Prioritising intervention for children with developmental language impairments: does cognition matter?

Abstract

This literature review explores the rationale for limiting therapy services to children with non-specific language impairment(NLI) relative to service levels often provided for children with specific language inrpairment(SLI). Research comparing the characteristics and intervention results for children with SLI and NLI is summarised, leading to the conclusion that there are few differences between the two groups. The implications of these findings for prioritising service delivery are discussed.