Background For many years research and practice have noted the impact of the heterogeneous nature of Developmental Language Disorder (also known as language impairment or specific language impairment) on diagnosis and assessment. Recent research suggests the disorder is not restricted to the language domain and against this background, the challenge for the practitioner is to provide accurate assessment and effective therapy. The speech and language therapist aims to support the child and their carers to achieve the best outcomes. However, little is known about the experiences of the speech and language therapist in the assessment process, in contrast to other childhood disorders, yet their expertise is central in the assessment and diagnosis of children with language disorder. Aims This study aimed to gain an in-depth understanding of the experiences of speech and language therapists involved in the assessment and diagnosis of children with Developmental Language Disorder including the linguistic and non-linguistic aspects of the disorder. Methods and procedures The qualitative study included three focus groups to provide a credible and rich description of the experiences of speech and language therapists involved in the assessment of Developmental Language Disorder. The speech and language therapists who participated in the study were recruited from different types of institution in three NHS trusts across the UK and all were directly involved in the assessment and diagnosis procedures. The lengths of speech and language therapist experience ranged from 2 years to 38 years. The data were analysed using inductive thematic analysis within a phenomenological approach. Outcomes and results The analysis of the data showed three main themes relating to the speech and language therapists’ experience in assessment and diagnosis of Developmental Language Disorder. These themes were the participants’ experiences of the barriers to early referral (subthemes – parents’ misunderstanding and misconceptions of Developmental Language Disorder, bilingualism can mask Developmental Language Disorder and public lack of knowledge of support services), factors in assessment (subthemes – individual nature of impairments, choosing appropriate assessments, key indicators and identifying non-language difficulties) and the concerns over continued future support (subthemes – disadvantages with academic curriculum, disadvantages for employment, impact of Developmental Language Disorder on general life chances). Conclusions and implications This study provides first-hand evidence from speech and language therapists in the assessment of children with Developmental Language Disorder, drawing together experiences from speech and language therapists from different regions. The implications are that support for early referral and improved assessment tools are needed together with greater public awareness of Developmental Language Disorder. The implications are discussed in relation to the provision of early and effective assessment and the use of current research in these procedures.

中文翻译：

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发育性语言障碍的评估和诊断：语言和语言治疗师的经验

背景技术多年来的研究和实践都注意到发展性语言障碍（也称为语言障碍或特定语言障碍）的异质性对诊断和评估的影响。最近的研究表明，该疾病不仅限于语言领域，在这种背景下，从业人员面临的挑战是提供准确的评估和有效的治疗方法。言语和语言治疗师旨在支持儿童及其照料者达到最佳效果。然而，与其他儿童期障碍相比，言语和语言治疗师在评估过程中的经验知之甚少，但他们的专业知识在评估和诊断语言障碍儿童方面至关重要。目的本研究旨在深入了解参与评估和诊断患有发育性语言障碍儿童的语言和非语言方面的言语和语言治疗师的经验。方法和程序定性研究包括三个焦点小组，以对参与发展性语言障碍评估的言语和语言治疗师的经历提供可信且丰富的描述。参与该研究的语言和语言治疗师是从英国三个NHS信托机构的不同类型机构中招募的，他们都直接参与了评估和诊断程序。言语和语言治疗师的经验从2年到38年不等。在现象学方法中使用归纳主题分析对数据进行了分析。结果与结果数据分析显示了与语音和语言治疗师在评估和诊断发展性语言障碍方面的经验有关的三个主要主题。这些主题是参与者对提前转介的障碍的经历（子主题–父母对发展性语言障碍的误解和误解，双语会掩盖发展性语言障碍和公众对支持服务的了解），评估因素（子主题–个人性质）损害，选择适当的评估，关键指标并确定非语言困难）以及对未来继续支持的担忧（子主题-学术课程的不利因素，就业不利因素，发展性语言障碍对一般生活机会的影响）。结论与启示这项研究结合了来自不同地区的言语和语言治疗师的经验，为评估发展性语言障碍儿童提供了言语和语言治疗师的第一手证据。其含义是，需要支持早期转诊和改进的评估工具，以及提高公众对发展性语言障碍的认识。在提供早期和有效评估以及在这些程序中使用当前研究方面讨论了其影响。结论与启示这项研究结合了来自不同地区的言语和语言治疗师的经验，为评估发展性语言障碍儿童提供了言语和语言治疗师的第一手证据。其含义是，需要支持早期转诊和改进的评估工具，以及提高公众对发展性语言障碍的认识。在提供早期和有效评估以及在这些程序中使用当前研究方面讨论了其影响。结论与启示这项研究结合了来自不同地区的言语和语言治疗师的经验，为评估发展性语言障碍儿童提供了言语和语言治疗师的第一手证据。其含义是，需要支持早期转诊和改进的评估工具，以及提高公众对发展性语言障碍的认识。在提供早期和有效评估以及在这些程序中使用当前研究方面讨论了其影响。其含义是，需要支持早期转诊和改进的评估工具，以及提高公众对发展性语言障碍的认识。在提供早期和有效评估以及在这些程序中使用当前研究方面讨论了其影响。其含义是，需要支持早期转诊和改进的评估工具，以及提高公众对发展性语言障碍的认识。在提供早期和有效评估以及在这些程序中使用当前研究方面讨论了其影响。