TY - JOUR
T1 - Phase 2 of CATALISE
T2 - a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
AU - and the CATALISE-2 consortium
AU - Bishop, Dorothy V.M.
AU - Snowling, Margaret J.
AU - Thompson, Paul A.
AU - Greenhalgh, Trisha
AU - Adams, Catherine
AU - Archibald, Lisa
AU - Baird, Gillian
AU - Bauer, Ann
AU - Bellair, Jude
AU - Boyle, Christopher
AU - Brownlie, Elizabeth
AU - Carter, Glenn
AU - Clark, Becky
AU - Clegg, Judy
AU - Cohen, Nancy
AU - Conti-Ramsden, Gina
AU - Dockrell, Julie
AU - Dunn, Janet
AU - Ebbels, Susan
AU - Gallagher, Aoife
AU - Gibbs, Simon
AU - Gore-Langton, Emma
AU - Grist, Mandy
AU - Hartshorne, Mary
AU - Hüneke, Alison
AU - Joanisse, Marc
AU - Kedge, Sally
AU - Klee, Thomas
AU - Krishnan, Saloni
AU - Lascelles, Linda
AU - Law, James
AU - Leonard, Laurence
AU - Lynham, Stephanie
AU - Arnold, Elina Mainela
AU - Mathura, Narad
AU - McCartney, Elspeth
AU - McKean, Cristina
AU - McNeill, Brigid
AU - Morgan, Angela
AU - Murphy, Carol Anne
AU - Norbury, Courtenay
AU - O'Hare, Anne
AU - Cardy, Janis Oram
AU - O'Toole, Ciara
AU - Paul, Rhea
AU - Purdy, Suzanne
AU - Redmond, Sean
AU - Restrepo, Laida
AU - Rice, Mabel
AU - Slonims, Vicky
N1 - Publisher Copyright:
© 2017 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.
PY - 2017/10
Y1 - 2017/10
N2 - Background: Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods: The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results: We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions: This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature.
AB - Background: Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods: The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results: We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions: This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature.
KW - Developmental language disorder
KW - definitions
KW - risk factors
KW - specific language impairment
KW - terminology
UR - http://www.scopus.com/inward/record.url?scp=85016940011&partnerID=8YFLogxK
U2 - 10.1111/jcpp.12721
DO - 10.1111/jcpp.12721
M3 - Article
C2 - 28369935
AN - SCOPUS:85016940011
SN - 0021-9630
VL - 58
SP - 1068
EP - 1080
JO - Journal of Child Psychology and Psychiatry and Allied Disciplines
JF - Journal of Child Psychology and Psychiatry and Allied Disciplines
IS - 10
ER -