervention refers to brain plasticity theory. With the epidemiological studies of infant "at risk" there is an attempt to intervene earlier before full syndrome is present. Interventions tend to follow more on a developmental hierarchy of sociocommunicative skills and to focus on the dyadic relation between the child and the caregivers to improve the core autistic symptoms. Over the last 6 years, there's been news and fine-tuned ways about early intervention, and more and more systematic evaluation. Conclusion: However, there are only few interventions which were evaluated in trial with a strong GRADE recommendation and all of them have methodological concerns. It is important to be cautious in recommendations for mental health politic, even if it is important to improve access to services for all children and their families, hence finance and design rigorous project in research.

Abstract  The importance and potential value of a worldwide commitment to provide comprehensive early intervention services for children at risk for or with identified intellectual disabilities are considered in the context of this special issue on early intervention. Further refinement of policies and advances in effective practices will result through the application of relevant research findings, through the development and implementation of comprehensive professional training programs, and through model program development with corresponding efforts to bring programs to scale. Articles in this special issue are discussed as representing major early intervention themes in the international community.

Children's services leaders discussed how local authorities can provide effective early intervention against a backdrop of rising social need and continued financial constraint at a debate hosted by CYP Now in partnership with Capita One. By Gabriella Józwiak

Abstract  The goal of the study was to identify and differentiate subgroups among mothers whose infants were diagnosed as having a developmental disability. The sample consisted of 80 mothers from intact families whose infants had such diagnoses, most of whom were diagnosed with Down syndrome. All mothers were receiving early intervention services. Acknowledging the mothers' heterogeneous reactions to their situation, the study attempted to identify discrete family profiles, based on mothers' sense of coherence as a measure of personal strength and family cohesion as a measure of systemic support. Four family subtypes were identified. The authors examined experiences of stress, coping, and affect among these subgroups. Significant differences emerged among these four subgroups in mothers' stress experience, as well as their negative and positive moods. Relations between mothers' strengths and their needs are discussed as related to the early intervention program.

Early help prevents problems faced by children and families from escalating, but funding pressures have seen services scaled back

earlier identification has increased the number of infants identified with hearing loss. A significant and growing proportion of children who are D/deaf or hard of hearing have a disability (DWD). Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go undiagnosed until a child is older. Service availability, professional preparation, and use of evidence-based practices must improve to best meet the needs of these children and their families. An examination of theory, research, and practice in early intervention for children who are DWD revealed a lack of qualified professionals and a need for targeted instruction in teacher preparation programs and for technological advances paired with treatment (e.g., telepractice). Increased transdisciplinary collaboration and technology utilization in teacher preparation hold promise as ways of improving service provision to young children who are DWD.