Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen
Publication: Journal of Speech, Language, and Hearing Research
Volume 62, Number 4
Pages 896-908
Abstract
Purpose
The aim of this study was to determine whether parents of children with developmental language disorder (DLD) were aware of their children's language difficulties and whether a brief, classroom-based language screen can reliably identify children at risk for DLD, including those with both good and poor word reading skills.
Method
First- and second-grade students (N = 97) completed a language screen and assessments of nonverbal intelligence, word reading, and language designed for linguistically diverse students. Their parents completed a questionnaire.
Results
Few parents of children with DLD reported that their child had ever received speech, language, reading, or other educational services. Parents of children with DLD with average word reading skills reported receiving services approximately half as often as children with DLD with poor word reading. Parents of children with DLD also reported few concerns about their children's speech, language, and academic development. The brief whole-classroom screen showed acceptable classification accuracy for identifying children with DLD overall, although sensitivity was lower for children with DLD with average word reading skills.
Conclusion
Based on reports of prior services and concerns, many parents of children with DLD appear to be unaware of their children's difficulty with oral language. Whole-classroom screens for language show potential for efficient identification of children who may benefit from comprehensive assessments for DLD without relying on their parents or teachers to raise concerns.
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Information & Authors
Information
Published In
Journal of Speech, Language, and Hearing Research
Volume 62 • Number 4 • 15 April 2019
Pages: 896-908
PubMed: 30986146
Copyright
Copyright © 2019 American Speech-Language-Hearing Association.
History
- Received: Mar 17, 2018
- Revised: Aug 5, 2018
- Accepted: Oct 22, 2018
- Published online: Mar 20, 2019
- Published in issue: Apr 15, 2019
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