Eliminating the "Wait & See" Approach

When it comes to early childhood development, time matters, and this is especially true for speech and language milestones. Historically, many families have been told by well-meaning professionals to "wait and see" when concerns arise about a child's speech or language skills. However, current research strongly discourages this approach, highlighting the importance of early intervention.

The Risks of Waiting

The "wait and see" method can delay vital support during the most critical periods of brain development. Studies show that early intervention services are most effective when initiated before the age of three, when the brain is highly plastic and responsive to new learning (Guralnick, 2011).

Delaying assessment or treatment for speech and language difficulties can result in:

• More severe communication deficits later

• Academic struggles in reading, writing, and comprehension

• Social-emotional difficulties due to frustration and isolation

• Greater time and financial costs for more intensive therapy later on

According to the American Speech-Language-Hearing Association (ASHA), children who receive speech and language services early are more likely to develop skills that align with their peers compared to those who begin intervention later (ASHA, 2020).

Early Identification = Better Outcomes

Speech and language delays can sometimes be an early indicator of broader developmental challenges, including learning disabilities, autism spectrum disorder, or hearing impairment. Early identification allows for a more comprehensive evaluation and access to appropriate services. The Centers for Disease Control and Prevention (CDC) emphasizes that early treatment can significantly improve a child’s development and communication skills (CDC, 2023).

What Pediatricians and Families Should Know

• Milestone monitoring is essential. If a child is not meeting expected speech and language milestones, a referral to a licensed speech-language pathologist (SLP) for evaluation is appropriate.

• There is no harm in evaluating early. A professional evaluation provides clarity and peace of mind. If no concerns are found, families receive valuable guidance. If a delay is present, support can begin immediately.

• Parents’ concerns are valid. Research shows that parental concerns about development are highly predictive of actual developmental delays (Glascoe, 1997).

  
  

Rather than reassuring families to "wait and see," we encourage a proactive approach: "Assess and act." Early steps make a lifelong difference in a child's ability to communicate, connect, and succeed.

References:

• American Speech-Language-Hearing Association (ASHA). (2020). Early Identification of Speech, Language, and Hearing Disorders. Retrieved from www.asha.org

• Centers for Disease Control and Prevention (CDC). (2023). Learn the Signs. Act Early. Retrieved from www.cdc.gov

• Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants & Young Children, 24(1), 6–28.

• Glascoe, F. P. (1997). Parents' Concerns About Children's Development: Prescreening Technique or Screening Test? Pediatrics, 99(4), 522-528.