Abstract：
UNASSIGNED: Early detection of language delays is essential, as language is key for academic outcomes, well-being, and societal participation. Previous studies have focused on undetected delays in young children. Much less is known about referrals at older ages. In this study, we aimed to (a) establish how many children are referred at toddler age (2-3 years) and how many at lower elementary (4-7 years), upper elementary (8-12 years), and high school (13-16 years) age; (b) evaluate characteristics of the referred children and adolescents across age groups; and (c) assess whether the ensuing classification (no language disorder [LD], developmental LD, LD + additional problems) differed across age groups.
UNASSIGNED: We used the 2010-2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group.
UNASSIGNED: Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems.
UNASSIGNED: Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.
UNASSIGNED: We used the 2010-2014 database of the Dutch federation of speech and hearing centers, containing 18,894 cases with target ages. We established the number of referrals in each age group (Q1) and assessed the composition of the age groups in terms of speech, language, behavioral, and cognitive outcomes (Q2), as well as in terms of classification (Q3). To answer Q2 and Q3, we conducted chi-squared analyses with the toddler group as reference group.
UNASSIGNED: Late-identified LDs exist: There were new referrals in all age groups. Compared to older age groups, the toddler group contained fewer girls and multilingual children. The toddler group also contained fewer children without an LD and more children with LD + additional problems.
UNASSIGNED: Reassuringly, children with multiple language problems are referred earliest. However, late-identified LDs exist, even at high school age. Girls and multilingual children tend to be missed at younger ages. More work on awareness and identification of language delays is needed, requiring awareness, knowledge, and tools for educational professionals.
摘要：
■及早发现语言延迟至关重要，因为语言是学术成果的关键，幸福,和社会参与。以前的研究集中在未发现的幼儿延误上。人们对老年人的转介知之甚少。在这项研究中,我们的目标是(一)确定有多少儿童在幼儿年龄(2-3岁)和有多少在较低的小学(4-7岁),上小学（8-12岁），和高中(13-16岁)年龄；(b)评估各年龄组转诊儿童和青少年的特征；(c)评估随后的分类(无语言障碍[LD]，发展性LD,LD+其他问题)因年龄组而异。
■我们使用了荷兰语音和听力中心联合会的2010-2014年数据库，包含18,894例目标年龄的病例。我们确定了每个年龄组（Q1）的推荐人数，并评估了各年龄组的语音构成，语言,行为，和认知结果（第二季度），以及分类方面（Q3）。为了回答Q2和Q3，我们以幼儿组为参照组进行了卡方分析。
■存在后期识别的LD：所有年龄段都有新的转诊。与年龄较大的群体相比，幼儿组包含较少的女孩和多语种儿童。幼儿组也包含更少的没有LD的儿童和更多的有LD+其他问题的儿童。
■放心，有多种语言问题的儿童最早被推荐。然而,存在后期识别的LD，即使在高中的年龄。女孩和多语种儿童往往在年轻时被错过。需要在认识和识别语言延迟方面开展更多工作，需要意识，知识,和教育专业人士的工具。
■我们使用了荷兰语音和听力中心联合会的2010-2014年数据库，包含18,894例目标年龄的病例。我们确定了每个年龄组（Q1）的推荐人数，并评估了各年龄组的语音构成，语言,行为，和认知结果（第二季度），以及分类方面（Q3）。为了回答Q2和Q3，我们以幼儿组为参照组进行了卡方分析。
■存在后期识别的LD：所有年龄段都有新的转诊。与年龄较大的群体相比，幼儿组包含较少的女孩和多语种儿童。幼儿组也包含更少的没有LD的儿童和更多的有LD+其他问题的儿童。
■放心，有多种语言问题的儿童最早被推荐。然而,存在后期识别的LD，即使在高中的年龄。女孩和多语种儿童往往在年轻时被错过。需要在认识和识别语言延迟方面开展更多工作，需要意识，知识,和教育专业人士的工具。
