Early Intervention

Enhancing social, cognitive communication and emotional skills at a young age when a child is more adaptable to change.

The Beginning is a Great Place to Start

Early intervention is a support and educational system for very young children who have developmental delays or disabilities. (In some cases after being in an abusive and/or neglected situation.) It provides huge benefits to children during their crucial early years of development.
Early Intervention-sec
Cognitive Intervention:
Early speech and language development is predictive of later capabilities, including academic achievement in school and later employment opportunities.
Behavioral Intervention:
Difficulties identified in early childhood are predictive of a variety of problems as children grow older such as antisocial activities, mental health issues and even substance misuse

Our Approach ?

All Hayati staff members are trained in Early Intervention as we are often the first people to notice that an intervention is necessary. They can also monitor a child’s progress and notify parents or other professionals if there are noteworthy changes or concerns. We all work together with parents to give children their best opportunity for success as they grow older and enter the school system.


A child’s brain is most active from birth to 3 years so there’s no time to waste.


Laying the basic foundation for a child’s learning progress until adulthood.

Family Values

Exposing the child to the right behavior and choices to enjoy the spirit of family.


Early Intervention programs employ professional, degreed therapists who are expert at helping a child reach their full potential. Early intervention services are important to improving a child’s development, both in how they directly impact the child and how they benefit the family by strengthening and empowering a nurturing environment.
All kids develop at different rates, and not meeting milestones at the same time as other kids the same age is not always a reason to worry. For example, some babies start walking as early as 9 months, while others may not take their first steps for more than a year. Sometimes children who may appear to be lagging catch up on their own, but a child with a developmental disability, such as autism, will need therapeutic intervention to reach their best potential.
An evaluation is used to determine if your child has a disability and whether your child is eligible for early intervention services. An initial screening is a brief, informal checklist regarding your child and your concerns. This helps determine whether a more extensive evaluation or assessment is needed. An assessment is the process of gathering information about how your child is developing, and then determining what kind of help might be needed. This information may come from doctor’s reports, results from developmental tests, and other important records.
Parents and caregivers play an important role in the assessment process. Preparing the following information prior to an assessment is essential. • Be ready to share important information such as medical records or other evaluations.
• Think about any questions or concerns related to the development of the child.
• Think about which family members or child care providers might have valuable information.
• Be prepared to inform the service coordinator of any needed assistance, such as an interpreter.
Birth to Age 3: Infants and Toddlers who have: • A 25 percent delay in one or more areas of development OR • A specialist’s determination that there is a delay even though it doesn’t show up on the assessments (called informed clinical opinion) OR • A known physical or mental condition that has a high probability for developmental delays (such as Down syndrome) Age 3 to Age of 6: Toddlers and children who have: • A 25 percent delay in one or more areas of development OR • Any of the following physical or mental disabilities: autism/pervasive developmental disorder: serious emotional disturbance: neurological impairment; deafness/hearing loss; specific learning disability; intellectual disability; multiple disabilities; other health impairment; physical disability; speech impairment or blindness/visual impairment; AND • Are in need of special education services.