Choosing the Language for Documenting Language
Steven H. Blaustein · 2024
For the speech-language pathologist who is a “general practitioner” and evaluates clients or patients with a variety of disorders across a range of ages, most final written evaluations will have a significant section of the evaluation report devoted to the results of the language assessment. Evaluations of clients, usually children, referred for possible language delays, language disorders, specific language impairment, social pragmatic language disorders, and language-based learning disabilities, are not uncommon referrals for the majority of speech-language pathologists in school settings, agencies, and private practices. Diagnoses such as autism spectrum disorder and intellectual disability will also require thorough assessments of language functioning. Disorders and conditions requiring evaluation of language function will continue well through adolescence as academic or social challenges that were not necessarily evident at earlier ages and stages emerge. Evaluations are then recommended to rule out receptive, expressive, or pragmatic language issues as contributing factors. Trauma and acquired medical conditions that affect language function can occur at any age, and a speech and language evaluation will be necessary to assess the nature and severity of such disorders and provide recommendations for interventions. For children through adults, unless one specializes solely in a specific disorder such as voice, stuttering, or dysphagia, an analysis and description of some element of language function is associated with numerous underlying etiologies, conditions, and symptoms that will prompt a referral for assessing language as part of the evaluation.