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Memory and linguistic demands of the Token Test (Pham et al., 2022) ...
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Memory and linguistic demands of the Token Test (Pham et al., 2022) ...
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Compensation to Altered Auditory Feedback in Children With Developmental Language Disorder and Typical Development
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In: Communication Sciences and Disorders Publications (2021)
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Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
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In: Brain and Mind Institute Researchers' Publications (2019)
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The consistency and cognitive predictors of children's oral language, reading, and math learning profiles
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In: Communication Sciences and Disorders Publications (2019)
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Dataset for: Maturation in Auditory Event-Related Potentials Explains Variation in Language Ability in Children ...
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Dataset for: Maturation in Auditory Event-Related Potentials Explains Variation in Language Ability in Children ...
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Dataset for: Maturation in Auditory Event-Related Potentials Explains Variation in Language Ability in Children ...
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Dataset for: Maturation in Auditory Event-Related Potentials Explains Variation in Language Ability in Children ...
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Maturation in auditory event-related potentials explains variation in language ability in children
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In: Communication Sciences and Disorders Publications (2018)
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Maturation in auditory event-related potentials explains variation in language ability in children.
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In: Health and Rehabilitation Sciences Publications (2018)
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Immature Auditory Evoked Potentials in Children With Moderate-Severe Developmental Language Disorder.
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In: Health and Rehabilitation Sciences Publications (2018)
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Developmental Language Disorder (DLD): A persistent language disorder of unknown aetiology
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In: Communication Sciences and Disorders Presentations (2018)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Bellair, Jude; Grist, Mandy; Westerveld, Marleen; Lynham, Stephanie; Taylor, Cate; Gallagher, Aoife; Cohen, Nancy; Thompson, Paul A.; Norbury, Courtenay; McCartney, Elspeth; O'Hare, Anne; Baird, Gillian; Leonard, Laurence; O'Toole, Ciara; Mathura, Narad; Volden, Joanne; Tager-Flusberg, Helen; Huneke, Alison; Murphy, Carol-Anne; Adams, Catherine; Stringer, Helen; Redmond, Sean; Restrepo, Laida; Dockrell, Julie; Carter, Glenn; Lascelles, Linda; Whitehouse, Andrew; Speake, Jane; Purdy, Suzanne; Cardy, Janis Oram; Clegg, Judy; Rice, Mabel; Tannock, Rosemary; Ebbels, Susan; Archibald, Lisa; Bishop, Dorothy V. M.; Kedge, Sally; Slonims, Vicky; Krishnan, Saloni; McNeill, Brigid; Hartshorne, Mary; Tomblin, Bruce; Law, James; Brownlie, Elizabeth; Arnold, Elina Mainela; McKean, Cristina; Gore-Langton, Emma; Snow, Pamela; Morgan, Angela; Spencer, Sarah; Gibbs, Simon; Clark, Becky; Boyle, Christopher; Dunn, Janet; Conti-Ramsden, Gina; Paul, Rhea; Bauer, Ann; Greenhalgh, Trisha; Joanisse, Marc; Klee, Thomas; Snowling, Margaret J.. - : WILEY, 2017
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Abstract:
BACKGROUND: Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. METHODS: The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. RESULTS: We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co‐occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. CONCLUSIONS: This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. ; This work was supported by Wellcome Trust Programme Grant no. 082498/Z/07/Z. The authors thank Holly Thornton and Denise Cripps for their help in running the CATALISE project and Pauline Frizelle, Helen Murrell and Yvonne Wren for comments on an earlier draft. CATALISE stands for Criteria and Terminology Applied to Language Impairments: Synthesising the Evidence. This paper was handled by the Editor-in-Chief and has undergone the normal external peer review. (082498/Z/07/Z - Wellcome Trust Programme) ; Published version
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Keyword:
Autism spectrum disorder; CATALISE-2 consortium; Children; Clinical sciences; Cognitive science; Consensus; Definitions; Delphi technique; developmental; Developmental & child psychology; Developmental language disorder; Humans; Impairment; Language Development Disorders; Life sciences & biomedicine; Long-term consistency; Outcomes; Psychiatry; Psychology; Risk factors; Risk-factors; Science & technology; Social sciences; Specific language impairment; Speech; Speech/language profiles; Terminology; Terminology as topic; Verbal working-memory
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URL: https://doi.org/10.1111/jcpp.12721
http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000411064900002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=6e74115fe3da270499c3d65c9b17d654
https://hdl.handle.net/2144/33292
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Morphological Awareness: Why It Makes Sense!
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In: Communication Sciences and Disorders Presentations (2017)
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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