Background: the delay in language development is characterized by qualitative and quantitative underdevelopment of the vocabulary and the lack of formation of expressive speech. This violation belongs to the mildest speech pathologies, however, there is a high probability of the presence of concomitant mental pathology and the occurrence of adaptation problems at school age. In the etiology of delayed language development, its multifactorial nature has been established. Thus, there is a need to develop a tool that predicts the formation of a delay in speech development in children for the timely implementation of preventive measures.Aim of the study: to develop a tool for predicting speech development delay in children under one year old using artificial intelligence algorithms.Patients and methods: 196 children were examined. The mean age was 26.9 months (SD ± 5.5 months). The sample was divided into two groups: the first included patients with delayed speech development (n = 98), the second included children with normal speech development (n = 98). Speech status was assessed using a questionnaire to determine the speech development of a child aged 18 to 36 months (Language Development Survey). In assessing the risk factors for the occurrence of speech development delay, the “Anamnestic Card of the child” was used. To create a neural network that predicts speech delay in children under one year old, a model was developed and trained using the Keras library for the Python 3.0 programming language.Results: the analysis of the accuracy of the neural network showed a high result — 89% of the cases during the training of the model were identified correctly. At the same time, the sensitivity of the model on the test sample was 100%, and the specificity was 90%.Conclusions: the developed method can be used to create a tool for predicting speech development delay in children up to 3 years of age, which will allow for differentiated therapeutic and preventive measures that contribute to the harmonious development of the child.

Background. Grammatical incorrectness of speech, lack of formation of speech and communicative functions are often caused by dysregulation of cognitive, logical and verbal thinking. At the same time, in recent years there has been a significant increase in the prevalence of speech development delay, which is not associated with impaired intelligence of children, sensory and neurological lesions, but is often combined with other problems of their neuropsychic development and leads to significant impairments in social interaction. In cases where there is no favorable ontogenesis, the isolated use of speech therapy correction of speech disorders is not sufficient. Children with disharmonious development need an in-depth study of speech, psychomotor and emotional-behavioral spheres. At the same time, psychiatrists note the difficulties in diagnosing borderline mental disorders in young children with delayed speech development. Objective: to substantiate the expediency of methods for differentiated diagnosis of disorders in the psychomotor and emotional-behavioral spheres of children of early age with delayed speech development. Study Material. The main group included children (n=100) aged 1.5 to 3 years with a diagnosis of Expressive language disorder (ICD-10 F80.1). The control group (n=50) consisted of children with typical speech development examined by a psychiatrist in connection with a planned medical examination. Methods: clinicalpsychopathological, contextual analysis of behavior. Clinical and diagnostic methods: psychodiagnostic test Schedule of neuropsychological examination of infants (GNOM), Bailey scale for diagnosing the development of infants, Achenbach's Child Behavior Sheet questionnaire. Statistical data processing was carried out using descriptive methods. Results. Mental disorders in children in the psychomotor, emotional and behavioral spheres were identified and assessed. The necessity of participation of a child psychiatrist in the diagnosis and rehabilitation of children with delayed speech development is substantiated. The use of the diagnostic scheme developed as a result of the study with the inclusion of clinical diagnostic methods will allow timely detection and correction of concomitant mental disorders in young children with delayed speech development, which will contribute to their harmonious development, reducing the risk of developing persistent and severe mental disorders in the future, improving the adaptation and quality of life of the family as a whole.

Introduction The number of children with developmental language delay is growing. But the isolated use of speech therapy doesn’t always help to improve the long-term prognosis. It was found that developmental language delay is almost never the only violation of a child. Objectives To develop the prevention program of emotional and behavioral disorders in children with developmental language delay. Methods 100 children with developmental language delay (70 boys; Mage= 26.9 months, SD = 5.5) and 50 children with typical language development were studied by clinical follow-up method. The clinical method was supplemented by the Bayley Scale, the Language Development Survey and the Child Behavior Checklist 1½ -5. Results A comprehensive children examination revealed developmental language delay risk factors, the psychomotor profile of the children, and the types of emotional and behavioral impairments, which were determined by us as: emotionally labile, emotionally detached and oppositional. The presence of subclinical disorders symptoms in children makes it necessary to carry out preventive measures. The primary prevention consists of pregnancy planning, effective care in pregnancy and childbirth. The secondary prevention aims to early diagnosis of developmental language delay, risk factors assessment of emotional and behavioral disorders and effective methods application of language and psychomotor development correction. Tertiary prevention have to individualized solves the children problems in accordance with revealed types of emotional and behavioral impairments. But the most important part is psychoeducation (special courses for parents and children with developmental language delay). Conclusions The prevention program was developed to prevent numerous psychiatric problems in childhood and adolescence. Disclosure No significant relationships.

No abstract

No abstract