The evidence base is too small and weak to provide clear guidance to speech-language pathologists faced with treating children with diagnosed APD, but some cautious skepticism is warranted until the record of evidence is more complete. Clinicians who decide to use auditory interventions should be aware of the limitations in the evidence and take special care to monitor the spoken and written language status of their young clients.
This article takes readers along the pathway of language learning and disorders across childhood and adolescence, highlighting the complex relationship between early (preschool) language disorders and later (school age) learning disabilities. The discussion starts with a review of diagnostic labels widely used in schools and other professional settings. The sometimes confusing interpretations of labels such as specific language impairment and specific learning disabilities are discussed. We outline key relations that exist among language proficiency, language disorders, and school success and emphasize the centrality of language in literacy and academic success within a conceptual framework that addresses both inherent factors (e.g., abilities the language a child "comes with" to school including one's foundational literacy levels) and external factors (e.g., classroom dynamics, textbook language). We argue that mismatches between these factors come together in a manner that is best captured by the term, language learning disability. We end with a summary of key points that encourage professionals to reevaluate and challenge the traditional view that children and adolescents with language disorders are a separate and distinct population from those with learning disabilities.
At the heart of the article is the question of what is (or are) the most effective way(s) to treat problems defined as "auditory" in nature. The article concludes with 10 suggestions that remind clinicians to consider the usefulness of viewing auditory processing problems as isolated events that can be "fixed." Practical guidelines for creating authentic and functional intervention targets at school-age levels are also provided.
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