Comparative Analysis of Intervention Approaches for Language Developmental Delay in Children Under and Over 3 Years of Age.

OBJECTIVE: Language developmental delay is a common developmental disorder in children. This study stands out by conducting a comparative analysis between conventional intervention and early comprehensive intervention in children under and over 3 years of age. Unlike previous studies, our research delves into the distinctive impacts of these interventions on various developmental aspects, such as adaptive behavior, gross and fine motor skills, language, and personal social behavior.

METHODS: The research subjects were children diagnosed with language developmental delay who received intervention treatment at Quanzhou Children's Hospital between January 2021 and December 2022. After excluding children who did not meet the complete inclusion criteria, a total of 80 cases were included in the study. First, the clinical characteristics of all children were analyzed by separating the children by age and quantifying developmental quotients. Subsequently, the children were divided into either a control group or a research group. Children in both groups received conventional intervention, and those in the research group were also given early comprehensive intervention. Each group consisted of 40 children, and the intervention effects of the 2 groups were compared and discussed.

RESULTS: Children over 3 years of age had significantly lower developmental quotient values in various developmental areas (adaptive behavior, gross motor skills, fine motor skills, language, and personal social behavior) than those under 3 years of age (all P < .001). After the intervention, the assessment results of the research group using the Sign-Significant Language Developmental Delay Assessment Method were significantly better than those of the control group (all P < .001). After the intervention, the research group showed significant increases in speech and language expression, auditory perception and comprehension, visual-related understanding and expression, and total score, as assessed using the Early Language Development Progress Scale, compared with the control group (P = .034 for poor communication attitude, P = .028 for abnormal motor issues, and P = .042 for abnormal language comprehension abilities). After the intervention, all indicators of social behavior abilities in the research group were significantly higher than those in the control group (P = .019 for independent living skills, P = .024 for motor skills, P = .047 for homework performance, P = .017 for social interactions, P = .035 for group activity capabilities, and P = .022 for self-management ability scores), as assessed by the Infant to Middle School Social Life Skills Scale.

CONCLUSION: Language developmental delay is a common childhood developmental disorder with a higher prevalence among males. Most cases are observed in children under 3 years of age, and as they age, they are more likely to develop global developmental delays. Early comprehensive intervention can significantly improve children's developmental status and enhance their social behavior abilities. Understanding the clinical characteristics of language developmental delay and early diagnosis, as well as implementing comprehensive intervention measures, are crucial for helping children overcome language difficulties. Through collaborative efforts, we can assist these children in realizing their full potential and achieving better language and social development.