Developmental Delays

Early intervention for children with delayed milestones in
speech, motor, cognitive, and social development. Supporting
families from infancy through school years.

Madhavi Adimulam

Founder & Director

Case Studies

Book Assessment

Description

Common challenges that children with developmental delay face include delayed speech, gross motor and fine motor development delays, cognitive delays, play skills and social skills delays, difficulty expressing a desire to be independent according to age, not playing with other children, difficulty maintaining eye contact, eating only one or two food items, and not always responding to their name. Developmental milestones are delayed, and the child may have a history of low birth weight or premature birth.
Our detailed, in-person assessments include: Assessment of Overall Development covering all milestone domains, Motor Development evaluation (gross and fine motor skills), Speech and Language Development assessment, Cognitive Development testing appropriate for age, Social & Play Skills observation, Sensory Processing Assessment, Comprehensive Autism screening when indicated, in-depth discussion with parents about pregnancy, birth, and developmental history. All assessments are carried out by our team of paediatric experts.

Key point

  • Gross Motor Skills (Walking, Running, Balance)
  • Fine Motor Skills (Grasping, Hand Coordination)
  • Speech & Language Development
  • Cognitive & Problem-Solving Skills
  • Social Interaction & Play Patterns
  • Self-Care & Independence Skills
Key milestones to watch: Not walking independently by 18 months, fewer than 10 words by age 2, difficulty with spoon/cup by age 3, can’t hop on one foot by age 4, poor pencil grip by age 5. However, if you notice your child is significantly behind siblings or peers in ANY area, don’t wait. Early intervention (before age 3) produces dramatically better outcomes than waiting to “see if they catch up.”
Early signs emerge around age 5-6 when formal academics begin. We can assess children from age 5 onwards. However, some learning disabilities (especially dyscalculia) become clearer around age 7-8. Early intervention significantly improves outcomes, so don’t wait for “falling too far behind” – assess when you first notice consistent struggles.
We use evidence-based approaches: Structured Literacy programmes (Orton-Gillingham based) for dyslexia, multi-sensory mathematics interventions for dyscalculia, explicit writing instruction for dysgraphia, Occupational Therapy for fine motor and visual-motor skills, and strategies for attention and executive function. Plans are personalised based on your child’s specific learning profile.
No. Our goal is building compensatory strategies and skills that become automatic. Most children need intensive intervention for 12-24 months, then maintenance support while skills solidify. We also train parents and collaborate with schools to ensure support continues beyond therapy. Many children successfully mainstream with appropriate accommodations.
Yes. We provide detailed assessment reports for schools, recommend appropriate accommodations (extra time, assistive technology, modified assignments), participate in IEP meetings when needed, and train teachers on evidence-based strategies. We believe school partnership is essential for generalising skills beyond therapy sessions.