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Related Experiment Video

Updated: Jul 16, 2026

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

[Early intervention for children with language developmental delay].

Yi-wen Zhang¹, Xing-ming Jin, Jun Ma

¹Department of Developmental and Behavioral Pediatrics, Shanghai Children's Medical Center, Shanghai Jiaotong University, Shanghai 200127, China.

Zhonghua Er Ke Za Zhi = Chinese Journal of Pediatrics

|March 14, 2007

Summary

Early intervention improves language and social skills in toddlers with developmental delays. A 12-month program combining medical and educational support significantly boosted developmental quotients in children aged 1-2 years.

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Published on: December 14, 2012

Assessing Dyslexia at Six Year of Age

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Published on: May 1, 2020

Area of Science:

Developmental Pediatrics
Early Intervention
Child Language Acquisition

Background:

Language developmental delay is a significant concern in early childhood.
Understanding effective intervention modes is crucial for addressing delays in young children.
China's context requires tailored approaches for early intervention services.

Purpose of the Study:

To explore a feasible intervention model for children with language developmental delay in China.
To assess the effectiveness of a combined medical and educational early intervention program.

Main Methods:

A 12-month intervention study involving 206 children aged 13-24 months in Shanghai.
Children identified with language delay (vocabulary < 5th percentile) received targeted intervention.
Intervention involved developmental assessments, goal setting by pediatricians, and therapy by trained kindergarten teachers; Gesell scale used for pre/post assessment.

Main Results:

Significant improvements observed in developmental quotient (DQ) for language (P < 0.01) and personal-social behavior (P < 0.01) after 12 months.
Adaptive behavior DQ also showed significant elevation (P < 0.05).
A notable 'catching up' effect was evident, with language and personal-social developmental ages increasing by approximately 18 and 16 months, respectively; 71.4% achieved normal language ability.

Conclusions:

A collaborative model integrating medical and educational expertise is a feasible approach for early intervention.
This intervention model significantly enhances language and communication abilities in children aged 1-2 years.
Early intervention is critical for improving developmental outcomes in toddlers with language delays.