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A language delay is a language disorder in which a child fails to develop language abilities at the usual age-appropriate period in their developmental timetable. It is most commonly seen in children ages two to seven years-old and can continue into adulthood. The reported prevalence of language delay ranges from 2.3 to 19 percent. [1]
The term developmental language disorder (DLD) was endorsed in a consensus study involving a panel of experts (CATALISE Consortium) in 2017. [3] The study was conducted in response to concerns that a wide range of terminology was used in this area, with the consequence that there was poor communication, lack of public recognition, and in some cases children were denied access to services.
[3] [4] Research illustrates that 2% to 4% of five year olds have mixed receptive-expressive language disorder. This distinction is made when children have issues in expressive language skills, the production of language, and when children also have issues in receptive language skills, the understanding of language.
Children with CDD can experience a loss of expressive and receptive language skills, social and self-care skills, play skills, and/or motor skills. [4] Regression commonly occurs at around 3 or 4 years old, but after at least two years of normal development and before age 10. [4]
Longitudinal studies indicate that problems are largely resolved by five years in around 40% of 4-year-olds with SLI. [41] However, for children who still have significant language difficulties at school entry low levels of literacy are common, even for children who receive specialist help, [42] and educational attainments are typically poor. [43]
So, there is an acute need to consider the prevalence of difficulties in light of personal referral rates: Overall about 1 in 6 children between 0 and 21 will need special assistance: about 4% of children 0 – 2, 8% of children 0 – 3, 12% of children 0 – 4, and 16% of children 0 – 8. Constraints of time and money.
This estimate does not include children who have speech/language problems secondary to other conditions such as deafness; this means that if all cases of speech or language impairments were included in the estimates, this category of impairment would be the largest. Another source has estimated that communication disorders—a larger category ...
The scientific study of the causes of developmental disorders involves many theories. Some of the major differences between these theories involves whether environment disrupts normal development, if abnormalities are pre-determined, or if they are products of human evolutionary history which become disorders in modern environments (see evolutionary psychiatry). [5]
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