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[Language disorders in children: diagnostic, pathogenetic and developmental aspects].

L Saccomani1

  • 1Divisione e Cattedra di Neuropsichiatria Infantile, Istituto Gaslini, Genova, Italia.

La Pediatria Medica E Chirurgica : Medical and Surgical Pediatrics
|November 1, 1990
PubMed
Summary

This study examined 163 children with developmental language disorders, identifying key causes like early brain damage and environmental factors. Early diagnosis and preschool rehabilitation are crucial for effective treatment.

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Area of Science:

  • Pediatric Neurology
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Developmental language disorders (DLDs) affect children's verbal comprehension and production.
  • Understanding pathogenetic factors and clinical features is vital for diagnosis and treatment.
  • Previous research highlights the need for early intervention in DLDs.

Purpose of the Study:

  • To investigate the pathogenetic factors, clinical features, and diagnostic criteria of DLDs in preschool children.
  • To evaluate the effectiveness of current diagnostic and treatment approaches.
  • To provide insights into therapeutic strategies and prognosis for various DLD subtypes.

Main Methods:

  • A cohort of 163 children (98 male, 65 female, aged 2.8-6.2 years) with language disorders was assessed.

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  • Evaluations included verbal comprehension and production, cognitive level, language function, communicative abilities, and handedness.
  • Diagnostic categories included uncomplicated language retardation, developmental dysphasia, acquired aphasia, and others.

    • Main Results:

    • The most common diagnoses were dysphasia/cognitive retardation (36.8%) and uncomplicated language retardation (31.2%).
    • Key pathogenetic factors included organic causes (early brain damage 51%, early otopathies 10%) and environmental factors (24%).
    • Other identified factors were emotive disorders (11%), familiarity (10%), and unknown etiology (2%).

    Conclusions:

    • Early diagnosis and intervention are critical for managing DLDs.
    • Increased cognitive-linguistic examinations in preschool settings are recommended.
    • Establishing rehabilitation services in nursery schools can improve outcomes for children with language disorders.