# A Comparison of Developmental Profiles of Preschool Children with Down Syndrome, Global Developmental Delay, and Developmental Language Disorder

## TL;DR

This study compares the developmental profiles of preschool children with Down syndrome, global developmental delay, and developmental language disorder to understand their differences and guide early interventions.

## Contribution

The study provides a systematic comparison of developmental profiles across three distinct disability groups in preschool children.

## Key findings

- Children with global developmental delay had the highest developmental quotients across all domains.
- Children with Down syndrome had significantly lower developmental quotients compared to the other groups.
- Developmental language disorder affected communication and social skills more than other domains.

## Abstract

Background/Objectives: Developmental disabilities substantially affect the daily lives of children and their families. Although interest in examining the developmental profiles of children with various disabilities has grown, few studies have systematically compared them. This study aimed to characterize the developmental profiles of preschool-aged children with different disabilities. It was hypothesized that developmental profiles would differ depending on the type of developmental disability. Methods: A cross-sectional study was conducted. Scores on the Battelle® Developmental Inventory, 2nd Edition (BDI−2) were retrieved for a non-probabilistic convenience sample of 46 children diagnosed with Down syndrome (DS) (n = 22), global developmental delay (GDD) (n = 17), and developmental language disorder (DLD) (n = 7) upon completion of an early intervention program. Developmental quotients (DQs) for the overall BDI−2 and for each domain were determined. Results: The children’s mean age was 42.39 ± 5.23 months (range: 30–57). Significant differences were observed among groups with regard to global DQ and all domain-specific DQs (p ≤ 0.01). The GDD group demonstrated the highest DQs across all domains and globally, in comparison to the other groups. Conversely, children with DS had substantially lower DQs across all domains and globally compared to those with GDD, and in the motor and communication domains compared to children with DLD. Conclusions: These findings underscore the importance of early intervention strategies to improve communication in children with DS and highlight the need for regular assessments to monitor progress and identify potential limitations, particularly during the preschool-to-school transition. Additionally, specialists should advise parents of children with DLD to adopt specific behaviors that support the development of their children’s social, adaptive, and language skills.