Not much is known about parental perception of the aspects of child's development and families that early intervention impacts. Assessing parental perception to determine the most important aspects early intervention impacts will inform service providers and other stake holders about what should be made an integral part of an early intervention programme and what should be reevaluated and/ or modified. In this study, 149 parents of children with developmental disabilities who underwent early intervention services for at least 1 year before the age of 5 were interviewed on a 7- item questionnaire. Parents' responses on their perceived impact of early intervention on various aspects affecting their children and their lives, most of them on a 5-point scale (1= Poor to 5= Excellent), were analyzed using multiple regression. Parents who perceived early intervention to have a good- excellent impact most often mentioned aspects related to attitudinal changes within self (developing more realistic expectations of the child, building support groups, etc.) and degree of involvement they felt with the programme as measures of impact of early intervention. Parents who perceived that early intervention had an average to poor impact most often mentioned aspects related to the child's development (changes in skill development in different areas) and their increased knowledge to deal with disability related needs as measures of impact. Overall, parents who perceived early intervention to have a good- excellent impact felt some degree of change in more aspects of their lives as compared to parents who perceived that early intervention had an average to poor impact, even when they felt a strong influence of the aforementioned two factors on their perception of the impact. The results of this study are consistent with previous literature and suggest that the parental perception of the impact of early intervention is based on similar domains related to the child and family life. To ensure a higher impact of early intervention, managers and service providers should encourage programme planners to provide supportive care to improve family and child interaction, align parental expectations through empathetic counseling inputs, and actively involve parents in the programme. At the same time, they should reevaluate current programmes which focus excessively on skill attainment and advocate for better schooling opportunities for these children. Measures to improve the impact should address aspects affecting both families and children, because developmental changes in children are particularly important for parents and families to opt for early intervention.