Identifying and describing developmental language disorder in children

BackgroundIn 2016-17 an important consensus was established regarding the use of the diagnostic label 'developmental language disorder' (DLD) to describe children with a persistent language problem having a functional impact on communication or learning and in the absence of any other biomedical condition. Despite this consensus, past research has revealed ongoing uncertainty regarding when to use the DLD label among speech-language pathologists (SLPs).AimsIn response to this uncertainty, a survey of SLPs was conducted aimed at investigating which types of clinical language profiles, and specific assessment results, were viewed as warranting the diagnostic label DLD.Methods & ProceduresSLPs were presented with 10 childhood language profiles and assessment results. Participants reviewed each case and described if they felt a diagnosis of DLD was warranted, which presented symptoms were consistent/inconsistent with DLD and if further information/testing was desired. Additionally, participants provided details regarding their personal diagnostic processes.Outcomes & ResultsResults indicated a general consensus among SLPs as to when the DLD label should be applied. However, free-text responses demonstrated considerable variation between clinicians regarding symptoms of importance, points of contention/confusion in language profiles and minimal assessment results viewed as necessary in the diagnostic process.Conclusions & ImplicationsThis detailed look at the assessment/diagnostic process for DLD provides valuable insight into how to build further practice consistency in the provision of the diagnostic label DLD, especially in cases of complex language profiles and assessment results.

Automated summary

This study investigated the uncertainty among speech-language pathologists regarding the use of the diagnostic label DLD. The results showed a general consensus on when to apply the DLD label, but varied opinions on symptoms of importance, points of contention in language profiles, and minimal assessment results in the diagnostic process.