12 minute consultation: an evidence-based approach to the management of a child with speech and language delay

Early Family Intervention in Children with Language Delay: The Effect of Language Level and Communication Ability

Language development delay refers to the children's oral expression ability or language understanding ability obviously lagging behind the normal development level of children of the same age. The efficacy of early family intervention in children with language delays is promising. The observational study was conducted involving 120 children aged 0∼3 years treated in the pediatric health department of the Third Affiliated Hospital of Zunyi Medical University for language delay. They were assessed for eligibility and recruited. The eligible children were grouped by 1 year, 2 years, and 3 years and were assessed on the Gesell Developmental Schedules and Normal Development of Social Skills from Infant to Junior High School Children (S-M) at the time of initial diagnosis and after the family language intervention. The family language intervention was performed by the parents and lasted for 6 months. All eligible children had a development quotient (DQ) > 86 in motor ability before and after the intervention. All eligible children had a DQ < 86 before the family language intervention in adaptive ability, social ability, and language ability and a DQ > 86 after the intervention. Family language intervention was associated with significant improvement in social life skills in all children, with higher independent living, exercise, operation, interaction, and participation in group activities and self-management after the intervention. Early family intervention yields significant efficacy in children with language delays in Zunyi City by improving the language ability and communication ability of young children, which provides a reference for clinical treatment.

A Research on Developmental Characteristics of Children With Language Delay in Zhejiang Province, China

Study Design: We used Sign-significant relations (S-S) to assess the developmental characteristics of 1- to 4-year-old children with language delays in Zhejiang Province and to provide scientific basis for early clinical detection and comprehensive intervention. Methods: A total of 1,113 children among the ages of 1 and 4 who complained of poor language skills were assessed in language competence using S-S. These children diagnosed with language delays were divided into six groups, with each group having an age difference of 6 months. The developmental characteristics of each group were described and analyzed. Results: (1) Children from the age of 18 to 36 months were most likely to be affected by language problems, while boys were more susceptible than girls in each group. (2) There was no significant difference in the proportion of children with poor communication attitude among the groups. (3) The older the group, the higher the proportion of basic learning ability abnormality. The cutoff age for qualitative leap in the proportion of basic learning abilities was 2 years old. (4) With the increase of age, the proportion of abnormal language comprehension in each group increased gradually. The cutoff age for qualitative leap in the proportion of language comprehension was 1.5 and 2 years old. Conclusion: Language delays usually occur in children around the age of two, and as the children get older, in addition to expression of language abilities, they are more likely to have abnormal language comprehensive abilities and abnormal basic learning abilities. Based on the clinical research, we must take seriously the early screenings for this age group and conduct intervention training as soon as possible.

Pedodontist's Role in Managing Speech Impairments Due to Structural Imperfections and Oral Habits: A Literature Review

Speech is one of the oldest media of communication of thoughts. It has affected human behavior and progress so greatly that it has been one of the important determinants of psychosocial health of the human beings. The dental profession, as a guardian of oral health, is engaged to a great extent in altering and restoring structures within the oral cavity, to alleviate the ravages of disease and developmental abnormalities. A major portion of speech articulation takes place within the oral cavity, and any alteration or restorations of structures therein will adversely affect speech proportionate to the location and magnitude of alteration. This article provides an updated literature review on the role of pedodontists in early diagnosis and intervention of speech impairments. How to cite this article: Bommangoudar JS, Chandrashekhar S, Shetty S, et al. Pedodontist's Role in Managing Speech Impairments Due to Structural Imperfections and Oral Habits: A Literature Review. Int J Clin Pediatr Dent 2020;13(1):85-90.

Collaborative working between pediatric speech and language therapy and ENT colleagues: what is good practice?

PURPOSE OF REVIEW

This article considers current evidence pertaining to good practice in joint paediatric speech and language therapy (SLT) and ear, nose and throat (ENT) assessment and management in the general hospital clinic. Because of space limitations, this review excludes those cases that are typically referred into highly specialist clinics dealing with cleft palate or profound hearing loss and cochlear implant. It will instead focus on children with the types of communication difficulties that are related to physical anomalies and conditions impacting on speech, nasal resonance, voice and those cases with a history of fluctuating or mild hearing loss. The value of the multidisciplinary team in appropriate decision making has to be considered in terms of outcomes and related cost-effectiveness.

RECENT FINDINGS

Research into the dynamic between paediatric ENT and SLT outcomes remains relatively sparse. Evidence continues to show that multiple factors impact on any decision regarding surgical or SLT interventions. SLT opinion across a range of perceptual, physical and social parameters aids the medical consultation on a case-by-case basis. Current evidence for speech therapy interventions shows that environmental management and family involvement are crucial, and any direct intervention should be well timed and regular to be effective.

SUMMARY

The development of communication and listening is easily disrupted because of ENT disease or abnormality. The child's relationship with the ENT consultant and SLT may span several years, and communication difficulties may persist after any apparent physical problem has resolved. It is essential to jointly consider the optimum timing for any surgical and speech interventions so that services are better targeted and cost-effective.