CATALISE：A Multinational and Multidisciplinary Delphi Consensus Study.Identifying Language Impairments in Children and Phase 2 of CATALISE：a multinational and multidisciplinary Delphi consensus study of problems with language development：Terminology aims to address the problems of inconsistent terminology and identification criteria in the field of childhood language disorder. Based on Delphi research，the consensus collects expert opinions from multiple disciplines and many countries， and it emphasizes that children should be referred for assessment if caregivers，teachers，or professionals express their concerns about children’s language，speech，or communication，or if specific warning signs are present. Assessment should be based on interviews，observation，standardized tools and consideration of functional impairment，and focuses on trend and development. The other core contribution of the consensus is the standardization of terminology：“Developmental Language Disorder”specifically denotes primary language disorder without a known biomedical etiology. Crucially，the consensus explicitly states that no nonverbal intelligence level is required，thereby breaking the limit of intelligence threshold of“Specific Language Impairment（SLI）”.We advocate for establishing a Chinese support model: a high-quality care model shifting from“passive screening”to“active prevention”; meanwhile， establish a multi-disciplinary collaboration system for intervention involving healthcare providers，families and educational institutions，and explicitly incorporate developmental language disorder into the scope of special education services.

language disorder, refer, assessment, terminology

《CATALISE：一项跨国多学科德尔菲共识：语言障碍儿童的识别》和《CATALISE 第二阶段：一项关于语言发育问题的跨国多学科德尔菲共识：术语》旨在解决儿童语言障碍领域术语混乱和识别标准不统一的问题。两共识基于德尔菲法研究，汇集多国多学科专家意见。共识强调当看护人、教师或专业人员对儿童语言、言语或沟通有担忧，或儿童存在特定警示信号时应转介评估。评估需结合访谈、观察、标准化工具及考虑功能损害，并关注动态发展。共识另一核心贡献是术语标准化：使用“发育性语言障碍”特指无已知生物医学病因的原发性语言障碍，并明确指出不要求非言语智商水平，打破了以往“特定型语言障碍”的智商门槛限制。笔者呼吁构建中国支持模式：从“被动筛查”转向“主动预防”的高质量养育照护，同时建立“医—家—园”多学科协作的干预体系，并将发育性语言障碍明确纳入特殊教育服务范畴。

语言障碍, 转介, 评估, 术语