Services for Children


Early Intervention

Our Early Intervention program serves children age birth to three who have a medical diagnosis with a high probability of developmental delays, or with a developmental delay in one or more areas equal to 1.5 standard deviations on one of two standardized tests.  We also serve children deemed in need or delayed by a clinical opinion from an evaluation team in conjunction with the standardized evaluation tool.

The Early Intervention program receives referrals from the Early Intervention Service Coordinator, of the Warren County Educational Service Center.  Once a child is determined eligible and has an established need, the family’s Individualized Family Service Plan (IFSP) will be developed as a team.  The family and child will be provided with support from the Early Intervention team.   Please watch the following video for an overview of Ohio’s Early Intervention System:

To determine eligibility:     

For children under age three contact:

Help Me Grow

Central Intake and Referral to make a referral to Early Intervention

1-800-755-4769 (GROW)

How Does Early Intervention Work

Early Intervention (EI) is a statewide system that provides coordinated services to parents of infants and toddlers with developmental delays or disabilities. EI teams help families to enhance their child’s learning and development through every day routines familiar to their child. EI is grounded in the philosophy that young children learn best from familiar people in familiar settings. That’s why your local county board provides team members to serve as primary or secondary providers who consist of Developmental Specialist (DS), Speech-Language Pathologist (SLP), Physical Therapist (PT), or Occupational Therapist (OT), depending upon the needs and goals of your child and family. Service providers work with children and families in your home or other places you and your family spend time in order to develop a coordinated plan, along with your service coordinator. EI team members will aid in building upon and provide supports and resources to assist you as parents and caregivers to enhance children’s learning and development through every day routines. It is a collaborative, home and community-based system where you and a team work together to provide ongoing support to your child.

Mission and Key Principles of Early Intervention


Part C Early Intervention (EI) builds upon and provides supports and resources to assist family members and caregivers to enhance children's learning and development through every day learning opportunities.

Key Principles

  1. Infants and toddlers learn best through every day experiences and interactions with familiar people infamiliar contexts

  2. All families, with the necessary supports and resources, can enhance their children’s learning anddevelopment

  3. The primary role of a service provider in early intervention is to work with and support family members and caregivers in children’slives

  4. The early intervention process, from initial contacts through transition, must be dynamic and individualized to reflect the child’s and family members’ preferences, learning styles and culturalbeliefs

  5. IFSP outcomes must be functional and based on children’s and families’ needs and family-identifiedpriorities

   Interventions with young children and family members must be based on explicit principles, validated practices, best available research, and relevant laws andregulation

Workgroup on Principles and Practices in Natural Environments, OSEP TA Community of Practice: Part C Settings. (2008, March). Agreed upon mission and key principles for providing early intervention services in natural environments. Retrieved from

To learn more about what the seven key principles look like and don't look like, view this guide. Seven Key Principles: Looks Like / Doesn’t Look Like (PDF)

The Role of the Family:

  • Recognize the critical role you and other caregivers play in your child’s development.
  • Share your interests, priorities, needs and questions with your primary serviceprovider
  • Set goals based on how your child’s progress fits with what is important to yourfamily
  • Learn from the team so you can work with your child during your family’s everyday routines between visits from the interventionist

The Role of the Intervention Team

  • Use child and family interests as the foundation for intervention.
  • Partner with parents and other caregivers to support children as they learn and grow
  • Focus on enhancing child participation in existing and desired family, community, and earlychildhood experiences
  • Work together so that each team member’s expertise will be used to help parents meet the goals they have for their child’sdevelopment
  • Help families find answers to their tough questions

What you should expect during a visit:

Every home or community visit is unique. A home visit revolves around everyday activities and routines that your family participates in: play time, going to the bus stop, and snack time are examples. Your Primary Service Provider (PSP) will use coaching during your visits. Coaching can mean: 1) Your PSP demonstrating a technique to you and then having you try it; 2) your PSP watching you play with your child and providing feedback; 3) you and your PSP talking through an issue and coming up with potential solutions. It is likely that your visits will be a little of each. Your PSP will write a summary of your visit with ideas to try before your next appointment, which you will sign and will be reviewed with you prior to the PSP leaving your home.

Team Scheduling, Planning and Meeting:

Every effort will be made to find a schedule for visiting that will work best for you, your child, your family and your IFSP team. Your team will strive to visit during natural daily routines that best meet the goals of your child and family. Your team of professionals also meet weekly to review information, coach, and plan, while sharing their knowledge in order to provide quality services to your child and family. The team also attends monthly staff meetings as well as participate in on and off-site educational opportunities.

P.L.A.Y. Project Home Consultant Program:

Developed by Dr. Richard Solomon for use with children with Autism Spectrum Disorder. P.L.A.Y. Project techniques are appropriate to work with all children. The P.L.A.Y. Project Home Consultant Program emphasizes the importance of helping parents become their child’s best P.L.A.Y. partner. This program provides training and support for families of your children in their home. Trained consultants teaches parents techniques that are effective, fun, and useful in day-to-day interactions with their child.
From birth until child’s third birthday as strategies can be added during IFSP development by your team, if appropriate once your child is determined eligible for Early Intervention Services.
A child and family may continue with a P.L.A.Y. Project Home Consultant Program when transitioning at the third birthday or may enroll between the ages of three to sixth birthday, based on certain criteria and eligibility  for WCBDD services through our Intake and Eligibility Department. Families are also required to sign an agreement to the commitment of this program.

For more information contact:

Rebekah Doak, MEd, Certified P.L.A.Y. Consultant

Early Childhood Specialist



It Takes Two to Talk

It Takes Two to Talk is a program for parents of children (birth to 5) who have language delays. It Takes Two to Talk recognizes:
• The importance of involving parents in their child’s early language intervention
• The need to help children and families as early as possible in a child’s life
• It Takes Two to Talk can be used as a strategy during IFSP development by your team once your child is determined eligible for Early Intervention Services (birth to age three) OR is offered two times this year as a four week parent education session (age three to six). Certain criteria apply and children must be eligible to receive services from WCBDD based on eligibility criteria from our Intake and Eligibility Department.

• It Takes Two to Talk is led by a Hanen Certified Speech- Language Pathologist/Therapist who has received specialized training from the Hanen Centre.  For more information contact:

Peggy Engelhard, SLP at:



Toileting Support:

Toileting 101 - A group session for the parent or caregiver, offered in Spring and Fall each year.
Individualized Supports -Will provide an in-depth look at the multiple components involved in assessing toileting readiness, determining necessary preparations and adaptations, and successful implementation in natural environments. (Age 3 +). Certain criteria apply and children must be eligible to receive services from WCBDD based on eligibility criteria from our Intake and Eligibility Department. We will be holding a Toileting Training on October 11, and 12, 2018.  Click here to download the flyer.  Registration deadline is September 28, 2018.

For more information, contact:

Chrissy Barton, Division Secretary at:


Social Connections:

Early Childhood also provides/coordinates opportunities for enrolled families to interact and develop additional support systems through play groups, parent information sessions, and family events within our agency and in your community. For information regarding these events, you may visit the events section of this website or social media (follow us on Facebook and Twitter) as well. Additional information is sent to families on a quarterly basis, or, as updates/events occur.

For more information, contact:

Carolyn Bogenschutz, Division Secretary


Early Learning Support:

Professionals employed by Warren County Board of Developmental Disabilities may provide training and/or support to staff in early childhood environments. The training and supports are led by staff who have expertise in early childhood developmental levels, sensory processing of children with disabilities, and behavior intervention.  Professional guidance is provided with intent to support WCBDD eligible children.

Training can cover overviews of early intervention, development in children with disabilities, skill levels and expectations, functions of behavior, assessment tools and more.

For more information contact:

Kelly Brooks, Early Childhood Manager at: