Mia and Alex: A Tale of Two Paths (Ages 0–5)
Both children were bright and curious. One received early support; the other did not. What unfolded wasn’t about intelligence—it was about timing, interpretation, and collaboration.
Year 1 (Age 2)
| Category | Alex | Mia |
|---|---|---|
| What Was Observed | Limited speech; uses gestures or partial phrases; strong curiosity but frustration when not understood. | Limited vocabulary; difficulty shifting between activities; clings to familiar adults. |
| What Might Be Noticed | Thoughtful but hesitant to join group play; prefers predictable routines. | Struggles to express needs; shows stress during transitions. |
| Who Might Bring It Up | Teacher notes language delay; parents reassured he’ll “grow out of it.” | Teacher and pediatrician discuss shared concern. |
| Suggested Next Step | Continue observation; model clear language at home. | Speech-language evaluation and early intervention. |
| Urgency | Moderate | High |
| Likely Benefit | Awareness raised but minimal change yet. | Rapid gains in expressive language and confidence. |
Year 2 (Age 3)
| Category | Alex | Mia |
|---|---|---|
| What Was Observed | Highly verbal at home but resists group transitions; may slip into imaginative play while peers do structured tasks. | Growing language; smoother transitions; enjoys simple cooperative play. |
| What Might Be Noticed | Appears “in his own world” at times; difficulty following group routines. | Initiates shared play and conversation; building confidence. |
| Who Might Bring It Up | Teacher sees uneven attention; decides to “wait and see.” | Teacher and SLP align goals for classroom carryover. |
| Suggested Next Step | Developmental or OT screening for regulation and sensory needs. | Continue speech and social-language support. |
| Urgency | High | Low |
| Likely Benefit | Insight into regulation and attention strategies. | Ongoing language and self-regulation gains. |
Year 3 (Age 4)
| Category | Alex | Mia |
|---|---|---|
| What Was Observed | Bright, verbal, imaginative; struggles with flexibility; may misread social cues; interrupts peers or drifts into fantasy play. | Engaged, empathetic, and eager to learn; communicates clearly. |
| What Might Be Noticed | Alternates between high creativity and inattention; frustration when redirected. | Strong sense of belonging; growing confidence. |
| Who Might Bring It Up | Teacher raises readiness concerns and suggests outside evaluation. | Teacher notes sustained growth and independence. |
| Suggested Next Step | Neuropsych or developmental evaluation to clarify strengths and support needs. | Fade therapy; maintain classroom scaffolds. |
| Urgency | High | Low |
| Likely Benefit | Clearer insight into learning profile; smoother classroom participation. | Continued confidence and self-expression. |
Year 4 (Age 5)
| Category | Alex | Mia |
|---|---|---|
| What Was Observed | Articulate and imaginative but resists transitions; may disengage during lessons and switch to pretend play; frustration when misunderstood. | Confident communicator; curious reader; flexible with peers. |
| What Might Be Noticed | Bright but inconsistent; may seem “younger” socially. | Curious, reflective, well-regulated. |
| Who Might Bring It Up | Teacher recommends neuropsych evaluation to better understand learning and regulation. | Parent and teacher celebrate growth and set new goals. |
| Suggested Next Step | Comprehensive evaluation; consistent home-school plan. | Maintain enrichment and stability. |
| Urgency | Critical | Minimal |
| Likely Benefit | Targeted supports, better self-understanding, improved peer and academic success. | Sustained curiosity and confidence. |