Language Development Disorder, Attention Deficit Disorder, Behavioral Disorder
Conditions
Interventions
Group 1: Following a clinical retrospective and explorative design, data are extracted from patient files (medical reports written by physicians and psychologists, examinations, internal documentation
Sponsors
Lehrstuhl für Sozialpädiatrie
Eligibility
Sex/Gender
All
Age
3 Years to 8 Years
Inclusion criteria
Inclusion criteria: Children that consulted the Social Pediatric Center Schwabing with and/or due to language developmental problems.
Exclusion criteria
Exclusion criteria: Syndromes, severe diseases, intellectual disablilities, Autism Spectrum Disorder
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Correlation between the extent of screen exposure in the home environment and the child's language development delay and accompanying impairment in terms of communication and interaction, defined by the difference between chronological and language development age in the child's respective best-spoken language. A 'non-acquisition of the first language' is defined as a language development delay of more than half the age (e.g. Language development age < 24 months at the chronological age of 4;1 years or language development age < 3 years at the chronological age of 6;0 years), which quantitatively (low vocabulary) and qualitatively (little grammar recognizable in spontaneous speech and standardized testing, hardly any language comprehension) exceeds the extent of language development delays described clinically so far, and is characterized by a lack of catch-up development with good support until early school age. The relevant parameters were recorded using various standardized developmental tests (IQ, parent questionnaires, language tests for expressive and receptive language) as part of the consultations of the children by doctors, psychologists and speech therapists in the social pediatric center and excerpted from the reports of the specialists as part of the study. | — |
Secondary
| Measure | Time frame |
|---|---|
| - Physical impairment: e.g. problems with sleeping, eating, overweight, somatic problems - Cognitive impairment: e.g. nonverbal IQ, attention disorder, decreased learning performance, abnormal playing behavior - Emotional problems: e.g. aggressive behavior, anxiety, isolation - Social impairment: e.g. lack of/not adequate parent-child-interaction, interaction problems with peers, interpersonal conflicts (parents, siblings, kindergarten, school, ...) - Impairment with regard of social participation: e.g. the child's or the entire family's problem to participate in society Analyzing the secondary outcomes, not all aspects mentioned above have to be investigated in each participant. Since the research follows an explorative design, the aim of the study is to also capture context factors/problems of the language and interaction impairment in order to better understand the complex dimension, pathophysiology and related parameters of the primary phenomenon. These secondary endpoints are also collected during the initial data evaluation (review of information from the child's consultation file) (cf. primary endpoint). | — |
Countries
Germany
Contacts
Public ContactMonika Fink
Lehrstuhl für Sozialpädiatrie
Outcome results
None listed