Development Delay, Child Development, Social Functioning, Speech Delay
Conditions
Keywords
early intervention, development, language
Brief summary
The goal of this observational study is to investigate perinatal, cognitive, linguistic and social-emotional correlates of developmental delays of preschool children. The study group consist of minimal 500 children between 3 and 6 years of age who will be examined by qualified diagnosticians. Participants will be evaluated with tasks related to the studied variables: cognitive functioning, linguistic skills and social-emotional functioning. Furthermore informations regarding social-emotional functioning of children, will be collected from parents. The main questions it aims to answer are: 1. Is there a relationship between perinatal factors and risk of occurrence of developmental delay disorder? 2. Is there a specific pattern of cognitive functioning in preschool children with indicated developmental delay disorder? 3. Is there a specific pattern of social-emotional functioning in preschool children with indicated developmental delay disorder? 4. Do gender and age moderates specific patterns of cognitive and socialemotional functioning in the studied groups? Researchers will compare the following groups of children between 3 and 6 years old: 1. With perinatal risks factors 2. With developmental delay disorder: 1. children with early intervention 2. children with delayed speech development 3. Control group
Interventions
Psychological assessment of cognitive, linguistic and social-emotional functioning.
Sponsors
Bartosz M. Radtke
Study design
Observational model
OTHER
Time perspective
CROSS_SECTIONAL
Eligibility
Sex/Gender
ALL
Age
3 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
* Children aged 3 to 6 years at the time of assessment. * Attendance at preschool education. * Written informed consent provided by a parent or legal guardian. * Ability to participate in standardized psychological assessment. * Assignment to one of the predefined study cohorts based on developmental history and clinical information.
Exclusion criteria
* Age below 3 years or above 6 years. * Severe acute medical condition preventing participation. * Severe uncorrected sensory impairment interfering with valid assessment. * Lack of parental informed consent.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Cognitive Functioning Index as measured by the Battery of Methods for the Diagnosis of Psychomotor Development in Children aged 3-6 (B3/6) | Baseline | The Cognitive Functioning Index is a composite score derived from the Cognitive Area of the B3/6 battery. It evaluates visual-spatial processing (Blocks, Puzzles), working memory (Frog recall tasks, Sentence repetition), planning (Mazes), and naming speed. Data will be reported as a standardized score (mean=100, SD=15). |
| Phonological Processing Index as measured by the Battery of Methods for the Diagnosis of Psychomotor Development in Children aged 3-6 (B3/6) | Baseline | Description: This index assesses linguistic skills through the Phonological Processing scale of the B3/6 battery. It includes tasks measuring syllabic and phonemic analysis and synthesis, as well as sound abstraction. Data will be reported as a standardized score (mean=100, SD=15). |
| Social-Emotional Development Score as measured by the Battery of Methods for the Diagnosis of Psychomotor Development in Children aged 3-6 (B3/6) | Baseline | Description: This score evaluates the child's social-emotional competence through the Social-Emotional Area of the B3/6 battery. The assessment covers three key components: naming emotions, recognizing emotions, and empathy. Data will be reported as a standardized score (mean=100, SD=15). |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| General intellectual functioning measured by the Stanford-Binet 5 (SB5) | Baseline | Stanford-Binet Intelligence Scales-Fifth Edition (SB5). A standardized test which assessment two main intellectual domain (Nonverbal and Verbal). Each domain consist of five scales (Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory). This test is based on the Cattel-Horn-Carroll Intelligence Theory (CHC). |
| Nonverbal Intelligence Quotient (NIQ) as measured by the Primary Test of Nonverbal Intelligence (PTONI) | Baseline | Description: The PTONI is a standardized, norm-referenced instrument designed to assess nonverbal reasoning and problem-solving skills in young children. It measures abilities such as analogical reasoning, categorical classification, and sequential reasoning. The test requires no verbal response from the child. The results will be reported as a standardized index score (mean=100, SD=15). |
| Early social-emotional development | Baseline | The Emotional Development Scale for Children Aged 3-6. A standardized test for assessing the emotional development of preschool children, which consists of three diagnostic scales: 1) Recognizing emotions, 2) Naming emotions and 3) Emotions in social situations. |
| Birth weight | Baseline (retrospective data) | Description: The weight of the newborn at birth, collected retrospectively from medical records or parental report. Data will be reported in grams. |
| Gestational age at birth | Baseline (retrospective data) | Description: The number of completed weeks of pregnancy at the time of delivery, collected retrospectively. Data will be reported in weeks. |
| Apgar score | Baseline (retrospective data) | Description: The Apgar score recorded 5 minutes after birth, representing the newborn's physical condition. The score ranges from 0 to 10, where higher scores indicate better health status. |
| Occurrence of perinatal complications | Baseline (retrospective data) | Description: Number of participants who experienced medical complications during the perinatal period (e.g., hypoxia, infections). Reported as a categorical frequency (Yes/No). |
| Socio-demographic data | Baseline | Authors survey of socio-demographic data, including: gender, month and year of birth, size of place of residence, region of residence, age of starting preschool, diagnosis (if any), parents education level |
Countries
Poland
Contacts
CONTACTRafał Nowicki, MA
STUDY_DIRECTORAriadna Łada-Maśko, PhD
Laboratory of Psychological and Educational Tests
PRINCIPAL_INVESTIGATORUrszula Sajewicz-Radtke, PhD
Laboratory of Psychological and Educational Tests
PRINCIPAL_INVESTIGATORBartosz M Radtke, PhD
Laboratory of Psychological and Educational Tests
Outcome results
None listed