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<p>This quantitative research project examines the impact of birth-related risk factors on language and executive functioning (EF) development. A language delay is identified when&#xa0;a child develops the ability to understand and speak, but at a slower rate than the norm.&#xa0;Most children identified with language delays show significant improvements after three&#xa0;years and perform within normal limits on linguistic tasks, even though some difficulties&#xa0;may persist in more complex tasks. In contrast, a language disorder occurs when language&#xa0;development deviates from what is expected. Developmental Language Disorder (DLD)&#xa0;affects approximately 7% of all school-age children, significantly impacting reading and&#xa0;school success. An increased understanding of risk factors’ contribution to early language&#xa0;development would allow for better identification of those most at risk and the introduction&#xa0;of intervention before these difficulties interfere with learning and behaviour. This, in turn,would lead to better health and academic and social outcomes.&#xa0;Thirty-two monolingual anglophone children aged 37 months (SD = 4) were assessed&#xa0;in the context of this quantitative project. Parents completed a sociodemographic&#xa0;questionnaire to determine language and EF development risk factors. Concurrently,&#xa0;participants completed five standardized language and EF tasks known to be robust&#xa0;markers of Developmental Language Disorder (DLD). Results demonstrated that parental&#xa0;education and caregiver concerns regarding a child’s speech and language were most often&#xa0;found to be significant and predicted performance on tasks measuring language and EF.&#xa0;Overall, the results support the view that although biological risk factors are generally&#xa0;more predictive in the first year of life, environmental variables also play a vital role.&#xa0;Additionally, parental concern is essential when studying language development and&#xa0;should be considered during screening and evaluation. Finally, education should be&#xa0;provided to caregivers in the early years to increase their understanding of their essentialrole in their child’s overall development.</p>

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Risk and Predictive Factors in the Identification of Developmental Language Disorders (DLD): A Quantitative Study

  • 期刊论文

  • 发表日期：

    2025年10月22日

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  • Roxanne Belanger,
  • Janine O’Coin

摘要

This quantitative research project examines the impact of birth-related risk factors on language and executive functioning (EF) development. A language delay is identified when a child develops the ability to understand and speak, but at a slower rate than the norm. Most children identified with language delays show significant improvements after three years and perform within normal limits on linguistic tasks, even though some difficulties may persist in more complex tasks. In contrast, a language disorder occurs when language development deviates from what is expected. Developmental Language Disorder (DLD) affects approximately 7% of all school-age children, significantly impacting reading and school success. An increased understanding of risk factors’ contribution to early language development would allow for better identification of those most at risk and the introduction of intervention before these difficulties interfere with learning and behaviour. This, in turn,would lead to better health and academic and social outcomes. Thirty-two monolingual anglophone children aged 37 months (SD = 4) were assessed in the context of this quantitative project. Parents completed a sociodemographic questionnaire to determine language and EF development risk factors. Concurrently, participants completed five standardized language and EF tasks known to be robust markers of Developmental Language Disorder (DLD). Results demonstrated that parental education and caregiver concerns regarding a child’s speech and language were most often found to be significant and predicted performance on tasks measuring language and EF. Overall, the results support the view that although biological risk factors are generally more predictive in the first year of life, environmental variables also play a vital role. Additionally, parental concern is essential when studying language development and should be considered during screening and evaluation. Finally, education should be provided to caregivers in the early years to increase their understanding of their essentialrole in their child’s overall development.