Objectives To compile the opinions of native Japanese speakers on the conceptual framework, optimal evaluation, and support measures for children with language disorders to devise materials on which a consensus can be formed. Design A quantitative descriptive study using the Delphi method. Setting Using the Delphi method, 43 clinicians with at least 15 years of experience working professionally with children's language disorders in Japan were surveyed three times via a web‐based questionnaire. Thirty‐nine items that were carefully selected by the working group were surveyed, and the agreement level was set to ≥80%. Main Outcome Measures We investigated the following aspects related to developmental language disorder (DLD) among Japanese children: definition, core symptoms, evaluation of core symptoms, relationship with a second language, relationship with other related disorders, support systems, and information availability. Results Overall, 43 qualified panel members were included in this study. Among the 39 items in the questionnaire, a high level of consensus (≥80%) from the responses of the participants was achieved for five items in Round 1, whereas no consensus (<50%) was achieved for seven items. After revising and integrating the questionnaires into 22 items, we conducted Rounds 2 and 3 and obtained high and medium levels of agreement in 20 items on disease concept, core symptoms, coexisting disorders, and manner of support of DLD in children. Conclusion Our results clarify the previously ambiguous image of DLD in Japan. Information‐sharing strategies that connect professionals, patients, their families, and community members are required in the future. Level of Evidence 5

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Recent studies of the relation between loudness and intensity jnd's suggest that the size of the jnd corresponds to loudness magnitude rather than to the slope of the loudness function. Specifically, Zwislocki and Jordan [J. Acoust. Soc. Am. Suppl. 1 77, S64 (1985)] conclude that the intensity jnd's for a pure tone are equal in recruiting and normal ears when the loudnesses of the tones are equal. Similarly, Hellman et al. [J. Acoust. Soc. Am. Suppl. 1 77, S64 (1985)] conclude that when a pure tone in narrow-band noise is judged to be equally loud to a tone in wideband noise, the jnd's for those tones are the same. We show exception to these studies. Loudness matches and intensity jnd's for a 1000-Hz pure tone in quiet and in a 40-dB spectrum level broadband noise were obtained for four normal-hearing subjects. The data indicate that equally loud tones yield equal jnd's only at intensities near threshold and at high intensities where equal loudness corresponds to equal SPL. At other intensities, the jnd is larger in noise than in quiet. [Supported by NIH NS12125, NS07889, and by a training grant, NICHHD T32 HD-07151, awarded to CMR by the Center for Research in Human Learning.]

Children with autism and language developmental delays have unique needs when it comes to language learning. Speech-language-hearing therapists (SLHTs) are qualified to fulfil these needs, as one of the areas of their expertise, providing necessary treatment and support. Unfortunately, however, the existing number of SLHTs is not sufficient to meet the growing demand for these types of professionals in Japan. A reason for this is likely to be the low pass rate for qualifying therapists. As such, if researchers can find a way to increase this pass rate, the number of qualified SLHTs would increase and demand would be met. This is the goal of Professor Chizuko Uchiyama and her team based at the Department of Speech, Language and Hearing Therapy, Mejiro University, Japan, and Japanese Association of Speech-Language-Hearing Therapists. Chizuko, who is herself a trained SLHT, created a model core curriculum (MCC) that was completed in 2018 and complies with specific training rules and guidelines for SLHTs and also takes into account the educational content that is anticipated to be needed in the future. The goals of this work are to improve the training education provided to SLHTs, thereby increasing the national examination pass-rate for qualified therapists of this kind and producing high-quality SLHTs. This will ultimately ensure there is an adequate number of qualified SLHTs to fulfill growing demand and lead to a higher standard of education and care for children with autism and language development delays. The larger impact of this will be enhanced societal welfare and benefits for people with communication and hearing problems.

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