Korean Journal of Pediatrics 2008;51(9):922-934.
Published online September 15, 2008.
Speech and language disorders in children
Hee Jung Chung
Department of Pediatrics, National Health Insurance Corporation, Ilsan Hospital, Goyang, Korea
소아에서 말 언어장애
국민건강보험공단 일산병원 소아청소년과
Hee Jung Chung, Email: agathac@nhimc.or.kr
Developmental language disorder is the most common developmental disability in childhood, occurring in 5-8% of preschool children. Children learn language in early childhood, and later they use language to learn. Children with language disorders are at increased risk for difficulties with reading and written language when they enter school. These problems often persist through adolescence or adulthood. Early intervention may prevent the more serious consequences of later academic problems, including learning disabilities. A child’s performance in specific speech and language areas, such as phonological ability, vocabulary comprehension, and grammatical usage, is measured objectively using the most recently standardized, norm-referenced tests for a particular age group. Observation and qualitative analysis of a child’s performance supplement objective test results are essential for making a diagnosis and devising a treatment plan. Emphasis on the team approach system in the evaluation of children with speech and language impairments has been increasing. Evidence-based therapeutic interventions with short-term, long-term, and functional outcome goals should be applied, because there are many examples of controversial practices that have not been validated in large, controlled trials. Following treatment intervention, periodic follow-up monitoring by a doctor is also important. In addition, a systematized national health policy for children with speech and language disorders should be provided.
Key Words: Speech and language disorders, Early intervention, Team approach system, Evidence-based therapy

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