The Dutch well child language screening protocol for 2-year-old children was valid for detecting current and later language problems.

Aim: A little is known about predictive validity of and professionals' adherence to language screening protocols. This study assessed the concurrent and predictive validity of the Dutch well child language screening protocol for 2-year-old children and the effects of protocol deviations by professionals.

Methods: A prospective cohort study of 124 children recruited and tested between October 2013 and December 2015.

Validation of the Early Language Scale.

The aim of this study was to assess the criterion validity of a new screening instrument, the Early Language Scale (ELS), for the identification of young children at risk for developmental language disorder (DLD), and to determine optimal age-adjusted cut-off scores. We recruited a community-based sample of 265 children aged 1 to 6 years of age. Parents of these children responded on the ELS, a 26-item "yes-no" questionnaire.

Identifying Milestones in Language Development for Young Children Ages 1 to 6 Years.

Objective: Language development is important for children's success in life. Therefore, language is monitored by child health care professionals and parents, but a uniform set of milestones in language development is lacking. Our aim was to identify a set of clear and distinctive milestones that empirically reflect language development in children aged 1 to 6 years of age.

Response to the Letter to the Editor From Moncrieff (2017) Regarding de Wit et al. (2016), "Characteristics of Auditory Processing Disorders: A Systematic Review".

Purpose: The purpose of this letter is to respond to Moncrieff's (2017) letter to the editor, "Response to de Wit et al., 2016, 'Characteristics of Auditory Processing Disorders: A Systematic Review,'" published in May 2017 by the Journal of Speech, Language, and Hearing Research.

Conclusion: We believe that our original conclusions are valid given the limited evidence that is currently available about the etiology of auditory processing disorders (APD).

Same or Different: The Overlap Between Children With Auditory Processing Disorders and Children With Other Developmental Disorders: A Systematic Review.

Objectives: Children diagnosed with auditory processing disorders (APD) experience difficulties in auditory functioning and with memory, attention, language, and reading tasks. However, it is not clear whether the behavioral characteristics of these children are distinctive from the behavioral characteristics of children diagnosed with a different developmental disorder, such as specific language impairment (SLI), dyslexia, attention-deficit hyperactivity disorder (ADHD), learning disorder (LD), or autism spectrum disorder. This study describes the performance of children diagnosed with APD, SLI, dyslexia, ADHD, and LD to different outcome measurements.

Atypical speech and language development: a consensus study on clinical signs in the Netherlands.

Background: Atypical speech and language development is one of the most common developmental difficulties in young children. However, which clinical signs characterize atypical speech-language development at what age is not clear.

Aim: To achieve a national and valid consensus on clinical signs and red flags (i.

Characteristics of Auditory Processing Disorders: A Systematic Review.

Purpose: The purpose of this review article is to describe characteristics of auditory processing disorders (APD) by evaluating the literature in which children with suspected or diagnosed APD were compared with typically developing children and to determine whether APD must be regarded as a deficit specific to the auditory modality or as a multimodal deficit.

Method: Six electronic databases were searched for peer-reviewed studies investigating children with (suspected) APD in comparison with typically developing peers. Relevant studies were independently reviewed and appraised by 2 reviewers.