Задержка речевого развития у детей

Language disorder marked by delayed language development
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. Language is a uniquely human form of communication that entails the use of words in a standard and structured way. Language is distinct from communication. Communication is a two stage process. The first stage is the process of encoding the message into a set of words (or signs in the case of Sign Languages) and sentence structures that convey the required meaning, i. e. into language. In the second stage, language is translated into motor commands that control the articulators (hands, face, body, lungs, vocal cords, mouth, tongue, teeth, etc. ), thereby creating speech. Language delays are distinct from speech delays, in which the development of the mechanical and motor aspects of speech production are delayed. Many tend to confuse language delay with speech delay or even just late talker. All of these have different telltale signs and determining factors. Speech delay seems to be more similar to late talker compared to language delay. Speech is the verbal motor production of language, while language is a means of communication. Early language delays are only considered risk factors in leading to more severe language disorders. There are recognizable speech and language developmental milestones in children. For children with language delays, milestones in their language development may be different or slowed. Recent studies have shown the different milestones for children with language delay compared to children with normal language development. Language delays are often identified when a child strays from the expected developments in the timeline of typical speech and language developmental milestones that researchers agree on. Around 2 months, babies can make "cooing" sounds. Around 18 months, toddlers can produce 10 words and follow simple commands. This may involve gaining information from sounds and words, visual information from surrounding environment, written information and grammar. Expressive language refers to the use of sentences (made of words or signs) to communicate messages to others. It enables children to express their needs and wants to the people around them, interact with others and develop their language skills in speech and writing. Some expressive language skills include putting words together into sentences, being able to label objects in an environment and describing events and actions. They may have trouble with receptive language skills such as identifying vocabulary and basic concepts, understanding gestures, following directions and answering questions. Expressive language symptoms come in many forms and each one is treated with different methods.

A language delay is most commonly identified around 18 months of age with an enhanced well baby visit.

Regular appointments with a pediatrician in infancy can help identify signs of language delay. According to the American Academy of Pediatrics (AAP), formal screening for language delay is recommended at three ages: 9, 18, and 24–30 months. Screening is a two part process: first, a general developmental screening using tools such as the Parents' Evaluation of Developmental Status or Ages and Stages Questionnaire (ASQ 3); and second, specific screening for autism spectrum disorder using tools like the Modified Checklist for Autism in Toddlers. Not all patients with language delay have autism spectrum disorder, so the AAP recommends both screens to assess for delays in developmental milestones. However, the US Preventive Services Task Force (last updated in 2015) has determined that there is insufficient evidence to recommend screening for language delay in children under the age of 5. Other national panels, including the UK National Screening Committee and Canadian Task Force for Preventive Health Care, have also concluded that there is limited evidence on the benefits of screening all infants for language delay.

Language delays are the most frequent developmental delays, and can occur for many reasons. A delay can be due to being a "late bloomer", "late talker", or a more serious problem. Such delays can occur in conjunction with a lack of mirroring of facial responses, unresponsiveness or unawareness of certain noises, a lack of interest in playing with other children or toys, or no pain response to stimuli.

Studies have failed to find clear evidence that a language delay can be prevented by training or educating health care professionals in the subject. Overall, some of the reviews show positive results regarding interventions in language delay, but are not curative. To treat an already existing language delay a child would need Speech and Language Therapy to correct any deficits. These therapists can be found in schools, clinics, through home care agencies, and also colleges where Communication Sciences and Disorders are studied. Most young children with language delay recover to a normal range by five years of age. Social and play skills appear to be more difficult for children with language delays due to their decreased experience in conversation. Speech pathologists utilize methods such as prompting to improve a child's social skills through play intervention. While recent studies have consistently found play intervention to be helpful, further research is required in order to determine the effectiveness of this form of therapy. Unfortunately, there is still not a lot of methods and cures that help children with language delay. However, there have been some recent therapy methods that have caused improvement in children with language delay. Certain types of therapy have been seen to show more or better improvement for the children compared to regular speech therapy. One such example is in the form of therapeutic horseback riding. It is also mentioned in a study that animals are a good source of therapy for children with special needs in areas including communication skills. In regards to demographic factors causing language delay, specifically poverty, system level changes improve access to treatment and therapy for children with language delay. Parents have the ability to maintain language delay by offering the child a non verbal environment or one where their communication may not be challenged. Intervention programs and strategies are found to be beneficial to children with a specific language impairments. Research has found that the management strategies put to use are influenced by the child and the important participation of the parents.