Purpose For over two decades, we have known that children with developmental language disorder (DLD) are underserved. We have also known that DLD does not attract the research attention that it merits given its prevalence and impact. The purposes of this clinical focus article are to present evidence that these failures continue, explore the reasons behind these failures, and propose solutions. Method I reviewed the literature and applied bibliometric analysis procedures from Bishop (2010) to quantify research efforts aimed at DLD compared to other neurodevelopmental disorders. Results The percentage of children who are deemed eligible for clinical services because of DLD continues to fall well short of estimates based on the prevalence of DLD in community samples. The amount of research conducted on DLD relative to other neurodevelopmental disorders remains low. Contributing factors include a lack of awareness of DLD, the hidden nature of DLD, entrenched policies, and the dissonance created when speech-language pathologists must diagnose DLD in school settings. Conclusions Expanded approaches to supporting children with DLD are required. These might include engagement in advocacy and awareness campaigns; clearer communication with the families we serve and enhanced collaborations with classroom teachers; the implementation of school-based language screenings; participation in policymaking; and the development of service delivery models that operate alongside those that exist in our schools and complement their function. Supplemental Material https://doi.org/10.23641/asha.12743273.

中文翻译：

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我们如何让患有发展性语言障碍的儿童失败。


目的 二十多年来，我们知道患有发育性语言障碍 (DLD) 的儿童得不到充分的服务。我们还知道，鉴于 DLD 的普遍性和影响力，它并没有引起应有的研究关注。这篇临床焦点文章的目的是提供这些失败继续存在的证据，探讨这些失败背后的原因，并提出解决方案。方法我回顾了文献并应用 Bishop (2010) 的文献计量分析程序来量化针对 DLD 与其他神经发育障碍的研究工作。结果 由于 DLD 而被认为有资格获得临床服务的儿童百分比仍然远远低于根据社区样本中 DLD 患病率得出的估计值。相对于其他神经发育障碍，针对 DLD 进行的研究数量仍然很少。促成因素包括缺乏对 DLD 的认识、DLD 的隐藏性质、根深蒂固的政策以及语言病理学家必须在学校环境中诊断 DLD 时产生的不和谐。结论 需要扩大支持 DLD 儿童的方法。这些可能包括参与宣传和提高认识活动；与我们服务的家庭进行更清晰的沟通，并加强与课堂教师的合作；实施校本语言筛查；参与政策制定；以及开发与我们学校现有的服务提供模式一起运行并补充其功能的服务提供模式。补充材料 https://doi.org/10.23641/asha.12743273。