Børnesprogklinikkens anbefalinger for udredning af skolebørn med Developmental Language Disorder (DLD): Teoretisk og empirisk baseret praksis

In this paper, we share our experience of Best Practice in assessing Developmental Language Disorder (DLD), in Danish school-aged children. Our recommendations emerge from research and practical knowledge about DLD as well as dynamic assessment, which is a method that offers valuable information related to assessment and intervention. Our suggestions build on previous clinical and practice experiences within the Danish Educational-Psychological Service (PPR/PPT), 14+ years of clinical practice at Aalborg University's Clinic for Developmental Communication and Language Disorders, international research on DLD and participation in various European research networks on DLD. Unlike other neurodevelopmental disorders such as ADHD and autism, DLD lacks standardized national assessment guidelines in Denmark and across other Scandinavian countries. Consequently, assessment practices rely heavily on local expertise and vary widely. In the present paper, we illustrate our recommendations with examples from two cases. In one case, the child meets the diagnostic criteria for DLD, while in the other case the diagnosis is not clearly warranted and calls for further differential diagnostic assessment.