Two children in every class experience language disorders

Approximately two children in each Year 1 class will experience a clinically significant language disorder that impacts learning, according to a UCL-led study on language impairment at school entry age. The study, published in the Journal of Child Psychology and Psychiatry , found that children with unexplained language disorders have higher social, emotional and behavioural problems, with 88% failing to achieve early curriculum targets. The researchers also found that non-verbal IQ (NVIQ), a commonly used exclusion criterion for language disorders, was not associated with more severe symptoms of language impairment, or more extensive behavioural and learning problems, unless associated with another developmental condition. This raises questions about the use of non-verbal IQ in diagnosis and treatment decisions. Clinical definitions used to diagnose language disorders traditionally require NVIQ to be within normal limits, classed as a standard score above 85, which results in a significant discrepancy between the verbal and non-verbal abilities of pupils. Children with NVIQ scores below this cut-off are often prevented from accessing the specialist services needed to help them succeed. However, the 5th revision of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) removed the need for 'normal' NVIQ in language disorder diagnoses.