Estimated Prevalence of Developmental Language Disorder Risk in West Virginia Schools.

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος:	Estimated Prevalence of Developmental Language Disorder Risk in West Virginia Schools.
Συγγραφείς:	Israelsen-Augenstein M; Department of Human Performance, School of Medicine, West Virginia University, Morgantown., Moore MW; Department of Human Performance, School of Medicine, West Virginia University, Morgantown.; Department of Communication Sciences and Disorders, The University of Maine, Orono., Toman T; Department of Human Performance, School of Medicine, West Virginia University, Morgantown., Rosborough A; LinguaCare Associates, LLC, Daniels, WV.
Πηγή:	Language, speech, and hearing services in schools [Lang Speech Hear Serv Sch] 2026 Oct 08; Vol. 57 (4), pp. 1338-1355. Date of Electronic Publication: 2026 Aug 25.
Τύπος έκδοσης:	Journal Article
Γλώσσα:	English
Στοιχεία περιοδικού:	Publisher: American Speech and Hearing Assn Country of Publication: United States NLM ID: 0323431 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-9129 (Electronic) Linking ISSN: 01611461 NLM ISO Abbreviation: Lang Speech Hear Serv Sch Subsets: MEDLINE
Imprint Name(s):	Original Publication: Washington, American Speech and Hearing Assn.
Ιατρικοί όροι (MeSH):	Language Development Disorders/epidemiology , Language Development Disorders/diagnosis, West Virginia/epidemiology ; Humans ; Female ; Male ; Prevalence ; Cross-Sectional Studies ; Child ; Schools ; Risk Factors ; Language Tests
Περίληψη:	Purpose: Developmental language disorder (DLD) is linked to long-term academic and social difficulties. Despite these lasting impacts, state-level prevalence estimates are limited. This study estimated prevalence among early-elementary students in West Virginia who may be at risk for DLD and examined variation by grade, locale, and assessment instrument. Method: A cross-sectional screening battery was administered to 252 students in Grades 1-2 across six Title I schools. Children with Kaufman Brief Intelligence Test-Second Edition Matrices standard scores ≤ 70 were excluded prior to analysis. A dual-criterion definition of DLD risk was used: ≤ 80 on the Clinical Evaluation of Language Fundamentals-Fifth Edition (CELF-5) core composite and ≤ 92 on the Test of Narrative Language-Second Edition (TNL-2). Descriptive statistics and mixed-effects logistic regression (random intercept for school) tested effects of grade, gender, and locale. Results: Using the dual-criterion definition, 72 of 252 students (28.6%) met criteria for being at risk for DLD. Adjusted models showed higher odds of DLD risk in town versus urban schools (odds ratio = 3.06, 95% confidence interval [1.31, 7.15], p = .010), whereas grade and gender were not significant predictors after accounting for school-level clustering. Instrument-specific classification rates diverged substantially, with the TNL-2 identifying a higher proportion of students relative to the CELF-5. Conclusions: Although based on a relatively small yet representative sample of West Virginia students, prevalence estimates substantially exceed commonly cited large-scale population estimates. Results underscore the influence of instrument choice on suspected prevalence and the need for locally calibrated screening protocols and targeted service planning.
Entry Date(s):	Date Created: 20260825 Date Completed: 20261008 Latest Revision: 20261008
Update Code:	20261009
DOI:	10.1044/2026_LSHSS-25-00248
PMID:	42641081
Βάση Δεδομένων:	MEDLINE

Περιγραφή
ISSN:	1558-9129
DOI:	10.1044/2026_LSHSS-25-00248