Due to the fact that the SPCD has only been categorized in the last six years, diagnosis is yet to be fully established. In the DSM-5, the child is diagnosed with SCD if the child does not meet the criteria for other disorders such as ASD and PDD-NOS. Common assessments used to identify SPCD are: # The developmental, dimensional and diagnostic interview (3Di) # The child communication checklist (CCC) # The strengths and difficulties questionnaire (SDQ) # Natural Observation # Targeted Observation of Pragmatics in Children's Conversations (TOPICC) # Analysis of Language Impaired Children's Conversation (ALICC) # Structured Observation # Test of Language Competence # Assessment of Comprehension and Expression (ACE 6‐11) # Test of Pragmatic Language # Bus story # Expression, Reception and Recall of Narrative Instrument (ERRNI) Although there are several tests that can be done to try to identify SPCD, there are some tests that are better suited to diagnose SPCD than others. As well, there is not a specific assessment or test that is able to diagnose SPCD unlike other disorders such as ASD, DLD and PLI. The DSM-5 categorizes SCD as a communication disorder within the domain of neurodevelopmental disorders, listed alongside other disorders of speech and language which typically manifest in early childhood. The DSM-5 diagnostic criteria for<unk> communication disorder is as follows: *A. Persistent difficulties in the<unk> use of verbal and nonverbal communication as manifested by all of the following: # Deficits in using communication for<unk> purposes, such as greeting and sharing information, in a manner that is appropriate for the<unk> context. # Impairment of the ability to change communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, talking differently to a child than to an adult, and avoiding use of overly formal language. # Difficulties following rules for conversation and storytelling, such as taking turns in conversation, rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction. # Difficulties understanding what is not explicitly stated (e.g., making inferences) and nonliteral or ambiguous meanings of language (e.g., idioms, humor, metaphors, multiple meanings that depend on the context for interpretation). *B. The deficits result in functional limitations in effective communication,<unk> participation,<unk> relationships, academic achievement, or occupational performance, individually or in combination. *C. The onset of symptoms is in the early developmental period (but deficits may not become fully manifested until<unk> communication demands exceed limited capacities). *D. The symptoms are not attributable to another medical or neurological condition or to low abilities in the domains of word structure and grammar, and are not better explained by autism spectrum disorder, intellectual disability (intellectual developmental disorder), global developmental delay, or another mental disorder.
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