How to conduct early rehabilitation and early intervention for developmental disabilities (developmental disabilities)? The theoretical basis for effective early rehabilitation and early intervention is the critical period of brain development, during which myelination, proliferation of glial cells, maturation of neurons, increase of synaptic connections and establishment and maturation of neurofunctional networks need to be completed, and the brain weight increases from 25% of the adult brain at birth to 95% of the adult brain at age 6. Because the brain is most plastic during this period, it is the best stage for early intervention and early rehabilitation. Research has shown that enriching environmental stimulation is the best means to promote development. Only by allowing children to repeatedly “experience and experience”, to be exposed to and receive external environmental stimuli, and to continuously respond adaptively, can brain cell connections be changed, neural maturation be promoted, and the process of functional development be advanced. Early rehabilitation and early intervention for developmental disorders The management of developmental disorders is a long term continuous process that requires the following management process: Assessment – Intervention – Re-assessment – Re-intervention The first step is to clarify the etiology and clinical diagnosis (concomitant disorders) through medical and developmental assessments, to correctly grasp the developmental patterns and levels, and to identify the key problems that exist. Second, the clinical diagnosis and assessment results should be used to set immediate intervention goals and develop individualized intervention plans for the child and family, following the five developmental energy zones (see previous section) and developmental patterns. Thirdly, interventions for the child should be guided by the International Classification of Functioning, Disability and Health (ICF) theoretical framework, which emphasizes the importance of activity and participation, personal and environmental factors. On the one hand, therapists should provide direct intervention services, and on the other hand, they should teach parents, guide them in implementing family intervention plans, and monitor the efficacy of the intervention. Foreign scholars recommend the most effective early intervention tools – a combination of the following four specific intervention protocols: 1. parental involvement in the intervention, including continuous counseling of parents by professionals, focusing on the responsiveness and sensitivity of parents to the child’s behavior, and teaching family members to intervene with the child; 2. individualized teaching of each child’s developmental skills; 3. Focus on relaxing the child’s learning; and 4. Intensive but ongoing intervention. With the development of modern rehabilitation medicine and the continuous practice of ICF theory, the early intervention model for developmental disorders should try to change: from child-focused to family-focused, i.e., not only providing individual services for children, but also focusing on children, family members and family environment, and playing the role of family rehabilitation. The role and importance of the family in recovery. The shift from professional guidance to coaching in a partnership of equals is no longer a directive from the physician or therapist, but rather a collaborative advice based on communication and consensus with the child and family members, taking into account the child’s functioning and living environment. Thus, it is clear that in the early rehabilitation and early intervention of children with developmental disabilities (developmental disabilities), we need to re-examine ourselves and never ignore the power of parents and the importance of family rehabilitation.