Although some disabilities, such as specific learning or emotional/behavior disabilities, may not be diagnosed until an individual is older and in a school setting, many medical conditions and developmental disabilities may be evident at birth or shortly thereafter. The Centers for Disease Control and Prevention (CDC) defined developmental disabilities as "a group of conditions due to an impairment in physical, learning, language, or behavior areas" that often impacts daily functioning (CDC, 2016). The exact cause of many developmental disabilities is unknown however, many developmental disabilities begin prior to a child's birth due to genetic or environmental factors, such as prenatal health, complications or infections during pregnancy or birth, and exposure to toxins (CDC, 2016). Families with infants and toddlers who have been diagnosed with a medical or developmental condition and are at risk for developmental delays are eligible to receive support and resources from Early Intervention (EI) programs in order to promote their children's development and growth. EI programs deliver direct therapeutic or consultation services based on a family's identified needs, priorities, and concerns through center-based playgroups or home visits (Dinnebeil, Hale, & Rule, 1999). The benefits of EI to families and children with disabilities are numerous. Research has shown EI programs "yield benefits in academic achievement, behavior, educational progress and attainment, delinquency and crime, and labor market success, among other domains" (Karoly, Kilburn, & Cannon, 2005). In fact, a recent nationwide survey conducted by the U.S. Department of Education from 2013 to 2104 indicated approximately 23,000 infants and toddlers exited EI programs with referrals for services and programs to continue at the age of three while approximately 10,500 young children, slightly more than 30% of both groups combined, exited EI programs without the need for a referral (U.
