Developmental Delay
Early neurological assessment when motor, language, or social milestones are delayed.
Developmental delay means a child is not reaching expected milestones in motor, speech, social, or cognitive domains for age. Early assessment and referral often improve outcomes. Prof. Dr. Serap Uysal reviews the developmental profile together with neurological examination and, when indicated, EEG or imaging to provide a clear roadmap. Corrected age is used for premature infants; regression of previously acquired skills increases urgency.
Scope of assessment
Parent observations and, when available, caregiver or teacher feedback are combined. Head control, sitting, crawling, walking, fine motor skills, and first words are reviewed on a timeline. Examination assesses tone, reflexes, strength, and involuntary movements. Metabolic, genetic, or imaging tests and early intervention (physiotherapy, speech therapy) are planned when indicated. Growth curves and head circumference, especially in the first two years, help detect structural concerns early.
When to seek evaluation
Seek assessment when a child falls clearly behind peers, loses previously acquired skills, or shows developmental slowing with autism spectrum concerns. Corrected age is considered in premature babies. Very late transition from crawling to walking or frequent falls may also warrant review. Preschool teacher feedback is valuable alongside formal screening results.
- Little gesturing or vocalization between twelve and eighteen months
- Not walking by eighteen months
- Loss of words previously spoken
- Marked reduction in eye contact or play skills
- Developmental delay with seizure-like episodes
Visit and follow-up process
Developmental forms or daily observation notes may be brought to the appointment. The first visit covers detailed history and examination; EEG is planned according to clinical need. Coordination with physiotherapy, speech therapy, or child psychiatry is recommended when appropriate. Follow-up celebrates new milestones and sets updated goals. Short clinical summaries for school or therapists can be prepared with consent.
Clinical approach
Families learn which findings need urgent action versus watchful follow-up rather than hearing only “wait and see.” Unnecessary labeling is avoided and each child’s strengths are highlighted. When neurological causes are suspected, treatable conditions such as epileptiform activity are investigated. Early intervention programs are tracked with practical weekly goals and home play suggestions.