Developmental Language Disorder: Early Predictors, Age for the Diagnosis, and Diagnostic Tools. A Scoping Review.

age of assessment developmental language disorder diagnostic tools early predictors evidence-based medicine language delay late talkers screening tools

Journal

Brain sciences
ISSN: 2076-3425
Titre abrégé: Brain Sci
Pays: Switzerland
ID NLM: 101598646

Informations de publication

Date de publication:
17 May 2021
Historique:
received: 07 04 2021
revised: 09 05 2021
accepted: 12 05 2021
entrez: 2 6 2021
pubmed: 3 6 2021
medline: 3 6 2021
Statut: epublish

Résumé

Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children. We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies. Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy. Monitoring risk situations and employing caregivers' reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.

Sections du résumé

BACKGROUND BACKGROUND
Developmental Language Disorder (DLD) is frequent in childhood and may have long-term sequelae. By employing an evidence-based approach, this scoping review aims at identifying (a) early predictors of DLD; (b) the optimal age range for the use of screening and diagnostic tools; (c) effective diagnostic tools in preschool children.
METHODS METHODS
We considered systematic reviews, meta-analyses, and primary observational studies with control groups on predictive, sensitivity and specificity values of screening and diagnostic tools and psycholinguistic measures for the assessment of DLD in preschool children. We identified 37 studies, consisting of 10 systematic reviews and 27 primary studies.
RESULTS RESULTS
Delay in gesture production, receptive and/or expressive vocabulary, syntactic comprehension, or word combination up to 30 months emerged as early predictors of DLD, a family history of DLD appeared to be a major risk factor, and low socioeconomic status and environmental input were reported as risk factors with lower predictive power. Optimal time for screening is suggested between age 2 and 3, for diagnosis around age 4. Because of the high variability of sensitivity and specificity values, joint use of standardized and psycholinguistic measures is suggested to increase diagnostic accuracy.
CONCLUSIONS CONCLUSIONS
Monitoring risk situations and employing caregivers' reports, clinical assessment and multiple linguistic measures are fundamental for an early identification of DLD and timely interventions.

Identifiants

pubmed: 34067874
pii: brainsci11050654
doi: 10.3390/brainsci11050654
pmc: PMC8156743
pii:
doi:

Types de publication

Journal Article Review

Langues

eng

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Auteurs

Alessandra Sansavini (A)

Department of Psychology "Renzo Canestrari", University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy.
CLASTA-Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy.

Maria Elena Favilla (ME)

Department of Education and Human Sciences, University of Modena and Reggio Emilia, Viale Allegri 9, 42121 Reggio Emilia, Italy.

Maria Teresa Guasti (MT)

Department of Psychology, University Milano-Bicocca, Piazza Ateneo Nuovo 1, 20121 Milano, Italy.

Andrea Marini (A)

Department of Language and Literatures, Communication, Education and Society, Università di Udine, Via Margreth, 3, 33100 Udine, Italy.
Scientific Institute IRCCS "Eugenio Medea", San Vito al Tagliamento, 33078 Pordenone, Italy.

Stefania Millepiedi (S)

Department of Mental Health, ATNO, Via Cocchi, 7/9, 56121 Pisa, Italy.

Maria Valeria Di Martino (MV)

Health Professions Integrated Service, Azienda Ospedaliera dei Colli di Napoli, 80131 Napoli, Italy.

Simona Vecchi (S)

Department of Epidemiology, Lazio Regional Health Service, Via Cristoforo Colombo, 112, 00154 Rome, Italy.

Nadia Battajon (N)

Neonatal Intensive Care Unit Mother and Child Department, Ca' Foncello Hospital, Via Sant'Ambrogio di Fiera, 37, 31100 Treviso, Italy.

Laura Bertolo (L)

AIRIPA Associazione Italiana per la Ricerca e l'Intervento nella Psicopatologia dell'Apprendimento, Via Astichello, 10, 35135, Padova, Galleria G. Berchet, 3, 35131 Padova, Italy.

Olga Capirci (O)

Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy.

Barbara Carretti (B)

Department of General Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy.

Maria Paola Colatei (MP)

Department of Clinical Medicine, Public Health, Life and Environmental Sciences, University of L'Aquila, Palazzo Camponeschi, Piazza Santa Margherita 2, 67100 L'Aquila, Italy.

Cristina Frioni (C)

Studio di Psicoterapia e Riabilitazione dell'età evolutiva, Via Annone 1, 00199 Roma, Italy.

Luigi Marotta (L)

Department of Intensive and Robotic Neurorehabilitation, IRCCS Bambino Gesù Children's Hospital, Lungomare Marconi 36, 00058 S. Marinella, Roma, Italy.

Sara Massa (S)

Azienda Usl Toscana Centro, Piazza Santa Maria Nuova 1, 50121 Firenze, Italy.

Letizia Michelazzo (L)

Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy.

Chiara Pecini (C)

Department of Education, Languages, Intercultures, Literatures and Psychology, University of Florence, Complesso di San Salvi, Padiglione 26, Via di San Salvi 12, 50135 Firenze, Italy.

Silvia Piazzalunga (S)

Department of Biomedical and Clinical Sciences "L. Sacco", Università degli Studi di Milano, Via G.B.Grassi, 74, 20157 Milano, Italy.

Manuela Pieretti (M)

Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy.

Pasquale Rinaldi (P)

Institute of Cognitive Sciences and Technologies, National Research Council, Via Nomentana 56, 00161 Rome, Italy.

Renata Salvadorini (R)

UO Neurology and Neurorehabilitation, IRCCS Stella Maris Foundation, Viale del Tirreno 331, 56128 Calambrone, Italy.

Cristiano Termine (C)

Department of Medicine and Surgery, University of Insubria, Via Ravasi 2, 21100 Varese, Italy.

Mariagrazia Zuccarini (M)

Department of Psychology "Renzo Canestrari", University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy.

Simonetta D'Amico (S)

CLASTA-Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy.
Biotechnological and Applied Clinical Sciences, University of L'Aquila, P.le S. Tommasi, 1, 67100 Coppito, Italy.

Anna Giulia De Cagno (AG)

Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy.

Maria Chiara Levorato (MC)

CLASTA-Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Roma, Italy.
Department of Developmental Psychology and Socialization, University of Padova, Via Venezia 8, 35131 Padova, Italy.

Tiziana Rossetto (T)

Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Roma, Italy.

Maria Luisa Lorusso (ML)

Department of Child Psychopathology, Scientific Institute IRCCS E. Medea, Via Don Luigi Monza 20, 23842 Bosisio Parini, Italy.

Classifications MeSH