Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology

被引：926

作者：

Bishop, Dorothy V. M. ^{[1
]}

Snowling, Margaret J. ^{[1
]}

Thompson, Paul A. ^{[1
]}

Greenhalgh, Trisha ^{[2
]}

Adams, Catherine ^{[3
]}

Archibald, Lisa ^{[4
]}

Baird, Gillian ^{[5
]}

Bauer, Ann ^{[6
]}

Bellair, Jude ^{[5
]}

Boyle, Christopher ^{[7
]}

Brownlie, Elizabeth ^{[8
]}

Carter, Glenn ^{[5
]}

Clark, Becky ^{[9
]}

Clegg, Judy ^{[10
]}

Cohen, Nancy ^{[8
]}

Conti-Ramsden, Gina ^{[3
]}

Dockrell, Julie ^{[11
]}

Dunn, Janet ^{[12
]}

Ebbels, Susan ^{[13
,14
]}

Gallagher, Aoife ^{[15
]}

Gibbs, Simon ^{[16
]}

Gore-Langton, Emma ^{[14
]}

Grist, Mandy ^{[17
]}

Hartshorne, Mary ^{[17
]}

Huneke, Alison ^{[18
]}

Joanisse, Marc ^{[4
]}

Kedge, Sally ^{[19
]}

Klee, Thomas ^{[20
]}

Krishnan, Saloni ^{[21
]}

Lascelles, Linda ^{[18
]}

Law, James ^{[16
]}

Leonard, Laurence ^{[22
]}

Lynham, Stephanie ^{[5
]}

Arnold, Elina Mainela ^{[8
]}

Mathura, Narad ^{[5
]}

McCartney, Elspeth ^{[23
]}

McKean, Cristina ^{[16
]}

McNeill, Brigid ^{[24
]}

Morgan, Angela ^{[25
]}

Murphy, Carol-Anne ^{[15
]}

Norbury, Courtenay ^{[26
]}

O'Hare, Anne ^{[27
]}

Cardy, Janis Oram ^{[4
]}

O'Toole, Ciara ^{[28
]}

Paul, Rhea ^{[29
]}

Purdy, Suzanne ^{[19
]}

Redmond, Sean ^{[30
]}

Restrepo, Laida ^{[31
]}

Rice, Mabel ^{[32
]}

Slonims, Vicky ^{[5
]}

机构：

[1] Univ Oxford, Dept Expt Psychol, South Parks Rd, Oxford OX1 3UD, England

[2] Univ Oxford, Nuffield Dept Primary Care Hlth Sci, Oxford, England

[3] Univ Manchester, Manchester, Lancs, England

[4] Univ Western Ontario, London, ON N6A 3K7, Canada

[5] NHS, London, England

[6] Vyne Community Sch, Language Resource Provis, London, England

[7] Univ Exeter, Exeter EX4 4QJ, Devon, England

[8] Univ Toronto, Toronto, ON M5S 1A1, Canada

[9] RALLI, ClarkSLT, London, England

[10] Univ Sheffield, Sheffield S10 2TN, S Yorkshire, England

[11] UCL, Inst Educ, London WC1E 6BT, England

[12] Meath Sch, Surrey, England

[13] Moor House Sch & Coll, Surrey, England

[14] UCL, London WC1E 6BT, England

[15] Univ Limerick, Limerick, Ireland

[16] Newcastle Univ, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England

[17] ICAN, London, England

[18] Afasic, London, England

[19] Univ Auckland, Auckland 1, New Zealand

[20] Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China

[21] Univ Oxford, Oxford OX1 2JD, England

[22] Purdue Univ, W Lafayette, IN 47907 USA

[23] Univ Strathclyde, Glasgow G1 1XQ, Lanark, Scotland

[24] Univ Canterbury, Canterbury, Kent, England

[25] Murdoch Childrens Res Inst, Parkville, Vic, Australia

[26] Univ London Royal Holloway & Bedford New Coll, Egham TW20 0EX, Surrey, England

[27] Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland

[28] Univ Coll Cork, Cork, Ireland

[29] Sacred Heart Univ, Fairfield, CT USA

[30] Univ Utah, Salt Lake City, UT 84112 USA

[31] Arizona State Univ, Tempe, AZ 85287 USA

[32] Univ Kansas, Lawrence, KS 66045 USA

[33] La Trobe Univ, Bundoora, Vic 3086, Australia

[34] Boston Univ, Boston, MA 02215 USA

[35] Univ Western Australia, Nedlands, WA 6009, Australia

[36] Univ Iowa, Iowa City, IA 52242 USA

[37] Univ Alberta, Edmonton, AB T6G 2M7, Canada

[38] Griffith Univ, Nathan, Qld 4111, Australia

[39] Univ Western Australia, Telethon Kids Inst, Nedlands, WA 6009, Australia

来源：

JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY | 2017年 / 58卷 / 10期

基金：

英国惠康基金;

关键词：

Developmental language disorder; specific language impairment; terminology; risk factors; definitions; LONG-TERM CONSISTENCY; VERBAL WORKING-MEMORY; SPEECH/LANGUAGE PROFILES; FOLLOW-UP; CHILDREN; IMPAIRMENT; SPEECH; DISORDERS; COMMUNICATION; OUTCOMES;

D O I：

10.1111/jcpp.12721

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：1068 / 1080

页数：13

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