Comment from Singleton, Kenyetta, District of Columbia Public Schools

• Describe listing-level severity for particular kinds of language and speech disorders in both adults and children? I agree that we should list the level of severity that will assist when planning treatment. It should be understood that it may not be as simple as mild, moderate, severe, profound but may be mixed mild-moderate, etc. • Consider language and speech disorders when they result from neurological disorders? I agree • Consider language and speech disorders when they have no identifiable cause? I agree • Consider language and speech problems in young children when they have delayed or disordered language and speech development? I agree • Consider communication demands in a school setting when we evaluate language and speech disorders in children? It is important that we consider the educational impact of the speech and/or language disorder. This goes back to looking at the severity and considering academic impact as well as social/emotional and/or vocational. • Consider communication demands in a work setting when we evaluate language and speech disorders in adults? I agree We are also interested in knowing what guidelines for documenting and evaluating language and speech disorders you believe we should include in the introductory section for the new body system. The evaluation should be comprehensive and look at all areas: language, vocabulary, voice, fluency, articulation, pragmatics, it is important that we emphasize our roles as speech and language pathologist and not reading teachers and the tests that are appropriate for diagnosing.