Dual language learners are often underidentified for having language delays and may not receive services in their caregiver’s primary language. This study explored how the language used during evaluations influenced the effectiveness of a brief intervention for children with mild language delays. By examining whether evaluation language impacts intervention outcomes, the study provides insight into optimizing strategies for supporting children with early language challenges. Participants were 433 children ( M _age = 31.12 months), who spoke English, Spanish, or are dual language English-Spanish learners who completed a brief speech-language intervention and pre- and post-intervention evaluations. We determined language “match” if the caregiver’s primary language used in the home was the same as the language in which the child received the pre-intervention baseline evaluation. Dyads were a “non-match” if the caregiver’s primary language used in the home was not the same as the language in which the child received the pre-intervention baseline evaluation. Children who had their evaluation conducted in the language that matched their caregiver’s primary language showed more improvements than children whose evaluations did not match their primary language. This study builds on previous findings on the importance of providing dual language evaluations and interventions for children with early language delays.

Background/Objectives: Excessive screen time and inadequate sleep are well-established developmental risk factors, yet limited research has examined the relationship between adherence to national sleep and screen time guidelines and language outcomes in children with mild language delays. This study examined sleep, screen time, and language outcomes in 765 children aged 1–5 with mild language delays enrolled in the Early Discovery Program. Methods: Sleep and screen time were categorized according to American Academy of Pediatrics and Caring for Our Children guidelines. Language outcomes were measured using standardized scores from the Preschool Language Scales–Fifth Edition. Results: Sociodemographic factors, including race, insurance status, and caregiver education, were significantly associated with sleep and screen behaviors. Excessive screen time was negatively associated with expressive language scores, while sleep duration showed no significant relationship. Conclusions: Findings highlight the need for early interventions that promote adherence to national health guidelines and address sociodemographic factors influencing language development in young children.

Se asume que todos los humanos deben tener acceso a una atención en salud de calidad; no obstante, las personas con discapacidad psicosocial en Colombia encuentran obstáculos debido a múltiples causas, entre ellas, el desconocimiento de los ajustes razonables. El interés de este artículo es reflexionar sobre la atención en salud desde los ajustes razonables para las personas con disfunciones temporales o permanentes, que afectan su forma de pensar, sentir o comportarse, limitando sus actividades cotidianas. La disciplina de la enfermería aporta en términos de reflexión y gestión junto al equipo de salud, acerca de los ajustes razonables en los servicios de salud, los estereotipos sociales y las consecuencias para los sujetos de cuidado.

Background/Objectives: Early intervention is associated with improved outcomes for young children with developmental delays, yet many with mild delays are ineligible for services under the Individuals with Disabilities Education Act (IDEA). The Early Discovery (ED) Program addressed this gap by providing short-term, targeted intervention for children ages 0–5 who did not qualify for publicly funded services. This study evaluated program outcomes across intervention types. Methods: During 2024–2025, 342 families completed the ED Program, receiving one of the following: speech-language (68%), general developmental (12%), occupational (14%), or behavioral (6%) intervention across 8–20 sessions. Eligibility required Miami-Dade residency and ineligibility for IDEA-funded services. Standardized pre- and post-intervention assessments were analyzed using descriptive statistics, correlations, and group comparisons. Results: Most households reported incomes <$70,000 (71%), with many experiencing additional risk factors including prematurity (15%), public or no insurance (47%), limited English proficiency (21%), and single-caregiver households (30%). Overall, 85% of children met criteria for improvement. Improvement rates varied by child ethnicity. No statistically significant differences were observed by child age, race, gender, prematurity, insurance status, caregiver demographics, household characteristics, or intervention type. Sensitivity analyses largely confirmed the primary findings, with ethnicity no longer significant and younger age emerging as a significant predictor of improvement. Conclusions: Findings suggest short-term, targeted intervention may support developmental progress among young children with mild delays who would otherwise remain unserved. Community-based programs such as ED may play a critical role in advancing developmental equity by reaching children with developmental and socioeconomic risk factors prior to school entry.