Contemporary approaches to enhancing development of language structure, for younger children at least, are more likely to adopt milieu methods, in which the intervention is interwoven into natural episodes of communication, and the therapist builds on the childs utterances, rather than dictating what will be talked about. Interventions for older children, may be more explicit, telling the children what areas are being targeted and giving explanations regarding the rules and structures they are learning, often with visual supports.In addition, there has been a move away from a focus solely on grammar and phonology toward interventions that develop childrens social use of language, often working in small groups that may include typically developing as well as language-impaired peers.Another way in contemporary remediation differ from the past is that parents are more likely to be directly involved, but this approach is largely used with preschool children, rather than those whose problems persist into school age.For school-aged children, teachers are increasingly involved in intervention, either in collaboration with speech and language therapists/pathologists, or as the main agents of delivery of the intervention. Evidence for the benefits of a collaborative approach is emerging, but the benefits of asking education staff to be the main deliverers of SLT intervention (the "consultative" approach) are unclear. When SLT intervention is delivered indirectly by trained SLT assistants, however, there are indications that this can be effective.In this field, randomized controlled trial methodology has not been widely used, and this makes it difficult to assess clinical efficacy with confidence.
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).