"This study will gather feedback from SLPs in Missouri school districts about factors that impact assessment methods and possibly lead to cultural bias in eligibility decisions. A literature review was conducted to gather information on terminology differences, prevalence, and current assessment for developmental language disorders. Speech-language pathologists in school settings will be interviewed with open-ended questions based on what they think of the Missouri criteria change, where ASHA fits in with these changes, and how they mitigate potential cultural bias. A qualitative analysis of open-ended question answers will be performed. Results of this study can determine how clinicians navigate the differences between state and ASHA guidelines."