Functional performance of school children diagnosed with developmental delay up to two years of age

Abstract Objective: To compare the functional performance of students diagnosed with developmental delay (DD) up to two years of age with peers exhibiting typical development. Methods: Cross-sectional study with functional performance assessment of children diagnosed with DD up to two years of age compared to those with typical development at seven to eight years of age. Each group consisted of 45 children, selected by non-random sampling, evaluated for motor skills, quality of home environment, school participation and performance. ANOVA and the Binomial test for two proportions were used to assess differences between groups. Results: The group with DD had lower motor skills when compared to the typical group. While 66.7% of children in the typical group showed adequate school participation, receiving aid in cognitive and behavioral tasks similar to that offered to other children at the same level, only 22.2% of children with DD showed the same performance. Although 53.3% of the children with DD achieved an academic performance expected for the school level, there were limitations in some activities. Only two indicators of family environment, diversity and activities with parents at home, showed statistically significant difference between the groups, with advantage being shown for the typical group. Conclusions: Children with DD have persistent difficulties at school age, with motor deficit, restrictions in school activity performance and low participation in the school context, as well as significantly lower functional performance when compared to children without DD. A systematic monitoring of this population is recommended to identify needs and minimize future problems.

### 摘要
**目的**：比较2岁前确诊为发育迟缓（developmental delay, DD）的儿童，与同龄典型发育儿童的功能表现。
**方法**：本研究为横断面研究，对2岁前确诊发育迟缓的儿童，以及7~8岁的典型发育儿童开展功能性能评估。两组各纳入45名儿童，采用非随机抽样法选取，评估内容涵盖运动技能、家庭环境质量、学校参与度及学业表现。采用方差分析（ANOVA）与两比例二项检验（Binomial test）比较两组间差异。
**结果**：发育迟缓组的运动技能水平显著低于典型发育组。典型发育组中66.7%的儿童可达到充足的学校参与度，在认知与行为任务中获得的辅助与同年级其他儿童一致；而发育迟缓组中仅22.2%的儿童达到相同表现。尽管53.3%的发育迟缓儿童学业表现符合所在年级的预期要求，但在部分活动中仍存在局限。两组仅在家庭环境的两项指标——活动多样性与居家亲子互动活动——上存在统计学差异，典型发育组表现更优。
**结论**：与非发育迟缓儿童相比，发育迟缓儿童在学龄期仍存在持续的功能障碍，表现为运动缺陷、学校活动表现受限、校园参与度低下，且整体功能表现显著更差。建议对该人群开展系统性监测，以明确其需求并降低未来潜在问题的发生风险。