Alison Eisel Hendricks|Suzanne M. Adlof|Crystle N. Alonzo|Annie B. Fox|Tiffany P. Hogan
Identifying Children at Risk for Developmental Language Disorder Using a Brief, Whole-Classroom Screen
University of South Carolina|University at Buffalo, State University of New York|University of South Carolina|MGH Institute of Health Professions|MGH Institute of Health Professions|MGH Institute of Health Professions
purpose aim study determine whether parents children developmental language disorder dld aware childrens language difficulties whether brief classroombased language screen reliably identify children risk dld including good poor word reading skills method first secondgrade students n 97 completed language screen assessments nonverbal intelligence word reading language designed linguistically diverse students parents completed questionnaire results parents children dld reported child ever received speech language reading educational services parents children dld average word reading skills reported receiving services approximately half often children dld poor word reading parents children dld also reported concerns childrens speech language academic development brief wholeclassroom screen showed acceptable classification accuracy identifying children dld overall although sensitivity lower children dld average word reading skills conclusion based reports prior services concerns many parents children dld appear unaware childrens difficulty oral language wholeclassroom screens language show potential efficient identification children may benefit comprehensive assessments dld without relying parents teachers raise concerns