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CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
  • D. V.M. Bishop, University of Oxford Medical Sciences Division
  • Margaret J. Snowling, University of Oxford Medical Sciences Division
  • Paul A. Thompson, University of Oxford Medical Sciences Division
  • Trisha Greenhalgh, University of Oxford Medical Sciences Division
  • Catherine Adams, The University of Manchester
  • Lisa Archibald, The University of Western Ontario
  • Gillian Baird, NHS
  • Ann Bauer, The Vyne Community School
  • Jude Bellair, NHS
  • Christopher Boyle, University of New England Australia
  • Elizabeth Brownlie, University of Toronto
  • Glenn Carter, NHS
  • Becky Clark, RALLI
  • Judy Clegg, The University of Sheffield
  • Nancy Cohen, University of Toronto
  • Gina Conti-Ramsden, The University of Manchester
  • Julie Dockrell, UCL Institute of Education
  • Janet Dunn, Meath School
  • Susan Ebbels, UCL Institute of Education
  • Aoife Gallagher, University of Limerick
  • Simon Gibbs, Newcastle University, United Kingdom
  • Emma Gore-Langton, UCL Institute of Education
  • Mandy Grist, I CAN
  • Mary Hartshorne, I CAN
  • Alison Hüneke, Afasic
  • Marc Joanisse, The University of Western Ontario
  • Sally Kedge, University of Auckland
  • Thomas Klee, University of Canterbury
  • Saloni Krishnan, University of Oxford Medical Sciences Division
  • Linda Lascelles, Afasic
  • James Law, Newcastle University, United Kingdom
  • Laurence Leonard, Purdue University
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© 2016 Bishop et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was possible to achieve consensus among professionals on appropriate criteria for identifying children who might benefit from specialist services. We recruited a panel of 59 experts representing ten disciplines (including education, psychology, speech-language therapy/pathology, paediatrics and child psychiatry) from English-speaking countries (Australia, Canada, Ireland, New Zealand, United Kingdom and USA). The starting point for round 1 was a set of 46 statements based on articles and commentaries in a special issue of a journal focusing on this topic. Panel members rated each statement for both relevance and validity on a sevenpoint scale, and added free text comments. These responses were synthesised by the first two authors, who then removed, combined or modified items with a view to improving consensus. The resulting set of statements was returned to the panel for a second evaluation (round 2). Consensus (percentage reporting 'agree' or 'strongly agree') was at least 80 percent for 24 of 27 round 2 statements, though many respondents qualified their response with written comments. These were again synthesised by the first two authors. The resulting consensus statement is reported here, with additional summary of relevant evidence, and a concluding commentary on residual disagreements and gaps in the evidence base.

Citation Information
D. V.M. Bishop, Margaret J. Snowling, Paul A. Thompson, Trisha Greenhalgh, et al.. "CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children" PLoS ONE Vol. 11 Iss. 7 (2016)
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