The Follow-up Study Of Language Developmental Delay In Preschool-Aged Children

Aim:To follow-up language developmental situation of children in preschool-aged time who were language developmental delay in early childhood, learn the parents'evaluation of children's language skills, provide evidence for early intervention.Methods:Collecting children complained of language developmental delay between April 2011 and July 2013.All the children included should satisfy the following criteria:completed Gesell test, with complete assessment data and aged within 3 to 5 years when followed-up. Totally there were 80 cases meet the standards. A questionnaire survey was conducted by telephone interview.20 children were reevaluated by Gesell Developmental Scales, and were compared with 20 normal children. The questionnaire included the patient's general information and questions equivalent of 42-month-old children's average language comprehension and expressive ability. Gesell test was used to evaluate children neurodevelopment.Result:1.A total of 48 cases completed telephone follow-up, including 34 boys and 14 girls, with sex ratio of 2.43:1.The mean age was 26.47±8.39 months(11?50.93) at first visit.77.1%(33/48) of which were living in the urban areas.20 cases were reevaluated through Gesell test comprised follow-up group, including 12 boys and 8 girls. The mean age of follow-up group was 27.70±9.29 months at first visit, and the second was 57.37±7.10months(49.27?70.47) with an average interval time of 29.69 ±8.32 months(18.57?40.8). A total of 20 cases with 13 boys and 7 girls comprised the control group. The mean age was 57.43±7.01 months(48.3-69.73);There was no statistical difference of age or sex between two groups.2. Comparing with the initial assessment data, the language and personal-social behavior DQ value of preschool-age children with language developmental delay improved significantly(p< 0.05); The language and personal-social behavior DQ was higher in only language problem cases than combined with other disorders in preschool-age (p<0.05);When compared to the control group, the language and adaptive DQ value was lower in the follow-up group (p< 0.05), but there was no difference in the gross motor, fine motor and personal-social behavior DQ value; Language ability of children with language developmental delay was positively correlated with adaptive, gross motor, fine motor and personal-social behavior.3. In the 48 cases,68.7%(33/48) children were found to have language problems when they were one to two years old; 81.3%(39/48) parents considered that their children's language expression skills were basically the same with normal children; The ratio and percentage of cases who passed the assessment for 42 months old children was 79.2%(38/48)? 81.3%(39/48)?77.1%(37/48)?25%(12/48) respectively. Most cases (37/48) had not got intervention; Parents covered through telephone follow-up group thought that the language ability of their children was better than reevaluated by Gesell test group. The ratio of no intervention has no significant difference between the two groups. The percentage of cases that passed the assessment for 42 months old children in only telephone follow-up group is higher, but only in understanding of preposition had significant difference.Conclusion:1.Although the language DQ value improves in children with language developmental delay in preschool age than toddler period, their language ability are not same as normal children of the same age.2. The outcomes of only language problem cases are better than combined with other disorders in preschool age.3. Parents' overestimation of children's language skills is not conductive to the early diagnosis and intervention.