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Assessment and diagnosis of Developmental Language Disorder: The experiences of speech and language therapists

机译：评估和诊断发育语言障碍：言语与语言治疗师的经验

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Background For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder. Aims This study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder. Methods and procedures The qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach. Outcomes and results The analysis of the data showed three main themes relating to the speech and language therapists’ experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants’ experiences of the barriers to early referral (subthemes – parents’ misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes – individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes – disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances). Conclusions and implications This study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures.
机译：背景技术多年来，研究和实践已经注意到发育语言障碍的异质性质（也称为语言减值或特定语言损伤）的影响，对诊断和评估。最近的研究表明，这种疾病不仅限于语言领域，而且对此背景，从业者的挑战是提供准确的评估和有效治疗。言语和语言治疗师旨在支持孩子和他们的照顾者来实现最佳成果。然而，关于评估过程中的言语和语言治疗师的经验很少，与其他童年疾病相比，他们的专业知识是语言疾病的儿童的评估和诊断中的核心。目的这项研究旨在深入了解致辞和语言治疗师的经验，参与发育语言疾病的儿童的评估和诊断，包括该疾病的语言和非语言方面。方法和程序定制研究包括三个焦点小组，以便对参与发育语言障碍评估的言语和语言治疗师的经验提供可靠和丰富的描述。参加该研究的言语和语言治疗师是从英国三个NHS信托的不同类型的机构招募，所有类型都直接参与了评估和诊断程序。言语和语言治疗师经验的长度从2年到38岁。在现象学方法中使用归纳专题分析进行分析数据。结果和结果对数据的分析显示了与言语和语言治疗师在评估和诊断发育语言障碍的经验相关的三个主要主题。这些主题是参与者早期推荐的障碍的经验（次父母 - 父母的误解和发病语言障碍的误解，双语主义可以掩盖发育语言障碍和公众缺乏对支持服务的知识），评估中的因素（次议题 - 个人性质障碍，选择适当的评估，关键指标和确定非语言困难）以及对持续未来的支持（次节 - 学术课程的缺点，就业的缺点，发病语言障碍对一般生命机会的影响）的担忧。结论和含义本研究提供了来自言语和语言治疗师的第一手证据，以评估具有发育语言障碍的儿童，从不同地区的言语和语言治疗师一起汇集在一起​​。含义是对早期转诊和改进的评估工具的支持，以及更高的公众对发育语言障碍的认识。讨论了关于提供早期和有效的评估以及在这些程序中使用当前研究的影响。

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