Summary
The protocol addresses specific developmental disorders of speech and language in children. It covers difficulties involving speech-sound production, expressive and receptive language, fluency, and pragmatic communication, while relating the relevant ICD-10 and ICD-11 categories. It describes age-related levels of speech development and emphasizes the distinction between a primary developmental language disorder and communication problems associated with hearing loss, intellectual disability, autism spectrum disorder, epilepsy, brain injury, or other neurological conditions.
The diagnostic section calls for a detailed history of pregnancy and birth, early psychomotor and language milestones, family history, behavior, and everyday communication. Assessment considers comprehension, vocabulary, grammar, pronunciation, connected speech, and the effect of the difficulty on education and social interaction. Clinical evaluation includes mental-state, physical, and neurological examinations and may involve a child psychiatrist, neurologist, speech-language specialist, psychologist, and other professionals. Laboratory and instrumental tests are used mainly for differential diagnosis. EEG or video-EEG monitoring is considered when neurological or paroxysmal features make it clinically relevant.
Management is presented as an individualized, multidisciplinary program. Speech-language intervention, rhythm-and-movement exercises, and work on auditory perception, motor skills, attention, memory, and functional communication form its main components. The document also describes coordinated programs involving the family, educators, speech-language specialists, psychologists, occupational therapists, and physical therapists; its medication section lists selected symptom-oriented options. Rehabilitation focuses on early intervention and on consolidating communication and social skills at home and in educational settings. The prevention section addresses developmental monitoring, early recognition of children at risk, and timely follow-up during periods when speech and language skills are actively developing.