Assessing Developmental Delays in Early Childhood: Insights from Iranian Children Using the Bayley Scales of Infant and Toddler Development (BSID-III)

Abstract

Abstract Background Developmental delay in early childhood is a significant concern with multifaceted causes and implications. The Bayley Scales of Infant and Toddler Development (BSID-III) is widely used for developmental assessment but remains understudied in Iranian children. Methods This cross-sectional study assessed 707 Iranian children aged 1 to 42 months in Yazd, Iran, using the BSID-III. We hypothesized differences in BSID-III scores compared to normative samples, considering age, gender, and parental education. Data were collected from two health centers in Yazd, with trained examiners following standardized procedures. Parental education was analyzed for its impact on developmental outcomes. Comparisons between BSID-III scores and Ages and Stages Questionnaire (ASQ) outcomes provided additional insights. Results Iranian children exhibited varying rates of developmental disorders across cognitive, language, and motor domains, influenced by parental education (higher parental education correlated with a reduced occurrence of developmental disorders). For instance, in the cognitive domain, 15.8% of children demonstrated developmental disorders. The language scale exhibited varying rates: 20.1% for perceptual communication and 18.4% for expressive communication. Furthermore, the BSID-III and ASQ results demonstrated discordances, highlighting the complexities of assessment. Conclusions This study contributes to the knowledge of developmental assessment in Iranian early childhood. It emphasizes the importance of culturally sensitive adaptations of assessment tools and the role of parental education in shaping developmental outcomes. Future research should incorporate diverse, longitudinal samples for enhanced understanding. Ultimately, this study aims to inform clinical practices, policy development, and early intervention programs, committed to fostering optimal development for all children, irrespective of their backgrounds.