Identifying delays via preschool language scales in children who are deaf/hard-of-hearing and use spoken language

Standardized language tests guide eligibility for speech-language services in children who are deaf and hard-of-hearing (D/HH) and use spoken language. They must be sensitive enough to detect delays during critical early windows. Clinicians have noted that the Preschool Language Scale-Fifth Edition (PLS-5) may lack sensitivity to spoken language delays in young D/HH children, risking under-identification for...

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Audiologists and speech-language pathologists should critically evaluate whether standard preschool language scales are sensitive enough to detect delays in deaf/hard-of-hearing speaking children, and consider supplementing them with additional assessment tools.

If standard language tests miss delays in deaf and hard-of-hearing children who use spoken language, early intervention opportunities may be lost, making accurate screening tool selection a critical clinical decision.

1. 01Standard preschool language scales (e.g., PLS) may have limited sensitivity for deaf/hard-of-hearing spoken-language users.
2. 02Early identification of language delays is critical for timely intervention in this population.
3. 03Children who are deaf/hard-of-hearing using spoken language represent a specific, under-studied subgroup.
4. 04Sensitivity gaps in testing tools could lead to under-identification and delayed services.
5. 05Findings have direct implications for audiologists and SLPs involved in pediatric hearing management.

PMID

42775708

DOI

10.1093/jdsade/enag068.

Journal

Journal of Deaf Studies and Deaf Education

Publication type

research_article

Evidence level

2b

Population

Preschool-aged deaf and hard-of-hearing children who use spoken language

Intervention

Administration of standardized preschool language scales