Language disorders occurring with these conditions need to be assessed and children offered appropriate intervention, but a terminological distinction is made so that these cases would be diagnosed as language disorder associated with the main diagnosis being specified: e.g. "language disorder associated with autism spectrum disorder." The reasoning behind these diagnostic distinctions is discussed further by Bishop (2017). Benchmarks for children with developmental language disorder
Common red flags at one year of age:  

No reaction to sound
No babbling
Difficulty feeding
No imitation
Limited use of gesturesAt two years of age:

Makes minimal attempts to communicate with gestures or words
Has not spoken their first words
Difficulty following simple directions
Inconsistent response to "no"At three years of age:

Limited use of speech
Incomprehensible speech
Limited understanding of simple questions
Difficulty naming objects
Frustration related to communicationAt four years of age:

Uses only 3-word phrases
Speech is not understandable to parents
Takes a long time to understand others
Difficulty asking questions and finding words to express thoughtsAt five years of age:

Speaks only in simple sentences
Speech is not understandable to teachers
Difficulty answering questions
Difficulty with complex directions
Difficulty telling stories
Difficulty with peer interactions

Assessment
Assessment will usually include an interview with the childs caregiver, observation of the child in an unstructured setting, a hearing test, and standardized tests of language. There is a wide range of language assessments in English. Some are restricted for use by experts in speech-language pathology: speech and language therapists (SaLTs/SLTs) in the UK, speech-language pathologists (SLPs) in the US and Australia. A commonly used test battery for diagnosis of DLD is the Clinical Evaluation of Language Fundamentals (CELF).
Nonetheless, they are useful when used in adjunct with other voice assessment measures, or as a tool for monitoring therapeutic effects over time. Prevention
Given that certain occupations are more at risk for developing dysphonia (e.g. teachers) research into prevention studies have been conducted. Research into the effectiveness of prevention strategies for dysphonia have yet to produce definitive results, however, research is still ongoing. Primarily, there are two types of vocal training recognized by professionals to help with prevention: direct and indirect. Direct prevention describes efforts to reduce conditions that may serve to increase vocal strain (such as patient education, relaxation strategies, etc. ), while indirect prevention strategies refer to changes in the underlying physiological mechanism for voice production (e.g., adjustments to the manner in which vocal fold adduction occurs, respiratory training, shifting postural habits, etc.). Treatment
Although there is no universal classification of voice problems, voice disorders can be separated into certain categories: organic (structural or neurogenic), functional, neurological (psychogenic) or iatrogenic, for example. Depending on the diagnosis and severity of the voice problem, and depending on the category that the voice disorder falls into, there are various treatment methods that can be suggested to the patient. The professional has to keep in mind there is not one universal treatment, but rather the clinical approach must find what  the optimal effective course of action for that particular patient is.There are three main type of treatments: medical treatments, voice therapy and surgical treatments. When necessary, certain voice disorders use a combination of treatment approaches.