Davis Early Intervention

Davis Early Intervention and Early Intervention providers across Utah are seeking critical legislative funding for Part C services—programs that help children ages 0-3 with developmental delays and disabilities thrive.

Early intervention works. It transforms outcomes for children, strengthens families, and reduces future costs. But providers statewide are facing severe financial strain that threatens our ability to serve the infants and toddlers who need us.

ACTION NEEDED NOW:
✅ Check the information flyer in our bio
✅ Contact your legislators TODAY and tell them why Early Intervention matters
✅ Share this post to spread awareness
✅ Attend public comment if you can

CRITICAL DATES:
February 5, 8:00 AM - Funding request introduced
February 9, 8:00 AM - Public comment session

Your voice can make all the difference. Let's protect these essential services for Utah's youngest children.

FLYER LINK: https://acrobat.adobe.com/id/urn:aaid:sc:us:441e0579-70b7-4ac5-83ad-3b7e24f3372a?viewer%21megaVerb=group-discover

Talk About It Tuesday

All those sounds your little one makes while playing or eating or "talking" themselves to sleep are the foundation of learning speech. Practicing sounds is a skill to master before putting sounds together into words. Parents are also encouraged to use a lot of exclamations and fun words (like boom, pop, whew, and uhoh) throughout the day with your little one. These words encourage imitation.

If you have a quiet kiddo who doesn't make many sounds, try some silly sounds to encourage them to imitate or make sounds on their own. Blow raspberries or do lip pops. If your kiddo does start making sounds, imitate them and see if they will keep it going back and forth. You may feel silly, but you are helping your child build their foundation for speech!

Pyramid Model Monday

Everyday moments are opportunities to build connection and trust with your little one. This, in turn, establishes a nurturing and responsive relationship. Having this connection allows the parent to support the child through difficult times of big emotions.

One way to do this is to stay curious and ask more.
► What it means: Instead of asking, “How do I get the child to stop, start, or do something?” ask,
“What is making this hard for the child right now? How can I help them?” As you reflect on the
possible function of a child’s behavior, notice the child’s experiences, relationships, communication, and
environment, in addition to the current situation.
► Stay Curious, Ask More Examples: Staying curious means trying to understand what is happening
beyond the behavior to learn more about what a child might be feeling, needing, or responding to.