Hostname: page-component-745bb68f8f-kw2vx Total loading time: 0 Render date: 2025-01-10T20:28:52.159Z Has data issue: false hasContentIssue false
  • English
  • Français

Early language intervention and IQ of children with non-syndromic orofacial clefts

Published online by Cambridge University Press:  27 August 2024

K. A. Sándor-Bajusz ,
E. Molnár ,
T. Dergez ,
K. Hadzsiev ,
A. Vástyán  and
G. Csábi
K. A. Sándor-Bajusz*
Affiliation:
1Pediatrics, Division of Child and Adolescent Psychiatry
E. Molnár
Affiliation:
1Pediatrics, Division of Child and Adolescent Psychiatry
T. Dergez
Affiliation:
2Institute of Bioanalysis
K. Hadzsiev
Affiliation:
3Department of Medical Genetics
A. Vástyán
Affiliation:
4Pediatrics, Division of Pediatric Surgery, University of Pécs, Medical School and Clinical Center, Pécs, Hungary
G. Csábi
Affiliation:
1Pediatrics, Division of Child and Adolescent Psychiatry
*
*Corresponding author.

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Introduction

Children with non-syndromic orofacial clefts are at higher risk for developmental difficulties. Speech and language as commonly affected developmental domains in these children.

Objectives

The aim of the current study was to explore the effects of early interventions for speech and language on later cognitive outcomes in this patient population.

Methods

A combined retrospective/prospective-comparative study was carried out at the Department of Pediatrics of the University of Pécs in Hungary. The participants were children between 6 and 16 years of age. The study consisted of a self-designed demographic questionnaire and an IQ test (WISC-IV).

Results

A total of 41 children with non-syndromic orofacial clefts and 44 age-matched controls participated in the study. Children of the cleft group were examined by pedagogical professional services and required special education plans significantly more often than controls (p<0.001 and p=0.02, respectively). Participants of the cleft group who received early speech and language therapy score higher on the Verbal Comprehension Index (p=.005). Full-Scale IQ score was also higher for cleft participants who received therapy, however not significant but borderline (p=0.08).

Conclusions

Early language and speech interventions for children with non-syndromic orofacial clefts may have a positive effect on verbal skills and overall cognitive development. Future longitudinal studies examining baseline cognitive functioning of infants are needed to provide more conclusive evidence on the effects of interventional programs on speech and language development in cleft patients.

Disclosure of Interest

None Declared

Type
Abstract
Information
European Psychiatry , Volume 67 , Special Issue S1: Abstracts of the 32nd European Congress of Psychiatry , April 2024 , pp. S451 - S452
Creative Commons
Creative Common License - CCCreative Common License - BY
This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
Copyright
© The Author(s), 2024. Published by Cambridge University Press on behalf of European Psychiatric Association
Submit a response

Comments

No Comments have been published for this article.