Abstract
Clinical assessment of language development in the preschool child is not easy. Rapin vividly describes the difficulties in evaluating language in a nonverbal child who is uncooperative, pushes away toys offered to him, and remains silent except when an attempt is made to test his reflexes, look in his eyes or detach him from his mother (Rapin, 1978). Yesterday’s “hard-to-test” child has become today’s routine patient in many pediatric clinics (Singh, 1978). However, the same clinical skills which have enabled pediatricians to evaluate other medical, developmental and neurological disorders in the young child can be used successfully in diagnosing and managing language disorders. I will review the three basic aspects of diagnostic evaluation: the history, physical examination and the use of ancillary laboratory and special language tests. The role of office evaluation by the practicing physician is stressed since most parents of children with delayed language development initially consult their child’s doctor for advice.
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© 1981 Spectrum Publications, Inc.
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Ferry, P.C. (1981). Clinical Appraisal of Language Functions in the Preschool Child. In: Lewis, M., Taft, L.T. (eds) Developmental Disabilities. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-6314-9_19
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DOI: https://doi.org/10.1007/978-94-011-6314-9_19
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