Background: Rapid advances in technology, especially in the field of telecommunication, have led to extraordinary levels of mothers’ exposures to radiofrequency electromagnetic fields (RF-EMFs) prior to or during pregnancy.Objective: The main goal of this study was to answer this question whether exposure of women to common sources of RF-EMFs either prior to or during pregnancy is related to speech problems in the offspring.Materials and Methods: In this study, mothers of 110 three-to-seven-year-old children with speech problems and 75 healthy children (control group) were interviewed. These mothers were asked whether they had exposure to different sources of EMFs such as mobile phones, mobile base stations, Wi-Fi, cordless phones, laptops and power lines. Chi square test was used to analyze the differences observed between the control and exposed groups.Results: Statistically significant associations were found between the use of cordless phone and offspring speech problems for both before pregnancy and during pregnancy maternal exposures (P=0.005 and P=0.014, respectively). However, due to high rate of mobile phone use in both groups, this study failed to show any link between mobile phone use and speech problems in offspring. Furthermore, significant associations were observed between living in the vicinity of power lines and speech problems again for both before pregnancy and during pregnancy maternal exposures (P=0.003 and P=0.002, respectively). However, exposure to other sources of non-ionizing radiation was not linked to speech problems. Moreover, exposure to ionizing radiation (e.g. radiography before and during pregnancy) was not associated with the occurrence of speech problems.Conclusion: Although this study has some limitations, it leads us to this conclusion that higher-than-ever levels of maternal exposure to electromagnetic fields could be linked to offspring speech problems.

Background: A child with a language impairment in the absence of significant sensory, psychiatric, neurological, or intellectual disorders should be diagnosed as having a specific language impairment (SLI). Data regarding the prevalence of SLI are rare and vary widely. A number of studies have been conducted in order to determine the prevalence of SLI in different populations. However, the prevalence of child language disorders in an Iranian population is unknown due to the limited epidemiologic studies in the field. In addition, many studies have found that children with SLI are at risk for social, behavioral, emotional, and educational difficulties. Objectives: The aim of this study was to estimate the prevalence of specific language impairment in 6-year-old Persian-speaking children. Patients and Methods:This research was an epidemiological study conducted over a three-month period in the summer of 2015 in Shiraz. The sample size was 180 children aged 6 years that included 95 boys and 85 girls who were recruited from 10 preschool centers in 9 urban areas in Shiraz using stratified sampling. The EpiSLI system was used to diagnose SLI. The Persian version of the test of language development (TOLD-P: 3) was employed to evaluate the children's oral language skills. A number of descriptive statistics was employed, such as rates, mean, and standard deviation. In addition, the Chi-square test was used to analyze the correlation between the prevalence of SLI with sex and area at a significance level of 0.05. Results: This study estimated the prevalence of SLI in 6-year-old Persian-speaking children to be 2.7%. In addition, the estimated prevalence rates of SLI in boys and girls were 2% and 3.5%, respectively. Also, there was no significant correlation between the estimated prevalence of SLI with sex and area (P > 0.05). Conclusions: According to the findings of this study, 2.7% of the 6-year-old Persian-speaking children living in urban areas of Shiraz and enrolling at preschool centers have a specific language impairment. Therefore, it is important to employ a screening system to identify these preschool children in order to prevent subsequent problems in school-aged children.

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