Diagnostic labels for children with primary, or otherwise unexplained, language disorders range across settings and within the scientific literature. Among other problems, this lack of agreement creates difficulty with the successful employment of evidence-based practice. This article reviews the evolving terminology and addresses issues of inconsistency with a particular focus on instructional opportunities for students in Communication Sciences and Disorders (CSD). The pedagogical approach of problem-based learning (PBL) is well suited to this challenge; a structured model for instruction is reviewed and specific guidelines for educators are suggested.

中文翻译：

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导航术语并促进儿童语言障碍的循证实践：教育工作者面临的挑战和解决方案

患有原发性或其他原因无法解释的语言障碍的儿童的诊断标签在各种环境和科学文献中都有所不同。除其他问题外，这种缺乏一致性对成功采用循证实践造成了困难。本文回顾了不断发展的术语并解决了不一致的问题，特别关注传播科学和疾病 (CSD) 学生的教学机会。基于问题的学习 (PBL) 的教学方法非常适合这一挑战；审查了一个结构化的教学模式，并为教育者提出了具体的指导方针。