Recent policy changes regarding the evaluation of young children at risk for disabilities (i.e., developmental delay) have emphasized the need for proper identification and access to quality early intervention. Evaluators must understand a) typical development milestones and be familiar with Early Childhood assessments, b) evidence-based interventions, and c) informal assessment methods like rating scales, observations, and interviews. In addition, they must have a working knowledge of what distinguishes “disability” from “delay.”