Although developmental delay (DD) is a term often used as a “diagnosis” in rehabilitation, it is not a true diagnosis because it does not tell the child’s true condition. This finding was part of a study presented by Brazilian researchers at the annual meeting of the European Academy for Children with Disabilities (EACD) in Vienna in July. They evaluated 45 Brazilian children (57.8 percent boys) diagnosed with developmental delay in the first two years of life, with an average age of 95.84 months, who attended school on time. All children were assessed with the Motor Battery for Children (M-ABC II), the Wechsler Intelligence Scale for Children (WISC-III), the School Functioning Assessment (SFA), the Swanson, Nolan & Pelham-IV (SNAP-IV), the Pediatric Disability Data Inventory (PEDI), the Resources for the Family Environment (RAF), and teacher reports. The researchers conducted logistic regression analyses to predict the likelihood of having a child with an “abnormal” diagnosis. After data analysis, the Brazilian researchers found that 66.7% of school-age children were classified as “abnormal” and that the chance of having this diagnosis increased with: decreasing with maternal age at birth (P=0.03; risk ratio [OR] 1.47); decreasing with motor function, especially balance scores (P=0.04); and decreasing with motor function, especially balance scores (P=0.05). declined (P = 0.04; OR 1.33); and as children required more assistance with cognitive and behavioral tasks in the school setting (P = 0.048; OR 1.08). The authors concluded that “children with developmental delays present with a variety of diagnoses at school age. An interdisciplinary assessment with parental involvement can help define not only the specific diagnosis but also the professional support needed.” Children with developmental delays I sometimes recommend starting elementary school a year later; it is now 9 years of compulsory schooling and once they have obtained a school place, it is difficult to repeat a grade. Children with developmental delays show varying degrees of falling behind in learning, motor and life skills, and have some difficulty keeping up with normal children. Attending school a year later gives them the opportunity to exercise for one more year, and when their abilities have improved, they will have less difficulty going back to elementary school. At the same time, parents should also make adjustments, adjust their psychology, give their children more opportunities to exercise, as well as receive some professional treatment.