Functional Markers of Differential Diagnosis in Developmental Delays Early Childhood
DOI:
https://doi.org/10.31108/3.2026.10.1.13Abstract
Early differentiation of developmental delays remains a critical task in clinical and psychoeducational practice, as diagnostic categories in early childhood are often characterized by blurred boundaries and substantial variability of manifestations. The aim of the study was to identify functional markers for differentiating developmental delays in early childhood through a comparative analysis of profiles of children with speech delay (SD), psycho-speech delay (PSD), and combined developmental disorders. The sample included 65 young and preschool children (M=3.53 years; SD=0.76) who underwent comprehensive assessment using the ABLLS-R and VB-MAPP protocols. Statistical analysis was conducted using nonparametric methods.
The findings indicate that intergroup differences are structural rather than merely quantitative, reflecting distinct functional configurations rather than severity alone. Children with isolated speech delay demonstrated relatively preserved learning readiness with a primarily language-specific deficit. The PSD group showed an intermediate profile characterized by the involvement of regulatory and sensory mechanisms. The most pronounced and systemic limitations were identified in children with combined diagnoses, including deficits in echoic repertoire, intraverbal responding, tact skills, social initiative, and increased learning barriers.
The following functional markers were identified as differentiating indicators: autonomy of intraverbal behavior, integrity of echoic skills, development of tact responses, level of sensory sensitivity, social initiative, and the overall index of learning barriers. The results support a profile-based approach to early diagnosis and provide a basis for individualized early intervention planning.
Keywords: speech delay; psycho-speech delay; developmental delay; functional profile; early childhood; ABLLS-R; VB-MAPP; differential diagnosis; learning barriers
Accepted: 02.03.2026
Reviewed: 23.04.2026
Published: 20.05.2026
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Copyright (c) 2026 Maria Kudriavchenko
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