Showing posts with label language. Show all posts
Showing posts with label language. Show all posts

Thursday, 12 March 2026

Bishopblog catalogue (updated 12 Mar 2026)

Source: http://www.weblogcartoons.com/2008/11/23/ideas/

Those of you who follow this blog may have noticed a lack of thematic coherence. I write about whatever is exercising my mind at the time, which can range from technical aspects of statistics to the design of bathroom taps. I decided it might be helpful to introduce a bit of order into this chaotic melange, so here is a catalogue of posts by topic.

Language impairment, dyslexia and related disorders
The common childhood disorders that have been left out in the cold (1 Dec 2010) What's in a name? (18 Dec 2010) Neuroprognosis in dyslexia (22 Dec 2010) Where commercial and clinical interests collide: Auditory processing disorder (6 Mar 2011) Auditory processing disorder (30 Mar 2011) Special educational needs: will they be met by the Green paper proposals? (9 Apr 2011) Is poor parenting really to blame for children's school problems? (3 Jun 2011) Early intervention: what's not to like? (1 Sep 2011) Lies, damned lies and spin (15 Oct 2011) A message to the world (31 Oct 2011) Vitamins, genes and language (13 Nov 2011) Neuroscientific interventions for dyslexia: red flags (24 Feb 2012) Phonics screening: sense and sensibility (3 Apr 2012) What Chomsky doesn't get about child language (3 Sept 2012) Data from the phonics screen (1 Oct 2012) Auditory processing disorder: schisms and skirmishes (27 Oct 2012) High-impact journals (Action video games and dyslexia: critique) (10 Mar 2013) Overhyped genetic findings: the case of dyslexia (16 Jun 2013) The arcuate fasciculus and word learning (11 Aug 2013) Changing children's brains (17 Aug 2013) Raising awareness of language learning impairments (26 Sep 2013) Good and bad news on the phonics screen (5 Oct 2013) What is educational neuroscience? (25 Jan 2014) Parent talk and child language (17 Feb 2014) My thoughts on the dyslexia debate (20 Mar 2014) Labels for unexplained language difficulties in children (23 Aug 2014) International reading comparisons: Is England really do so poorly? (14 Sep 2014) Our early assessments of schoolchildren are misleading and damaging (4 May 2015) Opportunity cost: a new red flag for evaluating interventions (30 Aug 2015) The STEP Physical Literacy programme: have we been here before? (2 Jul 2017) Prisons, developmental language disorder, and base rates (3 Nov 2017) Reproducibility and phonics: necessary but not sufficient (27 Nov 2017) Developmental language disorder: the need for a clinically relevant definition (9 Jun 2018) Changing terminology for children's language disorders (23 Feb 2020) Developmental Language Disorder (DLD) in relaton to DSM5 (29 Feb 2020) Why I am not engaging with the Reading Wars (30 Jan 2022)

Autism
Autism diagnosis in cultural context (16 May 2011) Are our ‘gold standard’ autism diagnostic instruments fit for purpose? (30 May 2011) How common is autism? (7 Jun 2011) Autism and hypersystematising parents (21 Jun 2011) An open letter to Baroness Susan Greenfield (4 Aug 2011) Susan Greenfield and autistic spectrum disorder: was she misrepresented? (12 Aug 2011) Psychoanalytic treatment for autism: Interviews with French analysts (23 Jan 2012) The ‘autism epidemic’ and diagnostic substitution (4 Jun 2012) How wishful thinking is damaging Peta's cause (9 June 2014) NeuroPointDX's blood test for Autism Spectrum Disorder ( 12 Jan 2019) Biomarkers to screen for autism (again) (6 Dec 2022)

Developmental disorders/paediatrics
The hidden cost of neglected tropical diseases (25 Nov 2010) The National Children's Study: a view from across the pond (25 Jun 2011) The kids are all right in daycare (14 Sep 2011) Moderate drinking in pregnancy: toxic or benign? (21 Nov 2012) Changing the landscape of psychiatric research (11 May 2014) The sinister side of French psychoanalysis revealed (15 Oct 2019) A desire for clickbait can hinder an academic journal's reputation (4 Oct 2022) Polyunsaturated fatty acids and children's cognition: p-hacking and the canonisation of false facts (4 Sep 2023)

Genetics
Where does the myth of a gene for things like intelligence come from? (9 Sep 2010) Genes for optimism, dyslexia and obesity and other mythical beasts (10 Sep 2010) The X and Y of sex differences (11 May 2011) Review of How Genes Influence Behaviour (5 Jun 2011) Getting genetic effect sizes in perspective (20 Apr 2012) Moderate drinking in pregnancy: toxic or benign? (21 Nov 2012) Genes, brains and lateralisation (22 Dec 2012) Genetic variation and neuroimaging (11 Jan 2013) Have we become slower and dumber? (15 May 2013) Overhyped genetic findings: the case of dyslexia (16 Jun 2013) Incomprehensibility of much neurogenetics research ( 1 Oct 2016) A common misunderstanding of natural selection (8 Jan 2017) Sample selection in genetic studies: impact of restricted range (23 Apr 2017) Pre-registration or replication: the need for new standards in neurogenetic studies (1 Oct 2017) Review of 'Innate' by Kevin Mitchell ( 15 Apr 2019) Why eugenics is wrong (18 Feb 2020)

Neuroscience
Neuroprognosis in dyslexia (22 Dec 2010) Brain scans show that… (11 Jun 2011)  Time for neuroimaging (and PNAS) to clean up its act (5 Mar 2012) Neuronal migration in language learning impairments (2 May 2012) Sharing of MRI datasets (6 May 2012) Genetic variation and neuroimaging (1 Jan 2013) The arcuate fasciculus and word learning (11 Aug 2013) Changing children's brains (17 Aug 2013) What is educational neuroscience? ( 25 Jan 2014) Changing the landscape of psychiatric research (11 May 2014) Incomprehensibility of much neurogenetics research ( 1 Oct 2016)

Reproducibility
Accentuate the negative (26 Oct 2011) Novelty, interest and replicability (19 Jan 2012) High-impact journals: where newsworthiness trumps methodology (10 Mar 2013) Who's afraid of open data? (15 Nov 2015) Blogging as post-publication peer review (21 Mar 2013) Research fraud: More scrutiny by administrators is not the answer (17 Jun 2013) Pressures against cumulative research (9 Jan 2014) Why does so much research go unpublished? (12 Jan 2014) Replication and reputation: Whose career matters? (29 Aug 2014) Open code: note just data and publications (6 Dec 2015) Why researchers need to understand poker ( 26 Jan 2016) Reproducibility crisis in psychology ( 5 Mar 2016) Further benefit of registered reports ( 22 Mar 2016) Would paying by results improve reproducibility? ( 7 May 2016) Serendipitous findings in psychology ( 29 May 2016) Thoughts on the Statcheck project ( 3 Sep 2016) When is a replication not a replication? (16 Dec 2016) Reproducible practices are the future for early career researchers (1 May 2017) Which neuroimaging measures are useful for individual differences research? (28 May 2017) Prospecting for kryptonite: the value of null results (17 Jun 2017) Pre-registration or replication: the need for new standards in neurogenetic studies (1 Oct 2017) Citing the research literature: the distorting lens of memory (17 Oct 2017) Reproducibility and phonics: necessary but not sufficient (27 Nov 2017) Improving reproducibility: the future is with the young (9 Feb 2018) Sowing seeds of doubt: how Gilbert et al's critique of the reproducibility project has played out (27 May 2018) Preprint publication as karaoke ( 26 Jun 2018) Standing on the shoulders of giants, or slithering around on jellyfish: Why reviews need to be systematic ( 20 Jul 2018) Matlab vs open source: costs and benefits to scientists and society ( 20 Aug 2018) Responding to the replication crisis: reflections on Metascience 2019 (15 Sep 2019) Manipulated images: hiding in plain sight (13 May 2020) Frogs or termites: gunshot or cumulative science? ( 6 Jun 2020) Open data: We know what's needed - now let's make it happen (27 Mar 2021) A proposal for data-sharing the discourages p-hacking (29 Jun 2022) Can systematic reviews help clean up science (9 Aug 2022)Polyunsaturated fatty acids and children's cognition: p-hacking and the canonisation of false facts (4 Sep 2023) Book Review: Unreliable (Csaba Szabo) (Mar 16, 2025) Gold standard science isn't gold standard if it's applied selectively - firearms (Aug 26, 2025) Gold standard science isn't gold standard if it's applied selectively - autism (Aug 27, 2025) Wellcome LEAP's new $50M program (Oct 20, 2025) The dangers of using bibliometrics with polluted data (Nov 21, 2025)  

Statistics
Book review: biography of Richard Doll (5 Jun 2010) Book review: the Invisible Gorilla (30 Jun 2010) The difference between p < .05 and a screening test (23 Jul 2010) Three ways to improve cognitive test scores without intervention (14 Aug 2010) A short nerdy post about the use of percentiles (13 Apr 2011) The joys of inventing data (5 Oct 2011) Getting genetic effect sizes in perspective (20 Apr 2012) Causal models of developmental disorders: the perils of correlational data (24 Jun 2012) Data from the phonics screen (1 Oct 2012)Moderate drinking in pregnancy: toxic or benign? (1 Nov 2012) Flaky chocolate and the New England Journal of Medicine (13 Nov 2012) Interpreting unexpected significant results (7 June 2013) Data analysis: Ten tips I wish I'd known earlier (18 Apr 2014) Data sharing: exciting but scary (26 May 2014) Percentages, quasi-statistics and bad arguments (21 July 2014) Why I still use Excel ( 1 Sep 2016) Sample selection in genetic studies: impact of restricted range (23 Apr 2017) Prospecting for kryptonite: the value of null results (17 Jun 2017) Prisons, developmental language disorder, and base rates (3 Nov 2017) How Analysis of Variance Works (20 Nov 2017) ANOVA, t-tests and regression: different ways of showing the same thing (24 Nov 2017) Using simulations to understand the importance of sample size (21 Dec 2017) Using simulations to understand p-values (26 Dec 2017) One big study or two small studies? ( 12 Jul 2018) Time to ditch relative risk in media reports (23 Jan 2020)

Journalism/science communication
Orwellian prize for scientific misrepresentation (1 Jun 2010) Journalists and the 'scientific breakthrough' (13 Jun 2010) Orwellian prize for journalistic misrepresentation: an update (29 Jan 2011) Academic publishing: why isn't psychology like physics? (26 Feb 2011) Scientific communication: the Comment option (25 May 2011)  Publishers, psychological tests and greed (30 Dec 2011) Time for academics to withdraw free labour (7 Jan 2012) 2011 Orwellian Prize for Journalistic Misrepresentation (29 Jan 2012) Communicating science in the age of the internet (13 Jul 2012) How to bury your academic writing (26 Aug 2012) Schizophrenia and child abuse in the media (26 May 2013) Why we need pre-registration (6 Jul 2013) On the need for responsible reporting of research (10 Oct 2013) Psychology research: hopeless case or pioneering field? (28 Aug 2015) When scientific communication is a one-way street (13 Dec 2016) Time to ditch relative risk in media reports (23 Jan 2020) Book Review. Fiona Fox: Beyond the Hype (12 Apr 2022)

Academic Publishing
Science journal editors: a taxonomy (28 Sep 2010) Time for neuroimaging (and PNAS) to clean up its act (5 Mar 2012) High-impact journals: where newsworthiness trumps methodology (10 Mar 2013)  A short rant about numbered journal references (5 Apr 2013) Desperate marketing from J. Neuroscience ( 18 Feb 2016) Editorial integrity: publishers on the front line ( 11 Jun 2016) A New Year's letter to academic publishers (4 Jan 2014) Journals without editors: What is going on? (1 Feb 2015) Editors behaving badly? (24 Feb 2015) Will Elsevier say sorry? (21 Mar 2015) How long does a scientific paper need to be? (20 Apr 2015) Will traditional science journals disappear? (17 May 2015) My collapse of confidence in Frontiers journals (7 Jun 2015) Publishing replication failures (11 Jul 2015) Breaking the ice with buxom grapefruits: Pratiques de publication and predatory publishing (25 Jul 2017) Should editors edit reviewers? ( 26 Aug 2018) Corrigendum: a word you may hope never to encounter (3 Aug 2019) Percent by most prolific author score and editorial bias (12 Jul 2020) PEPIOPs – prolific editors who publish in their own publications (16 Aug 2020) Faux peer-reviewed journals: a threat to research integrity (6 Dec 2020) Time for publishers to consider the rights of readers as well as authors (13 Mar 2021) Universities vs Elsevier: who has the upper hand? (14 Nov 2021) We need to talk about editors (6 Sep 2022) So do we need editors? (11 Sep 2022) Reviewer-finding algorithms: the dangers for peer review (30 Sep 2022) A desire for clickbait can hinder an academic journal's reputation (4 Oct 2022) What is going on in Hindawi special issues? (12 Oct 2022) New Year's Eve Quiz: Dodgy journals special (31 Dec 2022) A suggestion for e-Life (20 Mar 2023) Papers affected by misconduct: Erratum, correction or retraction? (11 Apr 2023) Is Hindawi “well-positioned for revitalization?” (23 Jul 2023) The discussion section: Kill it or reform it? (14 Aug 2023) Spitting out the AI Gobbledegook sandwich: a suggestion for publishers (2 Oct 2023) The world of Poor Things at MDPI journals (Feb 9 2024) Some thoughts on eLife's New Model: One year on (Mar 27 2024) Does Elsevier's negligence pose a risk to public health? (Jun 20 2024) Collapse of scientific standards at MDPI journals: a case study (Jul 23 2024) My experience as a reviewer for MDPI (Aug 8 2024) Optimizing research integrity investigations: the need for evidence (Aug 22 2024) Now you see it, now you don't: the strange world of disappearing Special Issues at MDPI (Sep 4 2024) Prodding the behemoth with a stick (Sep 14 2024) Using PubPeer to screen editors (Sep 24 2024) An open letter regarding Scientific Reports (Oct 16 2024) What's going on at the Journal of Psycholinguistic Research? (Oct 21, 2024) Finland vs Germany: the case of MDPI (Dec 23, 2024) Tomatoes roaming the fields: another embarrassing paper for MDPI (Jan 18, 2025) IEEE has a pseudoscience problem (Feb 22, 2025) Trouble at t'(review) mill: How MDPI lets down authors (July 21 ,2025) New publishing models will only work if authors embrace them (July 31, 2025) Problems with eLife's new article type: Replication studies (Oct 27, 2025) The inner workings of a paper mill (Nov 8, 2025) An open letter to the BMJ editorial board (Jan 5, 2026) An analysis of PubPeer comments on highly-cited retracted articles (Feb 2, 2026) Stealth corrections are still a threat to academic integrity (Feb 20, 2026) 

Social Media
A gentle introduction to Twitter for the apprehensive academic (14 Jun 2011) Your Twitter Profile: The Importance of Not Being Earnest (19 Nov 2011) Will I still be tweeting in 2013? (2 Jan 2012) Blogging in the service of science (10 Mar 2012) Blogging as post-publication peer review (21 Mar 2013) The impact of blogging on reputation ( 27 Dec 2013) WeSpeechies: A meeting point on Twitter (12 Apr 2014) Email overload ( 12 Apr 2016) How to survive on Twitter - a simple rule to reduce stress (13 May 2018)

Academic life
An exciting day in the life of a scientist (24 Jun 2010) How our current reward structures have distorted and damaged science (6 Aug 2010) The challenge for science: speech by Colin Blakemore (14 Oct 2010) When ethics regulations have unethical consequences (14 Dec 2010) A day working from home (23 Dec 2010) Should we ration research grant applications? (8 Jan 2011) The one hour lecture (11 Mar 2011) The expansion of research regulators (20 Mar 2011) Should we ever fight lies with lies? (19 Jun 2011) How to survive in psychological research (13 Jul 2011) So you want to be a research assistant? (25 Aug 2011) NHS research ethics procedures: a modern-day Circumlocution Office (18 Dec 2011) The REF: a monster that sucks time and money from academic institutions (20 Mar 2012) The ultimate email auto-response (12 Apr 2012) Well, this should be easy…. (21 May 2012) Journal impact factors and REF2014 (19 Jan 2013)  An alternative to REF2014 (26 Jan 2013) Postgraduate education: time for a rethink (9 Feb 2013)  Ten things that can sink a grant proposal (19 Mar 2013)Blogging as post-publication peer review (21 Mar 2013) The academic backlog (9 May 2013)  Discussion meeting vs conference: in praise of slower science (21 Jun 2013) Why we need pre-registration (6 Jul 2013) Evaluate, evaluate, evaluate (12 Sep 2013) High time to revise the PhD thesis format (9 Oct 2013) The Matthew effect and REF2014 (15 Oct 2013) The University as big business: the case of King's College London (18 June 2014) Should vice-chancellors earn more than the prime minister? (12 July 2014)  Some thoughts on use of metrics in university research assessment (12 Oct 2014) Tuition fees must be high on the agenda before the next election (22 Oct 2014) Blaming universities for our nation's woes (24 Oct 2014) Staff satisfaction is as important as student satisfaction (13 Nov 2014) Metricophobia among academics (28 Nov 2014) Why evaluating scientists by grant income is stupid (8 Dec 2014) Dividing up the pie in relation to REF2014 (18 Dec 2014)  Shaky foundations of the TEF (7 Dec 2015) A lamentable performance by Jo Johnson (12 Dec 2015) More misrepresentation in the Green Paper (17 Dec 2015) The Green Paper’s level playing field risks becoming a morass (24 Dec 2015) NSS and teaching excellence: wrong measure, wrongly analysed (4 Jan 2016) Lack of clarity of purpose in REF and TEF ( 2 Mar 2016) Who wants the TEF? ( 24 May 2016) Cost benefit analysis of the TEF ( 17 Jul 2016)  Alternative providers and alternative medicine ( 6 Aug 2016) We know what's best for you: politicians vs. experts (17 Feb 2017) Advice for early career researchers re job applications: Work 'in preparation' (5 Mar 2017) Should research funding be allocated at random? (7 Apr 2018) Power, responsibility and role models in academia (3 May 2018) My response to the EPA's 'Strengthening Transparency in Regulatory Science' (9 May 2018) More haste less speed in calls for grant proposals ( 11 Aug 2018) Has the Society for Neuroscience lost its way? ( 24 Oct 2018) The Paper-in-a-Day Approach ( 9 Feb 2019) Benchmarking in the TEF: Something doesn't add up ( 3 Mar 2019) The Do It Yourself conference ( 26 May 2019) A call for funders to ban institutions that use grant capture targets (20 Jul 2019) Research funders need to embrace slow science (1 Jan 2020) Should I stay or should I go: When debate with opponents should be avoided (12 Jan 2020) Stemming the flood of illegal external examiners (9 Feb 2020) What can scientists do in an emergency shutdown? (11 Mar 2020) Stepping back a level: Stress management for academics in the pandemic (2 May 2020)
TEF in the time of pandemic (27 Jul 2020) University staff cuts under the cover of a pandemic: the cases of Liverpool and Leicester (3 Mar 2021) Some quick thoughts on academic boycotts of Russia (6 Mar 2022) When there are no consequences for misconduct (16 Dec 2022) Open letter to CNRS (30 Mar 2023) When privacy rules protect fraudsters (Oct 12, 2023) Defence against the dark arts: a proposal for a new MSc course (Nov 19, 2023) An (intellectually?) enriching opportunity for affiliation (Feb 2 2024) Just make it stop! When will we say that further research isn't needed? (Mar 24 2024) Are commitments to open data policies worth the paper they are written on? (May 26 2024) Whistleblowing, research misconduct, and mental health (Jul 1 2024) I don't care about journal impact factors but I do care about visibility (Oct 27, 2024) Why I have resigned from the Royal Society (Nov 25, 2024) Seven reasons for keeping Elon Musk as a Fellow of the Royal Society (Feb 12, 2025) The dangers of using bibliometrics with polluted data (Nov 21, 2025)

Celebrity scientists/quackery
Three ways to improve cognitive test scores without intervention (14 Aug 2010) What does it take to become a Fellow of the RSM? (24 Jul 2011) An open letter to Baroness Susan Greenfield (4 Aug 2011) Susan Greenfield and autistic spectrum disorder: was she misrepresented? (12 Aug 2011) How to become a celebrity scientific expert (12 Sep 2011) The kids are all right in daycare (14 Sep 2011)  The weird world of US ethics regulation (25 Nov 2011) Pioneering treatment or quackery? How to decide (4 Dec 2011) Psychoanalytic treatment for autism: Interviews with French analysts (23 Jan 2012) Neuroscientific interventions for dyslexia: red flags (24 Feb 2012) Why most scientists don't take Susan Greenfield seriously (26 Sept 2014) NeuroPointDX's blood test for Autism Spectrum Disorder ( 12 Jan 2019) Low-level lasers. Part 1. Shining a light on an unconventional treatment for autism (Nov 25, 2023) Low-level lasers. Part 2. Erchonia and the universal panacea (Dec 5, 2023)

Women
Academic mobbing in cyberspace (30 May 2010) What works for women: some useful links (12 Jan 2011) The burqua ban: what's a liberal response (21 Apr 2011) C'mon sisters! Speak out! (28 Mar 2012) Psychology: where are all the men? (5 Nov 2012) Should Rennard be reinstated? (1 June 2014) How the media spun the Tim Hunt story (24 Jun 2015)

Politics and Religion
Lies, damned lies and spin (15 Oct 2011) A letter to Nick Clegg from an ex liberal democrat (11 Mar 2012) BBC's 'extensive coverage' of the NHS bill (9 Apr 2012) Schoolgirls' health put at risk by Catholic view on vaccination (30 Jun 2012) A letter to Boris Johnson (30 Nov 2013) How the government spins a crisis (floods) (1 Jan 2014) The alt-right guide to fielding conference questions (18 Feb 2017) We know what's best for you: politicians vs. experts (17 Feb 2017) Barely a good word for Donald Trump in Houses of Parliament (23 Feb 2017) Do you really want another referendum? Be careful what you wish for (12 Jan 2018) My response to the EPA's 'Strengthening Transparency in Regulatory Science' (9 May 2018) What is driving Theresa May? ( 27 Mar 2019) A day out at 10 Downing St (10 Aug 2019) Voting in the EU referendum: Ignorance, deceit and folly ( 8 Sep 2019) Harry Potter and the Beast of Brexit (20 Oct 2019) Attempting to communicate with the BBC (8 May 2020) Boris bingo: strategies for (not) answering questions (29 May 2020) Linking responsibility for climate refugees to emissions (23 Nov 2021) Response to Philip Ball's critique of scientific advisors (16 Jan 2022) Boris Johnson leads the world ....in the number of false facts he can squeeze into a session of PMQs (20 Jan 2022) Some quick thoughts on academic boycotts of Russia (6 Mar 2022) Contagion of the political system (3 Apr 2022)When there are no consequences for misconduct (16 Dec 2022)

Humour and miscellaneous Orwellian prize for scientific misrepresentation (1 Jun 2010) An exciting day in the life of a scientist (24 Jun 2010) Science journal editors: a taxonomy (28 Sep 2010) Parasites, pangolins and peer review (26 Nov 2010) A day working from home (23 Dec 2010) The one hour lecture (11 Mar 2011) The expansion of research regulators (20 Mar 2011) Scientific communication: the Comment option (25 May 2011) How to survive in psychological research (13 Jul 2011) Your Twitter Profile: The Importance of Not Being Earnest (19 Nov 2011) 2011 Orwellian Prize for Journalistic Misrepresentation (29 Jan 2012) The ultimate email auto-response (12 Apr 2012) Well, this should be easy…. (21 May 2012) The bewildering bathroom challenge (19 Jul 2012) Are Starbucks hiding their profits on the planet Vulcan? (15 Nov 2012) Forget the Tower of Hanoi (11 Apr 2013) How do you communicate with a communications company? ( 30 Mar 2014) Noah: A film review from 32,000 ft (28 July 2014) The rationalist spa (11 Sep 2015) Talking about tax: weasel words ( 19 Apr 2016) Controversial statues: remove or revise? (22 Dec 2016) The alt-right guide to fielding conference questions (18 Feb 2017) My most popular posts of 2016 (2 Jan 2017) An index of neighbourhood advantage from English postcode data ( 15 Sep 2018) Working memories: A brief review of Alan Baddeley's memoir ( 13 Oct 2018) New Year's Eve Quiz: Dodgy journals special (31 Dec 2022) Retrospective look at blog highlights of 2024 (Jan 1, 2025)

Sunday, 23 February 2020

Changing terminology for children's language disorders: reflections on special issue of Perspectives of the ASHA Special Interest Groups

In 2016-7, I joined with expert colleagues to try to tackle the thorny issue of terminology for children who had difficulties speaking or understanding in their native language. This was incredibly challenging: we had a panel of 57 experts, moderated by Maggie Snowling and me, engage in a Delphi process, whereby we iteratively rated and commented on statements to do with identification and diagnosis to converge on a set of recommendations (Bishop et al., 2016; 2017). There was substantial disagreement between experts, who came from a range of disciplines and nationalities, but the one thing we agreed upon was that the current situation – of a plethora of different terms being used with various meanings – was doing a grave disservice to families and their children affected by language problems. There was a lack of recognition of language problems among professionals and the general public, as well as a paucity of research relative to other conditions of similar severity and prevalence. Eventually we converged on a recommendation that the term 'Developmental Language Disorder' (DLD) should be used to describe children with persistent problems with language expression or reception that had no obvious cause, and that impacted on everyday life.

Publication of the 2017 recommendations had considerably greater impact than I had anticipated, thanks to the generally enthusiastic take-up of the new terminology, which has been adopted by professional organisations in the UK, Ireland and Australia. A brief summary of the salient points was written by Susan Ebbels for the Royal College of Speech and Language Therapists.

Following the publication of the CATALISE papers, big changes have happened just in a couple of years:
  • The terminology has stimulated development of grassroots advocacy, with campaigns to promote awareness of DLD adopting ingenious and innovative methods to publicise events. See e.g. here.
  • The DLD label has raised awareness that this is a life-long condition*. Adults with DLD have started to talk about their experiences on social media (e.g. here). 
  • Figures on terminology from Web of Science show that DLD is starting to overtake the term 'Specific Language Impairment' in published papers.
     
  • Figure 1: N publications with full term 'Specific Language Impairment' or 'Developmental Language Disorder' in the Topic field; data from Web of Science

    Nevertheless, despite these positive developments, not everyone has been convinced that adoption of DLD is a good thing. This is not surprising: a couple of years ago, I reflected on some of the reasons why this particular topic is a terminological minefield (Bishop, 2017). It is difficult to balance the pros and cons of new terminology, especially when one is dealing with a condition that is heterogeneous, changes with age, can co-occur with many other problems, and is of relevance to several professions with very different perspectives, in particular speech-language therapists/pathologists, educators and medics.

    Resistance to new terminology appears to be strongest in the USA, with the American Speech-Language-Hearing Association being particularly cautious about replacing the term Specific Language Impairment with DLD. This week they published a set of papers by individuals with different viewpoints on the topic, and reading through this I was reminded of many of the debates we had in the course of our Delphi exercises. The special issue includes a  tutorial overview by Karla McGregor and colleagues (McGregor et al., 2020), who summarise the background to the CATALISE project, and subsequent developments. They are supportive of DLD, not least because of the way the new terminology has boosted the profile of children's language problems and stimulated greater efforts towards advocacy. But we need to take seriously the concerns of those who have doubts.

    Two authors in particular, Larry Leonard and Mabel Rice, were concerned that if we adopt DLD as the preferred term, decades of research on SLI would be ignored and ultimately forgotten. Both of them have made major lifetime contributions to the field, and so their concerns are understandable. It is vital that we heed Larry's advice (Leonard, 2020) to ensure that we include the search term SLI as well as DLD when drawing together relevant literature, to ensure valuable work from previous decades is not lost.

    A related issue is that, although they overlap, SLI and DLD are not identical. In general, DLD is a more inclusive term, as it does not require that nonverbal IQ is 85 or over (although it does exclude cases of intellectual disability**), and it is compatible with the presence of other neurodevelopmental disorders, especially developmental co-ordination disorder and attention-deficit-hyperactivity disorder. Rice (2020) remains strongly opposed to the use of DLD, mainly because this would entail including children with nonverbal IQs below 85 (who were termed cases of nonspecific language impairment, or NLI, in a big epidemiological study, the Iowa study). Yet this stance is hard to reconcile with her view that nonverbal ability is independent of language. She spends several paragraphs presenting evidence that it is possible to have low nonverbal ability and good language, or high nonverbal ability and poor language, culminating in the statement: 'The common assumption that children with SLI are not very smart is unwarranted, as is the assumption that all children with strong language aptitude are smart.' It is unclear to whom she is referring as making this 'common assumption'. A major reason why the CATALISE group decided to drop 'cognitive referencing' in defining DLD was because the bivariate distribution of nonverbal IQ and language demonstrates rather a weak association – just as she claims - but this makes it clear that any division into those above and below an IQ threshold is arbitrary (see Figure 2). Just to be absolutely clear, in proposing we do away with nonverbal IQ criteria for DLD, the CATALISE consortium were not saying that children with SLI are 'not very smart'. We were saying that they key thing is what your language is like, and that nonverbal ability is largely irrelevant when making that judgement.
Figure 2: Language composite measure plotted against non‐verbal IQ for 603 eight‐year‐old children in the Iowa study. Figure from Reilly et al (2014). Blue points correspond to SLI, and green points to NLI. NB Axes resized to address criticism by Rice (2020), who found the scaling misleading.

    Rice goes on to argue that we need to study children's mastery of specific grammatical markers over time to get a precise measure of children's language in SLI, yet she then goes on to present data showing that children with NLI are also identified by low scores on those markers. Although she claimed a difference in language profiles, this was not evident from the data she presented, and in general, most studies that have looked for qualitative differences between NLI and SLI have failed to find these (see also further evidence from McGregor et al, 2020). Rice maintains that only by sticking with SLI would we find sufficiently clear findings to advance our understanding, and that if we adopt less precise categories, this will lead to muddying of the waters and less replicable results. I regard this as a hypothesis that can be tested, but for which there is currently no good evidence. In fact, it was the failure to find such evidence in my own studies 25 years ago that led me to start to question the construct of SLI (Bishop, 1994).

    Larry Leonard makes the sensible suggestion that if we study DLD we should also provide data on which children would meet the more restrictive definition of SLI:  this would, in fact, allow us to test Rice's hypothesis. The best way to do this, and to build on prior studies with SLI would be to make raw data open (see Meyer, 2018), so that results can be analysed to investigate the extent to which findings depend on levels of nonverbal ability, attention, motor skills and so on. There is already precedent for this with the EpiSLI database from the Iowa study (Tomblin, 2010) – this includes data on children who would meet broader DLD criteria as well as more selective SLI cases. This way we could investigate empirically the impact of the choice of criteria, rather than just asserting that one classification approach is better than the other.

    I turn next to the other commentary that is predominantly negative about a change of criteria to DLD, that by Murza and Ehren (2020). Their perspective is diametrically opposed to that of Rice. They explain that for speech-language pathologists (SLPs) working in the school system, there is a mismatch between what is taught in their university courses (including diagnosis of SLI) and what they experience in the classroom. There were some parallels here with the views of education experts on the CATALISE panel, some of whom felt the whole debate about labels was irrelevant, and would empathise with the view that: 'No matter the label, students should receive the services they need, and no label should drive services'. But, as Murza and Ehren recognise, labels are needed to demonstrate eligibility for services, and in the USA, this is determined by the Individuals with Disabilities Education Act (IDEA), which has its own set of labels: these don't include either SLI or DLD. I felt a sense of despair coming through from this article, as the authors documented the confusing array of possible terms they could use, each of which had an operational definition, but with that definition varying from one state to another. The impression was that SLPs in US education are up against a massive, unbending bureaucracy that they had to negotiate in order to deliver services to a subset of the children that might benefit from them. In principle, yes, it would be nice to have some consistent terminology that mapped on to the population they were serving, but their conclusion was that they lacked the time, money, energy and focus to embark on a campaign to adopt new labels. This was a considerably more sober and downbeat chapter than that of Rhea Paul, who regarded DLD as potentially compatible with IDEA criteria, and a useful focus for advocacy efforts. 

    When discussing relevance of labels for SLP practitioners, another issue concerned insurance eligibility. Karla McGregor reported that she had been told by an insurer: 'If a child just isn't talking or not talking clearly - it is not covered'. The authors also noted a common concern that the term Developmental would be interpreted by insurers, and perhaps others, as implying that the condition would improve of its own accord. But SLPs should not take these kinds of responses lying down: it is grossly inequitable if insurers are willing to pay for a condition such as ADHD or Developmental Co-ordination Disorder, but not for speech-language therapy for a child with DLD. The arguments can and should be made, and it is hoped that the growing awareness of, and advocacy for DLD will empower US SLPs to be more proactive in demanding that children with language disorders are taken seriously and given the support they need.

    * Damian Quinn, a man with DLD, has written an autobiography. The timing in relation to CATALISE is probably co-incidental, but this will help with growing awareness that children with DLD do not disappear when they become adults!

    ** The introductory article for the special issue stated that DLD is used for children 'with or without intellectual disability'. This is wrong. Where the child meets criteria for intellectual disability, the diagnosis would be Language Disorder associated with Intellectual Disability.


    P.S. (24 Feb 2020). All the materials from the CATALISE project, including anonymised ratings and comments from the 57 panel members, are available on Open Science Framework.

    References
     Bishop, D. V. M. (1994). Is specific language impairment a valid diagnostic category? Genetic and psycholinguistic evidence. Philosophical Transactions of the Royal Society, series B, 346, 105-111. 
    Bishop, D. V. M. (2017). Why is it so hard to reach agreement on terminology? The case of developmental language disorder (DLD). International Journal of Language & Communication Disorders, 52(6), 671-680. doi:10.1111/1460-6984.12335

    Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2016). CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. . PLOS One, 11(7), e0158753. doi:doi:10.1371/journal.pone.0158753

    Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2017). Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068-1080. doi:10.1111/jcpp.12721

    Leonard, L. B. (2020). A 200-year history of the study of childhood language disorders of unknown origin: changes in terminology. Perspectives of the ASHA Special Interest Groups, 5(1), 6-11. doi:https://doi.org/10.1044/2019_PERSP-SIG1-2019-0007

    McGregor, K. K., Goffman, L., Owen Van Horne, A., Hogan, T. P., & Finestack, L. H. (2020). Developmental Language Disorder: Applications for advocacy, research, and clinical service. Perspectives of the ASHA Special Interest Groups, 5(1), 38-46. doi:https://doi.org/10.1044/2019_PERSP-19-00083

    Meyer, M. N. (2018). Practical tips for ethical data sharing. Advances in Methods and Practices in Psychological Science. doi:https://doi.org/10.1177/2515245917747656

    Murza, K. A., & Ehren, B. J. (2020). Considering the language disorder label debate from a school speech-language pathology lens. Perspectives of the ASHA Special Interest Groups, 5(1), 47-54. doi:https://doi.org/10.1044/2019_PERSP-19-00077

    Paul, R. (2020). Children's language disorders: What's in a name. Perspectives of the ASHA Special Interest Groups, 5(1), 30-37. doi:https://doi.org/10.1044/2019_PERS-SIG1-2019-0012
    Rice, M. (2020). Clinical lessons from studies of children with Specific Language Impairment. Perspectives of the ASHA Special Interest Groups, 5(1), 12-29. doi:https://doi.org/10.1044/2019_PERSP-19-00011

    Reilly, S., Tomblin, B., Law, J., McKean, C., Mensah, F. K., Morgan, A., . . . Wake, M. (2014). Specific language impairment: a convenient label for whom? International Journal of Language & Communication Disorders, 49(4), 416-451. doi:10.1111/1460-6984.12102

    Tomblin, J. B. (2010). The EpiSLI database: a publicly available database on speech and language. Lang Speech Hear Serv Sch, 41(1), 108-117.

Tuesday, 19 April 2016

Talking about tax avoidance: weasel words


 ©cartoonstock.com
With recent revelations about rich people legally avoiding tax, it seems a good time to tell this story.

In late 2013, I received an email telling me that I could potentially save huge amounts in tax on my pension. I thought this must be a particularly sophisticated spam: poverty in the UK was rising fast, and I have high earnings, so why would pension rules be changed to benefit me? But no, I checked it out and it was all legal and above board.

All is made clear in this piece*. The phraseology has some gems: I particularly enjoyed 'the appropriate crystallisation event, such as the point of death', but behind all the talk of accrued benefits and recovery tax charges, the message seems to be that the Government had introduced a new measure that would increase the amount of tax paid by rich people, but HMRC had immediately provided a legal means for avoiding this, 'Fixed Protection'.

I'm fascinated by the use of language: the word 'protect' has entirely positive connotations: my online dictionary defines it as 'keep safe from harm or injury'. We hear of tax 'shelters', 'tax-advantaged savings vehicles' and suchlike. But what is achieved here is tax avoidance by rich people – all aided and abetted by HMRC.

If you have money and you talk to solicitors or financial advisers, you'll find that the default assumption is that you want to pay as little tax as possible. I first came across this when making a will: the solicitor concerned started describing how I could set up a complex trust that would mean less tax would be paid on my estate. I don't have dependents so this struck me as particularly pointless. I'd be dead and wouldn't care. The solicitor looked at me aghast and clearly thought I was barking mad.

I'm not a saint and I'm not an idiot. I have some savings. But I live a comfortable life and don't need to squirrel away vast amounts of dosh. And I grew up in the 1960s when, although things weren't perfect we had a reliable National Health Service; schools had adequate resources; there were grants to support people through university. The current generation may find it remarkable that until I was about 30, I never saw a beggar on the streets of any British city. Now we have food banks. An equable society that looks after the most vulnerable costs money, and that money comes from taxes.

I'll leave the last word to J.K.Rowling, who is one of the few rich people who seems to get it:

I chose to remain a domiciled taxpayer for a couple of reasons. The main one was that I wanted my children to grow up where I grew up, to have proper roots in a culture as old and magnificent as Britain’s; to be citizens, with everything that implies, of a real country, not free-floating ex-pats, living in the limbo of some tax haven and associating only with the children of similarly greedy tax exiles. 

A second reason, however, was that I am indebted to the British welfare state; the very one that Mr Cameron would like to replace with charity handouts. When my life hit rock bottom, that safety net, threadbare though it had become under John Major’s Government, was there to break the fall. I cannot help feeling, therefore, that it would have been contemptible to scarper for the West Indies at the first sniff of a seven-figure royalty cheque. This, if you like, is my notion of patriotism. On the available evidence, I suspect that it is Lord Ashcroft’s idea of being a mug.


*I found this on Google search: I don't have any dealings with this firm of solicitors, but as far as I can tell, what they say matches the advice I had earlier, and is pretty standard