What is the most appropriate next step for the speech-language pathologist (SLP) when a child exhibits poor receptive language and limited expressive language during an evaluation?

Engaging in an interprofessional practice for diagnosis is essential in this scenario. When a child demonstrates poor receptive and limited expressive language, a comprehensive understanding of the child’s needs requires an approach that involves multiple professionals, such as psychologists, educators, or pediatricians. This collaboration ensures a thorough assessment from varying perspectives, allowing for a more precise diagnosis and informed intervention strategies.

Involving other professionals can also bring additional insights about the child's overall development and any co-occurring issues that might impact language skills. This team approach is crucial, especially in cases where language delays might be influenced by factors beyond speech and language therapy alone, such as cognitive, social, emotional, or educational considerations.

While considering other options, conducting a full evaluation when the child is more cooperative might postpone critical intervention strategies that could be beneficial in addressing the child's immediate needs. Initiating expressive language therapy without a complete understanding of the underlying issues could lead to ineffective or misaligned treatment. Training the teacher on strategies, while important, may not address the depth of the communication challenges demonstrated, and it is typically part of an overall intervention plan rather than an initial step.