Preschool Language Disorders: Identification and Outcomes Reporting
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A child’s early language development can be used to predict
later language and literacy skills, as well as school readiness and academic success.
It has long been a challenge to distinguish children who are “late talkers” and
will eventually develop age-appropriate language skills from those who might
have a language delay that requires intervention. This journal self-study primarily
examines issues related to assessing language disorders in preschoolers, in an
attempt to identify those children who may be at risk for language and learning
difficulties and would benefit from support. Specifically, articles examine
risk factors for being a late talker, alternative methods of screening for
language impairment, and the usefulness of parent and teacher reports when
screening bilingual children. One final article discusses collecting and
reporting outcomes for preschool children with speech and language disorders.
Clinicians can use this information to improve their approach to language
screening and outcomes reporting for preschoolers on their caseload.
You will be able to:
factors that contribute to late talking and language delays
the benefits of latent class analysis for language screening
the benefits and challenges of using parent and teacher reports when screening
the use of the ICF-CY as a framework for measuring preschool speech and
Online, multiple-choice exam