Language and social/emotional problems identified at a universal developmental assessment at 30 months
Fiona Sim1, John O'Dowd, Lucy Thompson
1Institute of Health and Wellbeing, College of Medical, Veterinary and Health Sciences, University of Glasgow, Caledonia House, Royal Hospital for Sick Children, Glasgow, Yorkhill, G3 8SJ, UK. fiona.sim@glasgow.ac.uk.
Insights
A universal 30-month health visitor contact identified significant language and social/emotional difficulties in preschoolers. This early screening helps detect issues in children previously considered low-risk, aiding timely intervention.
Area of Science:
- Child development
- Public health
- Developmental pediatrics
Background:
- Preschool language and neurodevelopmental problems can hinder learning.
- Early identification is crucial for intervention.
- A universal 30-month health visitor contact was implemented to address these issues.
Purpose of the Study:
- To assess the uptake of a new universal 30-month health visitor contact.
- To quantify the prevalence of language delay.
- To quantify social/emotional difficulties in young children.
Main Methods:
- A universal health visitor contact was offered to all 30-month-old children in four Glasgow localities.
- Data on language and social-emotional development were collected using the Strengths and Difficulties Questionnaire (SDQ), Sure Start Language Measure, and a two-item language screen.
- Assessment completion rates were high (78%) and did not vary by socio-economic status.
Main Results:
- 3-8% of children exhibited language delay, varying by assessment method.
- 8.8% scored in the abnormal range for total difficulties on the SDQ, with 31.1% showing abnormalities in at least one subscale.
- A significant overlap was observed between language delay and abnormal social/emotional scores.
Conclusions:
- Universal neurodevelopmental screening at 30 months identifies a substantial number of children with language and social/emotional difficulties.
- These findings highlight the need for further investigation into the nature of these difficulties and their service implications.
- Early identification, even in low-risk populations, is vital for addressing developmental challenges.
Background:
Preschool language and neurodevelopmental problems often persist and impede learning. The aims of the current study are to assess the uptake of a new universal 30 month health visitor contact and to quantify the prevalence of language delay and social/emotional difficulties.
Methods:
All families of 30 month old children in four Glasgow localities were offered a visit from their health visitor. Structured data were collected relating to language, social and emotional development using three instruments; The Strengths and Difficulties Questionnaire (SDQ), the abbreviated Sure Start Language Measure and a two-item language screen.
Results:
From an eligible population of 543 children, there was a 90% return rate of contact forms from the health visitors, and assessments were completed on 78% of eligible children. Visit completion rates did not differ significantly by socio-economic status. 3-8% of children were reported to have language delay depending on the method of assessment. 8.8% of children scored in the "abnormal" range of SDQ total difficulties scores and 31.1% had an abnormality in at least one subscale. There was substantial overlap between language delay and abnormal scores on the SDQ.
Conclusions:
Universal assessment of neurodevelopmental function at 30 months identified a significant proportion of children, including those previously considered at low risk, with both language and social/emotional difficulties. Further work is required to assess the precise nature of these difficulties and to assess the potential impact on services.
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