Farklı gelişimsel problemlerin ilk bulgusu: Konuşma gecikmesi

Abstract

Objective: The aim is to evaluate sociodemographic characteristics, differential diagnoses and risk factors of children with language delay . Material and Methods: This retrospective study was included 222 children with language delay referred to a tertiary developmental-behavioral pediatrics clinic. Children were evaluated with the Bayley Scales of Infant and Toddler Development 2nd Edition and Guide for Monitoring and Child Development. Results: Most of families (78%) firstly admitted to pediatricians. Only 38.7% of the children had expressive language disorder, while 39.6% had cognitive delay and 14% had autism spectrum disorder (ASD).   56.8% of the children did not have book. Book ownership decreased with increasing sibling count and lower parents educational level. Kindergarten/pre-school education was in only 3.2% of the children. 15.8% of the children did not have any opportunity for peer relationship. Most of the children (82.4%) had daily screen time above 4 hours. Mental Developmental Index scores were lower in children with lack of books, and parents with ≤8 years of education. Conclusion: S erious neurodevelopmental problems including cognitive delay and ASD should be considered in children with language delay . P ediatricians play a central role in early diagnosis, appropriate management and should guide the families about protective factors that affect language development.