Trust Your Gut: Why Early Screening & Intervention Matter 

As a parent, you know your child better than anyone. If you have concerns about your child’s development or learning, trust your instincts and seek help. Waiting and hoping they’ll “grow out of it” can delay the support they may need.   

Research consistently shows that early identification and intervention lead to significantly better outcomes for children with learning differences and brain-based differences like dyslexia, ADHD, autism, and other challenges¹  

Why Early Intervention Matters  

Early intervention provides children with the tools and strategies to overcome challenges before facing possible long-term impacts, such as falling behind academically or losing self-esteem. Studies indicate that children who receive targeted support early are more likely to succeed academically and socially than those who begin interventions in later grades²  

Delaying support can lead to a child feeling frustrated and anxious and lose confidence in their abilities. Addressing concerns early can empower your child, ensuring they build resilience and a positive self-image as they grow.  

Take Action  

• Screening and Assessment: Use screenings or evaluations if you notice struggles with reading, writing, attention, or social interactions. Tools like the KTEA-3 or BRIEF (Executive Function Assessment) can provide insight into academic and cognitive abilities.  

• Collaborate with School: Partner with your child’s school to develop learning accommodations or ask teachers about their observations and share your observations with them.  

• Professional Guidance: Consult with specialists like speech-language therapists, psychologists, school psychologists, or occupational therapists. These professionals can tailor interventions to your child’s unique needs. You can also schedule a family consultation with our experts.  

Trusting your gut can be the first step to giving your child the support they need. Early identification and intervention can change the trajectory of their learning journey, setting them up for long-term success and confidence.  

– Sofia Lopez Nakashima, Senior Manager, Assessments

LDS is a community of dedicated professionals who write collaboratively. We recognize the contribution of unnamed team members for their wisdom and input.

1. Snowling, M. J., & Hulme, C. (2012). Interventions for children’s language and literacy difficulties. International Journal of Language & Communication Disorders, 47(1), 27-34. [↩]
2. Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighbourhoods: The science of early childhood development. National Academies Press. [↩]