AN INVESTIGATION INTO THE RELATIONSHIP BETWEEN EARLY DETECTION AND EARLY INTERVENTION AND LANGUAGE DEVELOPMENT IN INFANTS AND TODDLERS VULNERABLE TO COMMUNICATION DISORDERS

CHAPTER ONE INTRODUCTION 1.1 Background of the Study The development of language skills in infants and toddlers plays a vital role in their overall growth and later academic success. However, some children may experience delays or irregularities in developing communication abilities, which can significantly hinder their ability to interact, learn, and thrive (Johnson & Smith, 2020). Detecting these issues early and initiating prompt intervention is essential for addressing such challenges and supporting optimal language development. Existing studies indicate that language development begins very early in life, as infants possess an innate capacity to acquire language from birth. Typically, by the time they reach one year of age, most infants start to utter their first words and engage in basic forms of interaction with their caregivers (Jeanrose, 2015). This early stage lays the groundwork for more advanced verbal communication skills that continue to develop through toddlerhood and beyond. Communication disorders encompass a wide range of difficulties that affect speech, language use, and social interaction. These challenges may appear in various forms, such as delayed speech development, limited vocabulary, trouble understanding language, or issues with social communication (Lawal, Karia, Buttar, Larsen & Mulwafu, 2016). Without timely intervention, these difficulties may persist into later stages of childhood and adolescence, posing serious barriers to academic performance and social engagement. Common warning signs in infants and toddlers may include minimal babbling, poor responsiveness to sounds or gestures, and delayed speech onset (Law, Roulstone & Lindsay, 2015). In addition, various environmental and contextual factors—such as family socioeconomic status, the educational level of parents, and the richness of language exposure—can influence language development pathways and potentially increase the risk of communication disorders. Early detection of infants and toddlers who may be at risk is essential for applying targeted interventions that can minimize these risks and enhance language outcomes (MacRoy-Higgins & Dalton, 2015). Standardized tools like the Ages and Stages Questionnaires (ASQ) and the Communication and Symbolic Behavior Scales (CSBS) provide valuable insights into children's developmental progress and are instrumental in identifying areas of concern at an early stage. Furthermore, early intervention programs—including speech-language therapy, parent-child interaction strategies, and the use of augmentative and alternative communication (AAC) tools—have demonstrated effectiveness in supporting language growth among high-risk groups. These interventions generally aim to improve communication abilities, foster language comprehension and expression, and nurture social communication skills in infants and toddlers (Bishop et al., 2016). While early detection and intervention are widely recognized as critical, there remain notable gaps in our understanding of how these factors specifically influence language outcomes in children considered at risk. Addressing these knowledge gaps is essential for refining assessment tools, tailoring intervention strategies, and improving outcomes for infants and toddlers facing communication difficulties (Bishop et al., 2016). Therefore, this study seeks to assess early identification and early intervention as correlates of language development in infants and toddlers who are at risk of communication disorders. 1.2 Statement of the Problem The early stages of language development in infants and young children are foundational for their cognitive, social, and emotional growth. Yet, some children are vulnerable to communication challenges that can significantly delay their language acquisition. Early detection and appropriate intervention strategies are critical to mitigating the impact of these communication disorders. However, there remains a need for deeper insight into the effectiveness of such strategies in enhancing language development among at-risk infants and toddlers (Rantalainen, Paavola-Ruotsalainen, & Kunnari, 2022). As such, this research is primarily concerned with evaluating how early identification and intervention correlate with language development outcomes in infants and toddlers identified as being at risk of communication disorders. 1.3 Objective of the Study The main objective of this study is to evaluate early identification and early intervention as correlates of language development in infants and toddlers at risk of communication disorders. The specific objectives are: i. To examine whether infants and toddlers at risk of communication disorders are identified early. ii. To determine the potential predictors of language development in these infants and toddlers. iii. To explore the types of early intervention strategies used to foster language development in at-risk infants and toddlers. 1.4 Research Questions The study will be guided by the following research questions: i. Are infants and toddlers at risk of communication disorders being detected early? ii. What are the key predictors of language development in at-risk infants and toddlers? iii. What early intervention strategies are being used to promote language development in this population? 1.5 Significance of the Study This research will be of importance to the following groups: Policymakers: The findings from this study will provide valuable insights to policymakers, healthcare workers, educators, and caregivers, emphasizing the importance of early identification and intervention. These insights can influence the creation of supportive policies, best practice guidelines, and programs that ensure at-risk children receive appropriate assistance from an early age. Academic Community: The study will contribute to the growing body of literature in the academic field, providing relevant data and analysis for future studies and discussions. 1.6 Scope of the Study This research focuses on examining early identification and intervention as correlates of language development among infants and toddlers who are considered at risk of communication disorders. Specifically, it investigates whether these children are detected early, identifies potential predictors of their language development, and explores effective intervention strategies. The geographical focus of the study is limited to special needs schools in Lagos State, Nigeria. 1.7 Limitations of the Study As with any research, this study faced a few challenges: Time Constraints: Balancing academic responsibilities, including attending lectures and other coursework, made it challenging for the researcher to allocate adequate time to every stage of the study. Financial Limitations: The study incurred considerable costs related to typing, printing, sourcing materials, and collecting data. Access to Materials: One of the major difficulties encountered was limited access to relevant literature on the subject matter. The scarcity of existing materials specific to this topic posed a constraint during the review of related literature. 1.8 Definition of Terms Early Identification: The process of recognizing early warning signs or indicators of communication disorders in infants and toddlers during their initial stages of development. Early Intervention: Specialized support and therapeutic services provided to infants and toddlers who are identified as being at risk of communication disorders, aimed at addressing developmental issues as early as possible. Language Development: The gradual process through which infants and toddlers acquire and improve their language skills, including speaking, understanding, vocabulary, and grammar. Infants: Children from birth to about 12 months of age. Toddlers: Children between the ages of 12 months and approximately 36 months, characterized by rapid physical and linguistic development. Communication Disorder: A condition involving difficulties in producing, understanding, or using language, including speech sound disorders, language impairments, and issues with social communication.