The twenty-first-century students who are a part of the most educated and diverse groups in history.

Mental health professionals who are often involved in a child’s initial assessment to determine cognitive functioning, developmental abilities, and social-behavioral functioning.

People who determine the policies and procedures for intervention services such as school superintendents, elected officials and employees tasked with overseeing these programs or handling funding.

When a teacher uses natural events as an opportunity to facilitate more language use.

A level of learning and ability that a proves child can now successfully demonstrate the basic requirements for a particular skill.

An approach to screening that targets specific populations of children such as those in high-risk groups. This type of screening may also be instituted at certain developmental points in time including important milestones such as just before kindergarten.

An important measure for screening that provides an indicator of the accuracy of the screening measure.

When an assessment or screening leads to a referral for an issue that the child does not actually have.

When an assessment or screening demonstrates that the child does not have a target problem despite manifesting symptoms of that problem. False negatives lead to a delay in services and a prolonged issue for these children and their families.

When a child practices newly developing language both out loud and in their head.