How Specialized Skills Training Supports Cognitive Development

Boosting Young Minds for Lifelong Success

The first few years of a child’s life represent a remarkable period of brain development and cognitive growth. During this critical window, children develop fundamental thinking skills that serve as building blocks for future learning. It is amazing to watch young children put pieces of information together and then use this new skill or information.

For some children, however, cognitive development may not unfold as expected. For young children experiencing cognitive developmental delays, Brighton’s Early Childhood Intervention (ECI) services, particularly Specialized Skills Training (SST), can provide valuable support. This article addresses common cognitive delays in children from birth to age three and explores how Brighton’s Specialized Skills Training can nurture their cognitive development and put them on the track for long-term success.

Understanding Cognitive Development in Early Childhood

Cognitive development includes a child’s ability to think, reason, solve problems, remember information, and understand their world. This includes skills such as:

Attention and focus
Memory (both short-term and long-term)
Information processing
Cause and effect understanding
Object permanence
Symbolic thinking
Classification and categorization
Number sense and early math concepts
Problem-solving strategies
Logic and reasoning

These cognitive abilities develop rapidly during the first five years, with each skill building upon previous ones. At Brighton, we’re all about helping children and their families get developmentally on track. Our Early Childhood Intervention Specialists (EIS) provide Specialized Skills Training focusing on cognitive, behavioral, and social skills. Learn more about Brighton’s SST approach here.

Recognizing Cognitive Developmental Delays in Young Children

While children reach developmental milestones at different rates, early identification of potential cognitive delays allows for timely intervention, significantly improving children’s outcomes.

How to Use This Checklist

Download this PDF.
Check off items your child* has mastered.
Note areas where your child may need additional support.
Remember: Children develop at different rates, but consistent delays across multiple areas may indicate the need for professional evaluation.

*Developmental milestones for premature babies are often somewhere between their adjusted age and their actual age. If your child was born prematurely, adjust these milestones for your child’s age by comparing the difference between their due date and actual birth date. Most pediatricians and pediatric therapists adjust until 18 -24 months.

Infants (0-12 months)

Limited visual tracking or attention to faces and objects
Difficulty recognizing familiar people after repeated exposure
Minimal response to environmental stimuli
Delayed development of object permanence (understanding objects exist even when out of sight)
Limited exploration of objects using multiple senses

Toddlers (1-3 years)

Challenges with imitation of actions or sounds
Difficulty following simple one-step directions
Limited symbolic play (pretending objects represent something else)
Trouble understanding basic cause-and-effect relationships
Struggles with basic problem-solving (like fitting shapes into corresponding holes)
Limited understanding of the functional use of everyday objects

Again, developmental variations are normal, and children develop at their own pace. However, significant delays or a pattern across multiple areas may indicate a need for intervention.

Early intervention is most effective when initiated promptly. Remember that seeking support doesn’t mean something is “wrong”— it simply means you’re providing your child with tools and strategies to build important skills during a critical developmental window.

Brighton Center offers a no-cost evaluation. Our specialists will visit your home or the child’s daycare facility to evaluate their development and identify needed services. You can learn more about our ECI services here, or fill out this contact form for one of our ECI specialists to contact you.

Medical Conditions, Genetic Disorders, Neurodevelopmental Disorders, and Prenatal/Birth Factors May Cause Cognitive Delay or Impairment

Numerous medical conditions, genetic disorders, and other factors can also affect cognitive development in young children. Here’s an overview of some common causes:

Genetic and Congenital Conditions

Down syndrome – A chromosomal condition that typically causes mild to moderate intellectual disabilities along with certain physical characteristics.
Fragile X syndrome – The most common inherited cause of intellectual disability, particularly affecting boys.

Prenatal Exposures and Complications

Fetal alcohol spectrum disorders (FASD) – Caused by maternal alcohol consumption during pregnancy, leading to cognitive impairments.
Prenatal drug exposure – Exposure to various substances during pregnancy can impact brain development.
Maternal infections during pregnancy (like cytomegalovirus, rubella, or Zika virus) can affect fetal brain development.
Maternal health conditions such as uncontrolled diabetes or severe hypertension can impact fetal development.

Neurodevelopmental Disorders

Autism spectrum disorder – While not all children with autism have cognitive delays, some do, particularly when autism co-occurs with intellectual disability.
Attention-deficit/hyperactivity disorder (ADHD) – Can impact executive functioning aspects of cognition.
Intellectual disability – This condition is characterized by significant limitations in cognitive functioning.

Specialized Skills Training can be particularly beneficial for children with these conditions, as it can be tailored to their specific developmental profile and needs. We’ve provided a hypothetical example of how regular Specialized Skills Training can help a young child with Down syndrome.

Supporting Cognitive Development for an 18-Month-Old with Down syndrome

Liam is an 18-month-old with Down syndrome. While he has a sunny personality and strong social interest, he’s experiencing delays in several cognitive areas, including:

Object permanence
Cause and effect understanding
Imitation skills
Problem-solving
Functional play with objects

Here’s how an Early Intervention Specialist might implement SST to support Liam’s cognitive development:

Initial Assessment and Goal Setting

First, the specialist would work with Liam’s parents to understand:

His current cognitive abilities
His interests and motivators
The family’s daily routines
Their priorities for his development

Together, they might set goals like:

Improving Liam’s ability to find hidden objects (object permanence)
Developing simple cause-and-effect understanding
Increasing his ability to imitate actions with objects

SST Sessions and Strategies

Adapting to Liam’s Learning Style

The specialist recognizes that children with Down syndrome often:

Learn better through visual supports
Need more repetition
Benefit from breaking skills into smaller steps
Process information more slowly

Play-Based Activities

During weekly home visits, the specialist might introduce:

Peek-a-boo games with objects: Start with partially hiding a favorite toy under a towel, then progress to fully hiding it. This teaches Liam that objects continue to exist even when out of sight.
Cause-effect toys: Introduce simple toys where Liam’s actions produce a consistent, immediate effect—like a light-up button or a push-pop toy. The specialist would first physically guide Liam’s hands, gradually reducing support as he understands the connection.
Imitation games: Begin with simple actions Liam can already do (clapping), then model new actions with favorite toys, using exaggerated movements and enthusiastic reinforcement.

Parent Coaching Component

Beyond direct work with Liam, the specialist would coach his parents to:

Embed learning in daily routines:
- During bath time: Playing hide-and-seek with toys in bubbles
- During meals: Creating games where food appears and disappears under napkins
- During diaper changes: Playing imitation games with facial expressions
Use appropriate wait time: The specialist would help parents recognize that Liam needs extra processing time, teaching them to wait 10-15 seconds after a question or prompt before providing help.
Implement visual supports: Create simple visual aids, like photos of toys, to help Liam remember where objects belong.
Use specific language strategies: Teach parents to use simple, consistent language paired with gestures to reinforce concepts like “gone” and “find” during object permanence activities.

Adapting the Environment

The specialist might recommend:

Organizing toys in clear bins with picture labels
Creating a distraction-free play space for focused activities
Positioning toys at eye level to encourage visual scanning

Progress Monitoring and Adjustments

The specialist would:

Document Liam’s progress toward goals
Adjust activities based on his response
Celebrate small achievements with the family
Gradually increase the complexity of tasks as Liam masters earlier skills

Results Over Time

With consistent SST over several months, Liam might progress to:

Looking for toys in several different hiding places
Initiating cause-effect actions independently
Imitating a variety of actions with objects
Showing early problem-solving by figuring out how to reach a desired toy

This approach recognizes that while Liam’s development follows the same sequence as typical children, he may need more support, repetition, and specialized teaching strategies to progress through developmental stages. SST provides this targeted support in the context of play and daily life, making learning accessible and meaningful for both Liam and his family.

It’s important to note that early identification and appropriate intervention can significantly improve outcomes, even when there is an underlying medical condition. At Brighton, we help babies and toddlers get developmentally on track through our individualized physical, speech, and occupational therapies and our Specialized Skills Training.

How Specialized Skills Training Supports Cognitive Development

Specialized Skills Training offers a unique approach to supporting cognitive development that differs from traditional therapeutic interventions. Here’s how SST can benefit children with cognitive developmental delays:

Individualized, Developmentally Appropriate Interventions

Early Intervention Specialists (EIS) are trained to assess a child’s current cognitive level and design activities that provide the right amount of challenge. They create learning opportunities that align with the child’s developmental stage rather than their chronological age.

Example: 27-month-old Lucas has difficulty completing puzzles. His EIS suggests that his mom work with him to sort blocks by color and match similar objects. Once Lucas masters matching, the EIS will help mom introduce puzzles requiring similar object matching and orientation.

Play-Based Learning

Young children learn best through play, and our skilled Early Intervention Specialists excel at incorporating cognitive skill development into playful activities.

Example: Two-year-old Emma has difficulty understanding cause and effect. Her EIS helps the caregivers identify toys that engage with clear cause-and-effect reactions, like toys that light up or make sounds when buttons are pushed. This helps Emma understand that she can listen to her favorite songs, gaze at bright lights, or hear animal sounds by pushing or tapping buttons.

Embedding Learning in Daily Routines

Rather than creating artificial learning situations, Specialized Skills Training focuses on incorporating learning opportunities within a child’s everyday routines.

Example: 18-month-old Miguel struggles with following directions. His EIS shows his parents how to use simple direction-following practices during mealtime (“Put your cup on the table”) or bath time (“Put the duck in the water”). Once he masters these simple directions, the EIS will help the parents teach Miguel to follow more complex instructions (“Bring me your shoes and socks, please”).

Multi-Sensory Approaches

Children process and remember information better when it involves multiple senses. Early Intervention Specialists use visual, auditory, tactile, and kinesthetic experiences to support cognitive development.

Example: Eighteen-month-old Sophia has delays in object exploration and recognition. Her EIS introduces sensory-rich activities that encourage exploration using different senses, such as feeling objects in a “touch box,” playing with items that make distinctive sounds, and using high-contrast visual materials.

Breaking Down Complex Skills

Cognitive skills develop through a series of smaller sub-skills. Early Intervention Specialists are experts at analyzing complex cognitive tasks and breaking them down into manageable steps.

Example: 30-month-old Aiden struggles with problem-solving. The EIS advises his caregivers to encourage him when he shows frustration with a task. For example, “What if you turned that piece in another direction?” or “What else can you try?” The EIS advises that providing hints and encouragement can help Aiden develop critical thinking skills.

Parent Coaching for Cognitive Support

Perhaps the most powerful aspect of SST is its focus on teaching parents and caregivers how to support their child’s cognitive development throughout the day. Early Intervention Specialists show families how to recognize learning opportunities, ask questions that stimulate thinking, provide the right level of support, and gradually decrease assistance as the child gains skills.

Example: Noah’s parents learn strategies for supporting his attention difficulties during play, starting with brief, highly engaging activities, minimizing distractions, providing just-right challenges, and gradually extending activity duration as his attention improves.

The Impact of Specialized Skills Training (SST) on Long-Term Cognitive Outcomes

Research consistently shows that early intervention for cognitive delays can have lasting positive effects. Children who receive cognitive support during their early years often:

Develop stronger executive functioning skills (attention, working memory, self-regulation)
Demonstrate improved school readiness
Show enhanced problem-solving abilities
Develop more flexible thinking patterns
Experience greater success with later academic learning

Importantly, SST doesn’t just address current developmental concerns – it helps build a stronger foundation for future cognitive growth and learning.

The Parents’ Role in Supporting Cognitive Development

As a parent, you are your child’s first and most important teacher. Brighton’s Early Intervention Specialists recognize this and work with you to enhance your confidence and competence in supporting your child’s cognitive development. Here are some ways you can maximize the benefits of SST:

Actively participate in SST sessions. Notice the specialist’s techniques and how they adapt activities based on your child’s responses so you can practice the same skills with your child.
Ask questions about the “why” behind activities. Understanding the cognitive skills being targeted helps you support development more effectively.
Look for everyday opportunities to practice skills. Bath time, meal preparation, grocery shopping, and bedtime routines all offer rich opportunities for cognitive learning.
Follow your child’s lead. Pay attention to what interests your child and use those interests as gateways to learning experiences.
Provide just enough support. Aim to challenge your child without frustrating them by offering the minimal assistance needed for success.

By partnering with Early Intervention Specialists through Specialized Skills Training, you can help your child build crucial cognitive foundations during the most formative years of brain development, setting the stage for lifelong learning and thinking skills.

Brighton is Here

The Brighton ECI process is designed to support your child and family, providing the tools and strategies needed to boost your child’s development. Every child develops at their own pace, and with the right support, many children who receive early intervention services catch up to their peers or make significant progress.

As you embark on this journey, know that you have a team of professionals ready to support you every step of the way. Your involvement and dedication to your child’s development, combined with the expertise of the ECI team, can make a world of difference in your child’s future.

Have questions about Brighton’s ECI evaluation or services? We’ve posted information and videos about the ECI process on our website. You can also fill out our online form and an ECI service coordinator will get right back to you.

Frequently Asked Questions

How can I tell the difference between a typical developmental variation and a cognitive delay that requires intervention?▶

This is one of the most common questions parents have! Developmental variation is normal because children naturally progress at different rates. Here are some guidelines to help you distinguish between typical variations and potential delays that might benefit from support:

Consistency across settings: If your child consistently struggles with certain cognitive skills across different environments and situations, it may indicate a need for further assessment.
Persistent difficulties: Brief plateaus in development are normal, but if your child seems “stuck” in a particular area for an extended period while peers continue to progress, it might signal a delay.
Multiple skill areas: If your child shows delays across multiple cognitive domains rather than just one isolated skill, this pattern may warrant attention.
Functional impact: Consider whether the cognitive challenges are affecting your child’s ability to participate in age-appropriate activities or causing frustration in daily life.
Regression: Any loss of previously mastered cognitive skills should prompt discussion with your pediatrician.

The best approach is to discuss your specific concerns with your pediatrician or an early childhood specialist who can conduct standardized developmental screenings. These professionals can help determine whether your child’s development falls within the typical range or whether further evaluation might be beneficial.

Does receiving Specialized Skills Training mean my child will have lifelong cognitive challenges?▶

Absolutely not! Many children who receive early intervention services for cognitive development go on to function within typical ranges and don’t require long-term special education services. The brain is remarkably plastic during the first few years of life, meaning it can form new neural connections and pathways in response to appropriate intervention.

Some children may need SST briefly to address a specific developmental concern, while others might benefit from longer-term support. The duration and intensity of services depend on:

The nature and extent of the cognitive delay
How early intervention begins
The child’s response to intervention
The consistency of skill practice between sessions
Other factors in the child’s development and environment

Early intervention is preventive by nature—its goal is often to address emerging concerns before they become more significant challenges. Many parents report that SST helped their child “catch up” developmentally, enabling them to enter kindergarten with the cognitive skills needed for success.

It’s also worth noting that receiving SST doesn’t label your child. It simply means you’re providing support during a critical developmental window when it can have the greatest impact.

How does Specialized Skills Training for cognitive development differ from academic preschool programs?▶

While both approaches aim to support children’s thinking skills, they differ significantly in their philosophy, methods, and goals:

Specialized Skills Training:

Provides individualized intervention based on each child’s specific developmental profile
Focuses on foundational cognitive processes rather than academic content
Uses play and daily routines as the primary contexts for learning
Emphasizes parent/caregiver involvement and skill transfer to natural environments
Adapts methods to match the child’s developmental level, not chronological age
Targets the underlying cognitive skills that will eventually support academic learning
Provides direct coaching to parents on how to support cognitive development at home

Academic Preschool Programs:

Often follow a standardized curriculum for all children of a certain age
May emphasize specific academic content like letters, numbers, and facts
Typically structure learning in more formal instructional contexts
May focus more on group instruction than individualized approaches
Usually align expectations with chronological age rather than developmental level
Often directly teach pre-academic and academic skills
May provide less direct coaching to parents on supporting learning at home

For children with cognitive developmental delays, SST provides crucial support for building the underlying thinking skills that will eventually enable successful academic learning. These foundational skills include attention, memory, processing speed, and problem-solving—all of which are necessary for later success in more structured learning environments.

Some children benefit from both approaches simultaneously, with SST supporting cognitive foundational skills while a quality preschool program provides social experiences and exposure to early academic concepts. The key is ensuring that both environments respond to the child’s needs and developmental level.

Remember, you’re not alone. Brighton’s Early Childhood Intervention program provides support, education, and guidance for families concerned about cognitive delays or other developmental issues. Our Special Education Support Specialists also help families navigate the early childhood education process. Contact us today and let us know how we can partner with you.