The article questions the appropriateness of using cognitive referencing as a method to determine children's eligibility for language and motor services. Theoretical assumptions underlying the model are reviewed, and the validity of the practice is examined in light of current theory and empirical evidence. We conclude that the model of cognitive referencing is not consistent with current theoretical formulations. In addition, empirical findings examining the validity of the practice do not give support to the model. We caution practitioners against the adoption of a model that results in the exclusion of children from services until more thorough empirical examination is available on the appropriateness of the practice.
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