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Let's start with a pretty simple scenario: they are a language-language pathologist / therapist (SLP / T), they have completed a child's assessment, and they have found that the child has a development language disorder (DLD) .
A question that I am often asked is about using in a report if you diagnose DLD. Of course, there are probably so many different ways to turn this kind of finding, as there are SLP / TS in the world! Reports are individualized at certain children's profiles, service settings and care teams. There is no one "a size" for all "for SLP / T reports, not even! Nevertheless, it is often helpful to build on a solid foundation, and it's in this spirit that I am this entry and the attached flowchart (v. 1) offer.
It may seem obvious, but a important consideration of inclusion in a report calls the state of the child as DLD. Parents and educators advise SLP / TS to better understand the child's communication difficulties. You are looking for more than one (long) list of children's characteristics. You need a brief description that your child fits and lets you start traveling search for information, find others with the similar experiences and advocate for your child. Here is in the name of the child's communication disorder. The DLD label becomes a "verbal short skin" to represent the characteristics of the disease and facilitates further research and investigations of parents or educators. I know that there are many other problems around labels that need to be considered, and maybe we will accept this in future entries. However, we are expected to focus on sharing a diagnosis of DLD.
It is very important to realize that simply the DLD label is not enough. DLD is a wide label that describes a heterogeneous group of children with stubborn language difficulties with a functional effect. However, these stubborn language difficulties will look different from child to child. A child with DLD could have difficulty in phonology and syntax, and another with semantics and pragmatics. A SLP / T uses your expert clinical knowledge, the skills and judgment to evaluate the language skills of a child. A number of areas are considered, including phonology, syntax, semantics, wordfinding, pragmatics / voice usage and verbal learning and storage and the presence of risk factors and other diseases occurring. The results provide the necessary information for the SLP / T to describe a specific DLD DLD DLD profile of strengths and weaknesses. There is no proposed or predictive wording. The details covering the areas to be described, the formulation to be used - these are all determined by the clinical assessment.
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