How We Fail Children With Developmental Language Disorder.
How We Fail Children With Developmental Language Disorder.
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我们是如何让患有发展性语言障碍的儿童失望的。
DOI：
10.1044/2020_lshss-20-00003
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发表时间：
2020-10-02
期刊：
影响因子：
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通讯作者：
McGregor KK
中科院分区：
文献类型：
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作者：
McGregor KK
二十多年来，我们已经知道患有发展性语言障碍（DLD）的儿童得不到足够的服务。我们也知道，鉴于其普遍性和影响，DLD并没有引起应有的研究关注。这篇临床重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。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成果。由于DLD而被认为有资格获得临床服务的儿童的百分比继续远远低于基于社区样本中DLD患病率的估计。相对于其他神经发育障碍，对DLD进行的研究数量仍然很少。造成这种情况的因素包括缺乏对DLD的认识，DLD的隐藏性，根深蒂固的政策，以及当语言病理学家必须在学校环境中诊断DLD时所产生的不和谐。需要扩大支助残疾儿童的办法。这可能包括参与宣传和提高认识运动；与我们所服务的家庭有更清晰的沟通，并加强与任课教师的合作；推行校本语言筛选；参与决策；发展服务提供模式，与学校现有的模式一起运作，并补充其功能。https://doi.org/10.23641/asha.12743273
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. I reviewed the literature and applied bibliometric analysis procedures from Bishop (2010) to quantify research efforts aimed at DLD compared to other neurodevelopmental disorders. 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. 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. https://doi.org/10.23641/asha.12743273