Original Research Developmental outcomes of small infants at a high-risk clinic: A short-term longitudinal study

Tayla-Ann Macaskill, Maria du Toit, Renata Eccles, Marien A. Graham, Jeannie van der Linde

South African Journal of Communication Disorders | Vol 72, No 1 | a1099 | DOI: https://doi.org/10.4102/sajcd.v72i1.1099 | © 2025 Tayla-Ann Macaskill, Maria du Toit, Renata Eccles, Marien A. Graham, Jeannie van der Linde | This work is licensed under CC Attribution 4.0
Submitted: 19 February 2025 | Published: 14 August 2025

About the author(s) Tayla-Ann Macaskill, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Maria du Toit, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Renata Eccles, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa
Marien A. Graham, Department of Mathematics Education, College of Education, University of South Africa, Pretoria, South Africa
Jeannie van der Linde, Department of Speech-Language Pathology and Audiology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa

Abstract

Background: Small infants face more developmental risks than their full-term peers, necessitating early intervention and long-term monitoring.

Objectives: This study examined the longitudinal developmental and hearing outcomes of small infants attending a high-risk clinic in a South African low-income community setting.

Method: A short-term longitudinal within-subject descriptive study design was employed, where 28 participants underwent hearing and developmental screenings and assessments at two follow-up appointments (T1 and T2), at 6- and 12-month corrected age. Developmental outcomes, such as communication, motor and daily living skills, were evaluated using developmental screening tools (Parents Evaluation of Developmental Status [PEDS]), hearing screening (ABR MB11) and developmental assessments (Vineland-3).

Results: All participants underwent hearing screening, with four (14.3%) failing twice (T1 and T2) and being referred for diagnostic evaluation. Developmental screening at T1 identified concerns in communication, gross motor and social-emotional skills (28.5%). Concerns persisted across T1 and T2 in the PEDS tool, with fine motor skills emerging as a key issue at T2. Vineland-3 assessments showed improvement from T1 to T2; initial concerns in daily living (M = 104.12; standard deviation [s.d.] = 38.99) and motor skills (M = 88.82; s.d. = 45.26) were no longer present at T2, where all participants had age-appropriate developmental scores.

Conclusion: The findings highlight the need for comprehensive, routine developmental monitoring and early intervention to address delays in small infants. Continued follow-up care and support from birth to 12 months corrected age can improve outcomes and caregiver developmental literacy.

Contribution: This study provides valuable insights for caregivers, healthcare policymakers and early intervention professionals by emphasising the importance of early screening, continuous monitoring and caregiver education in optimising developmental outcomes for small infants.

Keywords

small infants; developmental screening and assessment; developmental outcomes; developmental surveillance; hearing screening

Sustainable Development Goal

Goal 3: Good health and well-being

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