Cross-Disciplinary Dialogue about the Nature of Oral and Written Language Problems in the Context of Developmental, Academic, and Phenotypic Profiles

Elaine R. Silliman · Virginia Wise Berninger

57 citations0/0 files storedTopics in Language Disorders

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Language Development and Disorders Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

Professionals across disciplines who assess and teach students with language problems should develop their own standards for best professional practices to improve the diagnostic and treatment (instructional) services in schools and nonschool settings rather than assessing only for eligibility for categories of special education services according to federal and state special education laws. Participation of professionals from multiple disciplines on teams is necessary but not sufficient unless cross-disciplinary conceptual frameworks are developed and used. Best practices for assessment and intervention for language problems should take into account the patterning of test and other assessment data within 3 kinds of profiles: (1) domains of development—cognition/memory, oral language, sensory and motor, attention and executive function, and social emotional; (2) academic skills—reading, writing, and math; and (3) phenotypes specific to neurogenetic or neurodevelopmental conditions that may apply to the case at hand.

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References

2004Developmental Dyslexia and Specific Language Impairment: Same or Different?2005Are Specific Language Impairment and Dyslexia Distinct Disorders?2006MacArthur-Bates Communicative Development Inventories 2008Relations Among Speech, Language, and Reading Disorders 2009Growth in Phonological, Orthographic, and Morphological Awareness in Grades 1 to 6 2008Age 17 Language and Reading Outcomes in Late-Talking Toddlers: Support for a Dimensional Perspective on Language Delay 1991Language and Gesture in Late Talkers 2010Language Development, Literacy Skills, and Predictive Connections to Reading in Finnish Children With and Without Familial Risk for Dyslexia

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