2-3 Short Paper: Assessment and Treatment
Christina Meade
Southern New Hampshire University
Dr. Barry Lipin
September 17, 2025
Early recognition and assessment of developmental milestones are foundational to
supporting a child’s cognitive, social, and emotional growth. The CDC’s Early
Recognition of Child Development Problems video (2009) emphasizes that from birth to
age five, children should meet progressive benchmarks in motor skills, speech, social
interaction, and play. When those milestones lag, early detection allows families and
professionals to intervene while the brain is most adaptable. The companion video, PSY
314 Child Assessment: Common Misunderstandings (Southern New Hampshire
University [SNHU], 2017), reinforces that assessment is not a single event. Instead, it is a
continuous process that combines observation, standardized testing, and collaboration
among parents, educators, and clinicians. Both sources highlight that accurate assessment
is the starting point for any meaningful treatment plan.
Accurate assessment and sound treatment protocols are essential because early childhood
is a period of heightened neural plasticity. During this window, appropriate intervention
can substantially alter developmental trajectories. Shonkoff and Phillips (2000) describe
how enriched environments and timely therapies capitalize on rapid synaptic growth,
while delays in intervention can lead to long-term cognitive and behavioral challenges.
For example, toddlers who receive evidence-based, individualized therapies for autism
spectrum disorder (ASD) show measurable gains in language, adaptive behavior, and
social functioning compared to those who start treatment later (Dawson et al., 2010).
Sound protocols depend on accurate data from screening tools, family history, and
professional observation. A multidisciplinary approach—pediatricians, psychologists,
speech-language pathologists, and educators working together—helps ensure that no
single perspective or bias drives decisions about treatment.
Conversely, improper diagnosis and stigmatization can be deeply harmful. The SNHU
video points out that rushing to label a child or relying on a single assessment method
increases the risk of misdiagnosis. A false positive may subject a child to unnecessary
therapies, medication, or educational placement, while a false negative delays essential
support. Stigma compounds these risks. Werling and Geschwind (2013) note that parents
who fear social judgment may avoid assessments altogether, preventing early
intervention. Children who are misdiagnosed can internalize negative stereotypes,
experience reduced self-esteem, or be socially isolated in school settings. These
consequences can persist into adulthood, affecting mental health, educational attainment,
and employment opportunities.
The two videos also highlight the ethical dimension: professionals have a duty to balance
urgency with accuracy. Early identification empowers parents to seek speech therapy,
occupational therapy, or individualized education plans, but clinicians must avoid over-
pathologizing normal variations in development. Continuous monitoring, culturally
responsive practices, and clear communication with families reduce the chances of error.
When professionals frame assessment as an opportunity for support rather than a
judgment, they lower the risk of stigma and encourage families to participate in ongoing
care.
In summary, early assessment is both a scientific necessity and an ethical responsibility.
Accurate, comprehensive evaluations paired with evidence-based treatment protocols
allow children to reach their full potential, leveraging the brain’s early plasticity.
Misdiagnosis or stigmatization, on the other hand, can derail development and erode trust
between families and providers. The CDC (2009) and SNHU (2017) videos collectively
underscore that early, careful assessment is not merely best practice—it is an imperative
for fostering lifelong health and resilience.
References
Centers for Disease Control and Prevention. (2009, February 11). Early recognition of
child development problems / Educational video [Video]. YouTube.
https://youtu.be/z6rUCi47Fgc
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., & Varley, J.
(2010). Randomized, controlled trial of an intervention for toddlers with autism: The
Early Start Denver Model. Pediatrics, 125(1), e17–e23.
https://doi.org/10.1542/peds.2009-0958
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The
science of early childhood development. National Academies Press.
Southern New Hampshire University. (2017, March 29). PSY 314 child assessment:
Common misunderstandings CC [Video]. YouTube. https://youtu.be/KrUNBfyjlBk
Werling, D. M., & Geschwind, D. H. (2013). Sex differences in autism spectrum
disorders. Current Opinion in Neurology, 26(2), 146–153.
https://doi.org/10.1097/WCO.0b013e32835ee548
