Language Difficulties Among Children Experiencing Neglect: A Public Health Approach Aimed at Narrowing the Gap

Abstract

Purpose Child neglect affects approximately 1% of children under the age of 6 years in the United States and Canada annually. Nearly 50% of children who experience neglect present significant language difficulties before starting school. Child neglect can thus be considered a major public health issue. Child neglect is an ecological and systemic phenomenon characterized by a dual disruption: first, in the relationship between the parent and child and second, in the relationship between the family and the wider community. Empirical research has quite convincingly demonstrated that parenting behaviors constitute a malleable variable upon which it is possible to act to foster the language development of young children. However, given the multidimensional nature of child neglect, interventions aimed directly at parents are simply not enough to support the language skills of children in this context. Based on a complex family and social conception of neglect, the objective of this article is to propose a logical model illustrating public health services for children experiencing neglect. Such a logical model provides for multiple interventions at the child, family and community levels. Conclusions Broader efforts should be made to support the parents in overcoming the challenges of parenthood by addressing the multiple risk factors to which they are exposed. This can be achieved both by striving toward positive environmental conditions, characterized by responsive caregiving in the home and community, and by implementing multilevel interventions within an interdisciplinary and intersectoral approach. The resulting recommendations align with the Individuals with Disabilities Education Act, a law that requires states to provide services to children in early intervention programs (Part C) and kindergartens/schools (Part B).