42 Neurodevelopmental Disorders
Language Disorder
Diagnostic Criteria 315.32 (F80.2)
A. Persistent difficulties in the acquisition and use of language across modalities (i.e.,
spoken, written, sign language, or other) due to deficits in comprehension or produc-
tion that include the following:
1. Reduced vocabulary (word knowledge and use).
2. Limited sentence structure (ability to put words and word endings together to form
sentences based on the rules of grammar and morphology).
3. Impairments in discourse (ability to use vocabulary and connect sentences to ex-
plain or describe a topic or series of events or have a conversation).
B. Language abilities are substantially and quantifiably below those expected for age, re-
sulting in functional limitations in effective communication, social participation, aca-
demic achievement, or occupational performance, individually or in any combination.
C. Onset of symptoms is in the early developmental period.
D. The difficulties are not attributable to hearing or other sensory impairment, motor dys-
function, or another medical or neurological condition and are not better explained by in-
tellectual disability (intellectual developmental disorder) or global developmental delay.
Diagnostic Features
The core diagnostic features of language disorder are difficulties in the acquisition and use
of language due to deficits in the comprehe nsion or production of vocabulary, sentence
structure, and discourse. The language defi cits are evident in spoken communication,
written communication, or sign language. La nguage learning and use is dependent on
both receptive and expressive skills. Expressive ability refers to the production of vocal, ges-
tural, or verbal signals, while receptive ability  refers to the process of receiving and com-
prehending language messages. Language skills  need to be assessed in both expressive