Early Intervention for Children With Cleft Palate: First Report on the Wechsler Preschool and Primary Scale of
Tomoko Mori1,2,3, Toko Hayakawa2,4, Chisako Inoue1,2,3
1Division of Research and Treatment for Oral and Maxillofacial Congenital Anomalies, School of Dentistry, Aichi Gakuin University, Nagoya, Aichi, Japan.
Insights
Early speech intervention for children with cleft palate significantly boosts cognitive development, particularly verbal IQ. This early intervention program shows promising results for enhancing crystallized intelligence in this population.
Area of Science:
- Pediatric Speech-Language Pathology
- Developmental Psychology
- Craniofacial Anomalies Research
Background:
- Early intervention is crucial for children with cleft palate.
- An Early Intervention Program (EI Program) was established in 2010.
- This study evaluates the EI Program's impact on cognitive development.
Purpose of the Study:
- To examine the relationship between EI Program participation and cognitive development in children with cleft palate.
- To assess the effectiveness of early speech intervention.
- To identify cognitive differences between EI participants and controls.
Main Methods:
- Compared 33 children in the EI group with 40 control children (cleft palate, post-palatoplasty).
- Administered the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) at age four.
- Assessed full-scale IQ, verbal IQ, and performance IQ.
Main Results:
- Children with cleft palate showed higher performance IQ and lower verbal IQ than norms.
- The EI group had significantly higher full-scale IQ and verbal IQ than the control group.
- Verbal IQ, reflecting crystallized intelligence, was positively impacted by the EI program.
Conclusions:
- Early speech intervention via the EI Program may enhance crystallized intelligence in children with cleft palate.
- Participation in the EI Program is associated with improved cognitive outcomes.
- Findings support the importance of comprehensive early intervention for this population.
Abstract:
In recent years, the necessity of early intervention in speech therapy for children with cleft palate has become widely recognized. To achieve more effective treatment outcomes through comprehensive early intervention, we launched an Early Intervention Program (EI Program) in 2010 at the Department of Speech and Orofacial Function Development, Aichi Gakuin University Dental Hospital. As part of a series of studies to evaluate the effectiveness of the EI Program, the present study aimed to examine the relationship between participation in the EI Program and cognitive development in children with cleft palate. A total of 33 children who underwent palatoplasty and participated in the EI Program (EI group) and 40 children who did not participate (control group) at the Cleft Lip and Palate Center were included. The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was administered at age four to assess full-scale IQ, verbal IQ, and performance IQ. Results showed that, overall, children with cleft palate exhibited higher performance IQ but slightly lower verbal IQ compared to population norms. Moreover, the EI group demonstrated significantly higher full-scale IQ and verbal IQ compared to the control group. Given that verbal IQ reflects crystallized intelligence developed through learning and experience, these findings suggest that early speech intervention may contribute to promoting crystallized intelligence development in children with cleft palate.
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