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The Validity of Discrepancy Criteria for Identifying Children with Developmental Language Disorders

Dorothy M. Aram received her PhD in speech pathology from Case Western Reserve University in 1972. She currently is a professor in the Division of Communication Disorders, Emerson College. Her research interests include language and learning sequelae of acquired lateralized brain lesions in children, and classification issues involving children with developmental language disorders.

Robin Morris

Robin Morris received his PhD in clinical psychology from the University of Florida in 1982. His research interests are in the area of developmental neuropsychology.

Nancy E. Hall

Nancy E. Hall received her PhD in communication disorders from Case Western Reserve University in 1992. Her research interests focus on child language disorders and stuttering. Address: Dorothy M. Aram, Division of Communication Disorders, Emerson College, 168 Beacon St., Boston, MA 02116.

Empirical data from two studies address the clinical validity of discrepancy criteria for identification of children with developmental language disorders (DLD). Study 1 involved 256 preschoolers clinically defined as DLD and meeting inclusionary criteria for normal hearing intellectual, neurological, and psychiatric status. Application of alternative psychometrically derived discrepancy criteria identified only 40% to 60% of the clinically defined group as language disordered. Study 2 applied nonverbal IQ-language performance discrepancy criteria to 368 eight-year-old, randomly selected control subjects, resulting in over 45% of the controls being identified as DLD. Factors contributing to underidentification in Study 1 and over-identification in Study 2 are discussed, raising questions regarding the validity of discrepancy criteria for identification of DLD children.

Journal of Learning Disabilities, Vol. 25, No. 9, 549-554 (1992)
DOI: 10.1177/002221949202500902


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