EARLY IDENTIFICATION AND EARLY INTERVENTION AS CORRELATE OF LANGUAGE DEVELOPMENT IN INFANTS AND TODDLERS AT RISK OF COMMUNICATION DISORDER

CHAPTER ONE

INTRODUCTION

Background of the study

The acquisition of language skills in newborns and toddlers is a crucial component of their holistic development and consequent achievement in academics. Nevertheless, some youngsters are susceptible to encountering delays or aberrations in their communication abilities, which may greatly affect their capacity to engage, acquire knowledge, and flourish (Johnson & Smith, 2020). Timely detection and early intervention are crucial in tackling these difficulties and facilitating the best possible language development. Existing research suggests that the process of language development starts at an early stage in life, since newborns have an inherent ability to acquire language from the moment of their birth. On average, newborns start generating their first words and participating in basic conversation with their carers by the age of one (Jeanrose, 2015). This first stage of language development establishes the basis for more intricate verbal skills that become apparent throughout toddlerhood and extending beyond. Communication disorders include a spectrum of challenges that impact speech, language, and social interaction. These problems may present as symptoms such as speech production delays, restricted vocabulary, language comprehension issues, or social interaction challenges (Lawal, Karia, Buttar, Larsen & Mulwafu, 2016). In the absence of prompt intervention, communication problems may last into later stages of infancy and adolescence, presenting substantial obstacles to academic success and social functioning. Indicators of communication dysfunction in infants and toddlers may include restricted babbling, decreased reactivity to noises or gestures, and delayed initiation of speech (Law Roulstone & Lindsay, 2015). 

Furthermore, contextual variables, such as socioeconomic position, parental educational attainment, and exposure to surroundings abundant in languages, might impact the paths of language development and worsen the likelihood of encountering communication challenges. Timely identification of babies and toddlers who are susceptible to communication disorder is essential for implementing focused treatments that may reduce possible difficulties and enhance the best possible language results (MacRoy-Higgins & Dalton, 2015). Quantitative assessment instruments, such as the Ages and Stages Questionnaires (ASQ) and the Communication and Symbolic Behaviour Scales (CSBS), provide significant insights into the developmental advancement of children and facilitate the early detection of areas of concern.

Furthermore, early intervention programs, such as speech-language therapy, parent-child interaction treatments, and augmentative and alternative communication tools, have shown effectiveness in promoting language development in groups at significant risk. Commonly, these treatments target the improvement of communication skills, the development of language understanding and expression, and the cultivation of social communication capacities in babies and toddlers (Bishop et al, 2016). Although early detection and intervention are crucial, there are still known gaps in our knowledge of the exact connections between these variables and language development outcomes in groups who are at risk. Rectifying these deficiencies is crucial for improving evaluation methods, customising therapeutic strategies, and maximising results for babies and toddlers who are at risk of communication disorder (Bishop et al, 2016).  Therefore, the study assess early identification and early intervention as correlate of language development in infants and toddlers at risk of communication disorder.

1.2 Statement of the problem

The first phases of language acquisition in newborns and young children are crucial for their comprehensive cognitive, social, and emotional development. Nevertheless, some youngsters are susceptible to encountering communication difficulties, which may greatly hinder their capacity to develop language abilities. Timely detection and intervention are crucial in reducing the consequences of communication problems. However, it is necessary to have a deeper understanding of the efficacy of these methods in promoting language development in vulnerable babies and toddlers.According to Rantalainen, Paavola-Ruotsalainen, and Kunnari (2022). Therefore, the primary aim of this research is to assess the correlation between early identification and early intervention strategies and language development outcomes in infants and toddlers identified as being at risk of communication disorders

1.3 Objective of the study

The broad objective of the study is to assess early identification and early intervention as correlate of language development in infants and toddlers at risk of communication disorder. The specific objectives is as follows

Assess whether there is an early detection of infants and toddlers at risk of communication disorder.

Identify potential predictors of language development in infants and toddlers at risk of communication disorders

Explore the early intervention techniques aimed at promoting language development in infants and toddlers.

1.4 Research Questions

The following questions have been prepared to guide the study

Is there an early detection of infants and toddlers at risk of communication disorder?

What are the potential predictors of language development in infants and toddlers at risk of communication disorders?

What are the early intervention techniques aimed at promoting language development in infants and toddlers?

1.5 Significance of the study

The study will be significant to the following

Policymaker: Findings from the study can inform policymakers, healthcare professionals, educators, and caregivers about the importance of early identification and intervention in supporting language development. This, in turn, can influence the development of policies, guidelines, and practices aimed at ensuring that at-risk children receive the necessary support and resources from infancy onwards.

Academia: the study will be beneficial to the academic community as it will contribute to the existing literature.

1.6 Scope of the study

The study focuses on early identification and early intervention as correlate of language development in infants and toddlers at risk of communication disorder.  Hence, the study will assess whether there is an early detection of infants and toddlers at risk of communication disorder, identify potential predictors of language development in infants and toddlers at risk of communication disorders and  explore the early intervention techniques aimed at promoting language development in infants and toddlers. Therefore, the study is delimited to special needs school, Lagos State.

1.7 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint are: 

Time: The researcher encountered time constraint as the researcher had to carry out this research along side other academic activities such as attending lectures and other educational activities required of her.

Finance: The researcher incurred more financial expenses in carrying out this study such as typesetting, printing, sourcing for relevant materials, literature, or information and in the data collection process.

Availability of Materials: The researcher encountered challenges in sourcing for literature in this study. The scarcity of literature on the subject due to the nature of the discourse was a limitation to this study.

1.8 Definition of terms

Early Identification: This refers to the process of recognizing potential signs or indicators of a condition, in this case, communication disorders, in infants and toddlers at an early stage of development.

Early Intervention: Early intervention involves providing specialized support, therapies, or services to infants and toddlers identified as at risk of communication disorders, with the aim of addressing developmental delays or difficulties at the earliest possible stage.

Language Development: Language development refers to the gradual acquisition and refinement of language skills, including vocabulary, grammar, syntax, and communication abilities, during infancy and toddlerhood.

Infants: Infants typically refer to children in the age range from birth to approximately 12 months old.

Toddlers: Toddlers typically refer to children in the age range from 12 months to approximately 36 months old, characterized by early stages of independent mobility and language development.

Communication Disorder: A communication disorder involves difficulties or impairments in the ability to comprehend, produce, or use spoken, written, or nonverbal language. This may encompass disorders such as speech sound disorders, language disorders, and social communication disorders, among others.

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