title: Language delays among foster children: implications for policy and practice.
abstract: This article highlights the centrality of language in early childhood development and the potential for language delays to negatively affect long-term outcomes in educational and social domains. Given the high rate of language delays in the foster care population, an emphasis should be placed on assessing language skills among children ages 6 and younger entering foster care. The authors describe several existing approaches to assessing language skills and discuss obstacles to the widespread implementation of systematic evaluation among foster children. Finally, the authors discuss the need for research and programming to establish evidence-based practices that encourage the remediation of language delays in this highly vulnerable population.
authors.affiliation: North Clackamas School District, Clackamas County, OR, USA.
authors.forename: Carol D
authors.initials: CD
authors.lastname: Stock
authors.forename: Philip A
authors.initials: PA
authors.lastname: Fisher
mesh_terms: D002140:California; D002648:Child; D002669:Child Welfare; D002675:Child, Preschool; D002658:Developmental Disabilities / Q000175:diagnosis; D042241:Early Diagnosis; D018479:Early Intervention, Educational; D005581:Foster Home Care; D006801:Humans; D007223:Infant; D007804:Language Development; D007805:Language Development Disorders / Q000175:diagnosis*; D007807:Language Tests; D008484:Medicaid; D011635:Public Health Administration; D011640:Public Policy; D012931:Social Environment