Service Hours for Early Intervention Program

Five-year-old Xiao-Zhen, a child with developmental delays, is being raised by her grandmother and aunt. A few years ago, during a visit to a pediatric clinic for a cold, the doctor noticed possible signs of autism and recommended further evaluation. The news came as a shock to her family, who immediately began seeking early intervention services for her.

When Xiao-Zhen was first referred to an Eden service center, she was still waiting for a hospital assessment and had not yet been connected with early intervention resources. During a home visit, the social worker observed that Xiao-Zhen mainly communicated using simple words rather than complete sentences, often relying on gestures to express her needs. Her aunt also noticed that Xiao-Zhen was very particular about the order in which things were done. Whenever the sequence changed, she would start over and complete the task in her own preferred way.

When Xiao-Zhen first joined the center, she was somewhat shy, frequently experienced emotional difficulties during classes, and struggled with social interactions.

Over time, occupational therapists and early childhood educators worked together to design activities that encouraged her to practice communication through play. They also supported her family in learning how to use everyday situations to communicate and interact with her, extending early intervention beyond the classroom and into the home.

After receiving early intervention services for some time, Xiao-Zhen gradually became able to engage in back-and-forth conversations with her teachers and grew more willing to express her thoughts and feelings.

As her aunt shared, “Xiao-Zhen needs time to grow and change, and we, as her family, also need time to learn.”