{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,1]],"date-time":"2025-10-01T17:53:24Z","timestamp":1759341204649},"reference-count":47,"publisher":"American Speech Language Hearing Association","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSHSS"],"published-print":{"date-parts":[[1998,1]]},"abstract":"<jats:p>In this article, I share my thoughts concerning what children with developmental language disorders should be called, how they should be defined, and how we might differentiate children with specific language impairment (SLI) from other children with developmental language disorders. Among other things, I attempt to show why a lack of congruence between clinical and research constructs should be expected.<\/jats:p>\n          <jats:p>Researchers and clinicians use different identification criterion and procedures because clinical and educational objectives are different from research objectives. While recognizing these differences, I suggest several possible ways to differentiate a subgroup of children with SLI from the general population of children with developmental language disorders without using nonverbal IQ. Even if researchers are able to identify this unique group of children, clinicians may never embrace the SLI construct.<\/jats:p>\n          <jats:p>In the best of all possible worlds, clinicians would be familiar with how researchers define SLI and appreciate the value of research that attempts to identify distinct subgroups of children with developmental language disorders. Researchers, in this ideal world, would recognize and acknowledge the lack of congruence between the research populations of SLI and the larger clinical population of children with developmental language disorders.<\/jats:p>","DOI":"10.1044\/0161-1461.2901.35","type":"journal-article","created":{"date-parts":[[2014,7,29]],"date-time":"2014-07-29T21:16:13Z","timestamp":1406668573000},"page":"35-44","source":"Crossref","is-referenced-by-count":36,"title":["Trying to Make Sense of Developmental Language Disorders"],"prefix":"10.1044","volume":"29","author":[{"given":"Alan G.","family":"Kamhi","sequence":"first","affiliation":[{"name":"University of Memphis, TN"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"1310","reference":[{"key":"e_1_3_1_2_1","first-page":"113","article-title":"Issues in determining eligibility for language intervention","volume":"31","author":"American Speech-Language-Hearing Association","year":"1989","journal-title":"Asha"},{"key":"e_1_3_1_3_1","first-page":"317","article-title":"Definitions for communicative disorders and differences","volume":"22","author":"American Speech-Language-Hearing Association Committee on Language, Speech, and Hearing Services in the Schools","year":"1980","journal-title":"Asha"},{"key":"e_1_3_1_4_1","doi-asserted-by":"publisher","DOI":"10.1044\/jshr.3603.580"},{"key":"e_1_3_1_5_1","volume-title":"Child language disorders","author":"Aram D. 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