If a district allows both a YCDD and a categorical diagnosis, the eligibility determination team has the option of determining the student eligible under YCDD, or the team can consider the categorical areas of language impairment, sound system disorder, voice, or fluency. 

When considering Language Impairment, the criteria is 2.0 standard deviations below peers for that age group (refer to 1500 - Language Impairment, in the Compliance Standards & Indicators Manual). In this case, receptive and expressive language can be looked at separately and 2.0 standard deviations in either area would qualify the child as eligible. The evaluation report must document the results of two standardized assessments that measure the same areas of language. 

If the team is using YCDD as the only option, then the team must substantiate a communication delay by assessing all the areas of communication as they relate to the child’s educational needs. When looking at categorical eligibility for language delays, two assessments measuring the same area of language are not needed, but delays must be documented overall (expressive and receptive). Sound system (1.5) and language (1.5) do not count as two separate areas when considering a YCDD diagnosis.  However, sound system can qualify as a stand-alone delay for YCDD if the child’s sound production is outside the limits of normal development as established for same age peers. 

To use speech-sound system disorder, voice, or fluency either as YCDD delays or as categorical area, use the criteria in 1600 - Sound System Disorder, 800 - Speech/Voice, 1700 - Speech/Fluency.