Developmental delay is a common diagnosis given in clinical practice to young children whose developmental milestones fail to be met in a typical age-expected manner. Research on early delays in speech and motor milestones remains unclear regarding long-term developmental outcomes. Assessment of developmental milestones and the relative meaning
of delays are not always clear. Some clinicians may consider a delay to simply represent a developmental lag and others may view the delay as central nervous system pathology that may resolve or subsequently manifest differently with aging of the Central Nervous System (CNS). Developmental delay is considered when a child fails to meet one or more developmental milestones related to motor, speech and language, social functioning, or daily living skills [1-5]. Incidence reports that a diagnosis of developmental delay occurs in up to 15% of children under age five, with the incidence increasing from 12.84% to 15.04% over the past 12 years. Delays may present as varying issues and result in different prognosis among children. The research on early delays is somewhat unclear in terms of persistence of impairments or evolution to other disorders. Though similar in age, grade level, and economic status, the children with developmental delays were compared with children without delays. Results revealed that the group of children with developmental delays had significantly lower Full Scale IQâs and academic achievement scores (Reading and Mathematics). Across other neuropsychological measures, children with delays had lower scores than non-delayed children; however, no measureable impairments (when neuropsychological variables are compared to Full Scale IQ). Chi square showed the delay group to be more likely to subsequently be diagnosed with ADHD.
Last date updated on June, 2014