Movement and Talking of Children with Language and Motor Development Disorders

Poor language development has a major impact on the emotional well-being of
children. About 7% of all children have a language development disorder.
Language development disorders are often accompanied by other developmental
problems. Language experts often see motor problems in children with language
development disorders. On the other hand, movement experts often see language
problems in children with motor disorders. Children with language disorders and
motor disorders have a double handicap; school, social and physical activities
are a challenge.
Early identification and treatment of children with language and motor
disorders is crucial to increase their chances of social participation.
Language disorders and motor disorders can already be easily detected. However,
language experts and movement experts indicate that they need tools to
distinguish at an early stage between persistent disorders and temporary delays
in language and motor skills. Making this distinction is important for choosing
the right care pathway.
It is expected that language problems in combination with motor problems may
indicate an underlying neurological disorder. This information could enable
both language experts and movement experts to identify and distinguish a
persistent neurodevelopmental disorder in language and/or motor skills from
non-neurological language and motor delays before the age of five.

The aim of this study is to distinguish between persistent language and motor
development disorders and temporary delays in language and motor skills in
children aged 1 to 6 years, based on indicators in language and motor skills.

Main question:
Which indicators in developmental profiles in language and motor skills of
children aged 1 to 6 years can be used to distinguish persistent language and
motor development disorders from temporary delays in language and motor skills?

Prospective cohort study. No intervention is applied. The children are followed
for 3 years.

This study is a group study that cannot be conducted without individuals with
language problems, motor problems and a control group. There is no direct
proven benefit to participants in this study, but we want to keep the burden on
participants as low as possible:

1. Duration and test selection: The total test protocol lasts approximately
2x120 minutes and can be assessed in two sessions (initial measurement and 3
years later). In addition, parents/guardians will make video recordings of
their child 4 times per year of life for three years.
2. Risk burden: In this study there is no risk that is greater than that of
regular activities. The tests used in this study are also used in clinical
practice.
3. Withdrawal: Participants can always decide to take a break, continue the
testing procedure at another time, or withdraw from the study without
consequences.
4. Indirect benefit: Parents/guardians may have an indirect benefit from the
report that is made at the end of the study (after three years) based on the
results of the tests and the video recordings of their child.