Expressive Language Skills Research Articles

Teacher’s Perceptions and Attitudes Toward Bilingualism: Implications For Early Childhood Education

Bilingual children face various challenges when they start school. They have difficulty communicating with peers and adapting to school and have poor academic performance. This paper investigated teachers’ views of and solutions to problems experienced by bilingual preschoolers. This study adopted a phenomenological research design. The sample consisted of 11 preschool teachers from provinces in Eastern Anatolia and Southeastern Anatolia regions. Data were collected using a semi-structured interview questionnaire developed by the researchers. The data were analyzed using inductive content analysis and presented in Tables with direct quotations from participant opinions. Participants stated that bilingual children had difficulty implementing receptive and expressive language skills, communicating with teachers, and obeying the classroom rules. Participants also noted that they had difficulty with classroom management and educational planning because they could not communicate with bilingual students. However, they reported that their bilingual students developed language skills in the later stages of preschool education. Teachers remarked that parental involvement and collaboration were critical. They advised their colleagues to be mentally and cognitively prepared, perform word-based teaching, collaborate with parents, and make use of books, songs, and rhymes.

Storytelling One Day One Book Terhadap Kemampuan Bahasa Ekspresif Anak Usia 4-5 Tahun

Early childhood, which has an age range between 0-8 years, is a golden age, so it is very appropriate if stimulation is given according to the stages of their age and development, through storytelling it will make children try to remember all the components in the story, starting from the characters to the plot. stories and moral values contained therein. stimulate children to practice remembering by retelling the whole story using their own words so that their expressive language development can develop optimally. Early childhood education is the main foundation in developing the quality of human resources. Through language humans can relate to each other, can share experiences, learn from each other, and improve intellectual abilities. Children will experience difficulties in learning through play if they do not have enough language skills. Language is the main capital in the effort to get information and communicate in life. The method used in this study is a qualitative descriptive research method which aims to determine the development of expressive language skills in children aged 4-5 years through one day one book storytelling in ABA 72 Kindergarten. The research was conducted from 05-23 September 2022 as many as 3 cycles with a sample of 15 students from group A Kindergarten 'ABA 72 South Bekasi, Bekasi City showed that the development of expressive language skills possessed by children aged 4-5 years through storytelling one day one book experienced a significant increase.

Storytelling One Day One Book Terhadap Kemampuan Bahasa Ekspresif Anak Usia 4-5 Tahun

Early childhood, which has an age range between 0-8 years, is a golden age, so it is very appropriate if stimulation is given according to the stages of their age and development, through storytelling it will make children try to remember all the components in the story, starting from the characters to the plot. stories and moral values contained therein. stimulate children to practice remembering by retelling the whole story using their own words so that their expressive language development can develop optimally. Early childhood education is the main foundation in developing the quality of human resources. Through language humans can relate to each other, can share experiences, learn from each other, and improve intellectual abilities. Children will experience difficulties in learning through play if they do not have enough language skills. Language is the main capital in the effort to get information and communicate in life. The method used in this study is a qualitative descriptive research method which aims to determine the development of expressive language skills in children aged 4-5 years through one day one book storytelling in ABA 72 Kindergarten. The research was conducted from 05-23 September 2022 as many as 3 cycles with a sample of 15 students from group A Kindergarten 'ABA 72 South Bekasi, Bekasi City showed that the development of expressive language skills possessed by children aged 4-5 years through storytelling one day one book experienced a significant increase.

A Framework for Integrating Speech-Language Pathology in an Interdisciplinary Awake Craniotomy Program for Brain Tumor Resection

Purpose: The aim of this work was to detail the interdisciplinary awake craniotomy program model at The University of Texas MD Anderson Cancer Center integrating speech-language pathology and neuropsychology in the pre-, intra-, and postoperative settings to monitor and maximize expressive and receptive language skills among patients undergoing brain tumor resection. Conclusions: This report outlines the MD Anderson clinical protocols and procedures, with focus on the clinical methods of the speech-language pathologist in pre-, intra-, and postoperative interventions. Case examples are summarized to illustrate dynamic features of implementing this protocol. An intradisciplinary team approach to treatment of patients with brain tumor and specifically those undergoing awake craniotomy may improve care and quality of life.

Pengembangan Media Panggung Bercerita untuk Meningkatkan Kemampuan Bahasa Ekspresif Anak TK

The background that drives this research is the unavailability of media that supports children in improving expressive language skills of kindergarten children, children are less enthusiastic in participating in learning, it is necessary to increase children's expressive language skills so that learning becomes meaningful learning. The problems in this study are 1) how is the feasibility of storytelling stage media to improve children's expressive language skills?; 2) how is the practicality of storytelling stage media to improve children's expressive language skills?; 3) How is the effectiveness of storytelling stage media to improve children's expressive language skills? The objectives of this research and development are 1) to test the feasibility of storytelling stage media to improve children's expressive language skills; 2) testing the practicality of storytelling stage media to improve children's expressive language skills; 3) measuring the effectiveness of storytelling stage media to improve children's expressive language skills. This type of research is research and development by Borg & Gall. The population in this study were all children of group A TK Negeri Pembina Pekalongan City, which amounted to 13 children. The data in this study were obtained through documentation, interviews, questionnaires, and pretest and posttest of children's expressive language skills. The results of this study indicate that: (1) there are problems in the expressive language skills of kindergarten children, because learning is still one-way or learning is more teacher-centered; (2) development activities using procedures that produce storytelling stage media products that are valid, practical, effective, and suitable for use to improve children's expressive language skills; (3) the results of the validity test indicate that the developed media is valid to be used as an interactive and communicative learning medium; (4) the results of the effectiveness test show that children's expressive language skills using storytelling stage media are better than using conventional media such as books, posters, and pictures. This result is shown from the T-test calculation, where it is known that the value of Sig (2-tailed) is 0.000 <0.05. Based on the results of this study, it can be concluded that there are significant differences between the pretest and posttest data. The conclusion is that learning with storytelling stage media can improve the expressive language skills of Pekalongan City Pembina State Kindergarten children.

Pengembangan Media Tas Papan Flanel untuk Kemampuan Bahasa Ekspresif Anak Usia Dini

This study aims to determine: (1) the need for learning media for Early Childhood Educators (PAUD) in improving language skills in early childhood. (2) Learning Media Development Procedures that are suitable for use in improving early childhood language skills. (3) The implementation of the use of Learning Media using flannel board bags in improving expressive language skills in early childhood. This research method uses the development model developed by Borg & Gall. Brog and Gall argues that the Research and Development (R&D) approach in education includes ten steps. The main purpose of this research and development method is used to produce products and determine the feasibility of the products developed in the form of flannel board bags. Data collection techniques used interviews, FGD (Focus Group Discussion), observation and validation questionnaires from material experts and media experts. Data analysis technique using validity test, reliability test, effectiveness test, practicality test, descriptive statistical analysis, and Wilcoxon Signed Ranks Test. The conclusion is that learning with flannel board bags can improve expressive language skills in early childhood.

Effect of Interactive Reading on Storytelling Skills

This study aims to examine the effect of interactive reading activities on storytelling skills. A quasi-experimental design with pre-test post-test control group was used in the research. The research was carried out with 49 third-grade students in a public school in Şanlıurfa. The data of the study were obtained by means of a voice recorder during the process of reading aloud a picture book, which has the characteristics of a silent book, by the students in the experimental and control group via storytelling method. The implementation process of the research lasted for 12 weeks and a total of 18 children's picture books were used within the scope of interactive reading studies. According to the results obtained in line with the analysis of the data, there was no significant difference between the experimental and control groups in terms such as the number of words, word diversity and sentence meaning unit in the pre-test narrations structured by the students with the storytelling method, while there was a significant difference in the post-test storytelling scores in favour of the students within the experimental group. In line with the results obtained at the end of the research and the literature, it was concluded that interactive reading studies contributed to the development of expressive language skills in children and increased their vocabulary.

Meningkatkan Kemampuan Bahasa Ekpresif (Berbicara) Anak Usia 5-6 Tahun melalui Metode Bercerita dengan Media Wayang Kartun di TK Anak Sholeh Muslimat NU Tuban

This study aims to improve the expressive language skills of TK B children of Sholeh Muslimat NU Tuban aged 5-6 years through the storytelling method using cartoon puppet media. This type of research is classroom action research (CAR) which is carried out in three cycles and each cycle has 2 meetings in each cycle. The subjects of this study were 12 children in the group As Salam Kindergarten B Children of Sholeh Muslimat NU Tuban. The object of the research is the expressive language ability of children through the storytelling method using the puppet media. Data collection techniques using observation, interviews and documentation. The technical analysis of the data used is descriptive quantitative and descriptive qualitative. The indicator of success in this study is if the average expressive language ability of children through the storytelling method using the puppet media has reached the very well developed criteria (BSB) which is 75%. The results of this study indicate that there is an increase in children's expressive language skills through storytelling media with cartoon puppets at Soleh Muslimat NU Tuban Children's Kindergarten. This is evidenced by the increase in the average expressive language ability of children in the pre-action by 35.4167%, increasing to 41.666% in the first cycle of action, then increasing again to 56.25% in the second cycle of action and reaching 78.75% on the action of cycle III.

The association between expressive language skills and adaptive behavior in individuals with Down syndrome

The primary goal of this study was to determine whether expressive language skills contribute to adaptive behavior (e.g., socialization and daily living skills) in children, adolescents, and young adults with Down syndrome (DS) whilst controlling for age and nonverbal cognitive ability. Expressive language was assessed using the psychometrically validated Expressive Language Sampling (ELS) conversation and narration procedures. The language produced was transcribed and analyzed to yield measures of expressive vocabulary, syntax, and intelligibility. Socialization and daily living skills of participants with DS were measured with the Vineland Adaptive Behavior Scales, 2nd edition (VABS-2) parent/caregiver rating form. Our results show that the three ELS measures were significantly correlated with multiple measures from the VABS-2 when controlling for age. Several correlations remained significant even when nonverbal cognitive ability was included as a control variable. Our results suggest that expressive language skills contribute to adaptive behavior in children, adolescents, and young adults with DS regardless of age and some of these associations are not explained solely by overall cognitive delays. Further studies including longitudinal data are needed to extend our results.

The association of prenatal cocaine exposure with expressive and receptive language skills, phonological processing and reading ability at age 17

ObjectivePrenatal cocaine exposure (PCE) has been associated with small but significant effects on language development in childhood and early adolescence. This study examined whether this association persists into later adolescence and what relationship language skills may have with reading proficiency in this population. MethodsEnrolled were 338 (167 with PCE, 171 with NCE or no cocaine exposure) 17-year-olds recruited at birth who, together with their current caregiver, were seen as part of a 17-year follow-up. Participants were given assessments of reading achievement (WIAT-III), receptive and expressive language (CELF-IV), and phonological processing (CTOPP). Relationships between PCE status and language outcomes were modeled using multiple linear regression controlling for environmental and caregiver factors, and other prenatal substance exposures. ResultsAdolescents with PCE scored lower in areas of phonological processing and reading related skills compared to adolescents with NCE. PCE by sex interactions were identified on language, memory and spoken language comprehension, with lower scores for girls with PCE compared to girls with NCE. ConclusionThese findings suggest the persistence of PCE's relationship with phonological awareness well into adolescence. PCE was also associated with lower scores on measures of skills related to reading ability, which may be a manifestation of the observed deficits in phonological processing.

Measuring Change During Intervention Using Norm-Referenced, Standardized Measures: A Comparison of Raw Scores, Standard Scores, Age Equivalents, and Growth Scale Values From the Preschool Language Scales-Fifth Edition.

Norm-referenced, standardized measures are tools designed to characterize a child's abilities relative to their same-age peers, but they also have been used to measure changes in skills during intervention. This study compared the psychometric properties of four types of available scores from one commonly used standardized measure, the Preschool Language Scales-Fifth Edition (PLS-5), to detect changes in children's language skills during and after a language intervention. This study included data from 110 autistic children aged 18-48 months whose mother participated in an 8-week parent-mediated language intervention. Children's language skills were measured at 3 time points using the PLS-5. Changes in children's expressive and receptive language skills were calculated using raw scores, standard scores, age equivalents, and growth scale values (GSVs). Analysis of raw scores, age equivalents, and GSVs indicated significant improvement in the scores of autistic children in both receptive and expressive language throughout the study (i.e., during the intervention period and in the 3-month period after the intervention). Standard scores suggested improvement only in the receptive language scale during the intervention period. Standard scores showed a floor effect for children who scored at -3 SD below the mean. Findings suggested that GSVs were not only psychometrically sound but also the most sensitive measure of direct changes in skills compared to raw, standard, and age-equivalent scores. Floor effects may limit the sensitivity of standard scores to detect changes in children's skills. Strengths, limitations, and interpretations of each of the scoring approaches in measuring changes in skills during intervention were discussed. https://doi.org/10.23641/asha.21498522.

Improving Children's Expressive Language and Auditory Comprehension Through Responsive Caregiving: Evidence from a Randomized Controlled Trial of a Strength-Based Video-Coaching Intervention.

Young children from low-SES backgrounds are at higher risk for delayed language development, likely due to differences in their home language environment and decreased opportunities for back and forth communicative exchange. Intervention strategies that encourage reciprocal caregiver-child interactions may effectively promote young children's language development and enhance optimal language outcomes. The Filming Interactions to Nurture Development (FIND) program is a brief strength-based video-coaching intervention designed to promote increased back and forth ("serve and return") interactions between caregivers and their children. The current study used data from a randomized controlled trial (RCT) to examine the effectiveness of the FIND program in improving auditory comprehension and expressive communication skills among children from low-SES backgrounds. The current study used a pretest-posttest design to evaluate intervention effects from an RCT with 91 low-SES families. Families with children aged 4 to 36months old (41.8% female) were randomly assigned to an active control or FIND intervention group. Children's auditory comprehension and expressive communication were assessed using the Preschool Language Scales, Fifth Edition (PLS-5) during both pre- and post-intervention sessions. Children in the FIND intervention group showed significantly increased expressive communication skills and a non-significant increase in auditory comprehension skills across the intervention period. In contrast, children in the active control group showed non-significant changes in expressive communication and a statistically significant decline in auditory comprehension abilities between pre- and post-intervention assessments. All analyses controlled for sex, age, and home language. This study provides preliminary evidence that the FIND intervention promotes the development of expressive and receptive language skills among young children in high-stress, low-SES environments.

Joint attention episodes during interactions with fathers but not mothers at age 2 years is associated with expressive language at 3 years

Joint Attention (JA) in parent–infant interaction has been demonstrated to contribute to infants’ language outcomes. A limited number of studies have investigated the characteristics of JA episodes during parent–toddler interaction in relation to toddlers’ language development. The majority of these studies were conducted with mothers, whereas JA with fathers remains understudied. The current study investigated JA episodes during interactions with mothers and fathers separately as well as longitudinal associations with child language outcomes. A total of 31 toddlers (18 girls) and their mothers and fathers participated in the study at ages 2 years (M = 24.07 months, SD = 1.45) and 3 years (M = 37.44 months, SD = 1.72). JA episodes were observed during free play interactions at age 2 and were coded microanalytically; receptive and expressive language skills were assessed by Bayley Scales of Infant and Toddler Development–Third Edition at ages 2 and 3. No significant differences in JA episodes were found between mother–toddler and father–toddler dyads. Whereas JA characteristics with mothers were not found to be significantly associated with toddlers’ language outcomes, multiple linear regression analyses showed that paternal education and parent-followed JA episodes during father–toddler interaction at age 2 explained a significant amount of variance in toddlers’ expressive language skills at age 3. Findings suggest that JA episodes during interactions with fathers might benefit toddlers’ expressive language development.

Parenting Styles and Peer Influence as Correlates of Expressive Language Skills among Children with Autism Spectrum Disorder

Introduction: It is more difficult for children with limited communication to understand the intentions of others and to communicate their own needs, feelings, and ideas because of their impaired expressive language skills.
 Objectives: This study investigated parenting styles and the peer-influence as correlates of expressive language skills in children with autism spectrum disorders.
 Methods: Convenient sampling was used to select 30 (male = 22; female = 8; age range 6 – 14 years old) children with an autism spectrum disorder. The instruments used for data collection were tagged Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale. The internal consistency of the Parenting Style Questionnaire, Peer Influence Questionnaire, and Expressive Language Skills Scale were Cronbach's > 0.70, 0.64, and 0.63, respectively. The scale suitability for participants was determined, and it yielded a Cronbach's α of 0.79.
 Results: The findings revealed that the different parenting styles, such as authoritative, authoritarian, permissive, and neglectful, had a positive relationship with expressive language skills of children with autism spectrum disorder, but the relation was not significant. Moreover, peer influence positively correlated with respondents’ language skills, but it was not significant.
 Conclusions: Based on the findings, it can be conclusively stated that regardless of parenting styles used, there was a positive relationship between respondents’ language skills, but the relationship was not significant. Therefore, further studies must be conducted to determine factors that are likely to contribute significantly to the language skills of children with an autism spectrum disorder.

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD.
 Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others.
 Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others.
 Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.

A Psycholinguistic Training to Improve Expressive Language Among Children with ASD

Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD.
 Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others.
 Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others.
 Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.

The Effects of Adapted Physical Education and Sports Activities on Mental Adjustment Levels and Determination of Communication Skills of Trainable Mentally Handicapped Individuals

This study aimed to determine the effect of exercise training on mental adaptation levels and communication skills in mentally handicapped individuals who were at an educable level. Based on this purpose, the Performance Determination Form for Individuals with Intellectual Disabilities, which was created in 2018 within the scope of the Ministry of National Education, General Directorate of Special Education and Rehabilitation Services, and Hacettepe Spiritual Adaptation Scale developed by Gökler and Öktem (1985) were given to the families of 11 mentally disabled individuals, (3 girls and 8 boys), with a mean age of 11.90. Afterward, 130 hours of adapted physical education and sports activities were applied to 11 trainable mentally retarded individuals, 90 minutes a day, 2 days a week for 12 weeks. After this activity, the same measurements were performed by the families again and the differences were examined. As a result of SPSS, although there was no statistical significance in the behavioural and neurotic results, which were the sub-dimensions of the psychological adjustment variable, a decrease was observed in the post-test mean scores after the exercise program was applied. This result proves that physical education and sports activities have positive effects on the mental adjustment of individuals with educable mental disabilities. Findings on receptive language skills and expressive language skills, which were sub-dimensions of the participants’ communication skills, were examined. While the mean receptive language skills pre-test score was 31.72±3.00, the post-test mean score was 127.09±6.18, the expressive language skills pre-test mean score was 13.27±2.37, and the post-test mean score was 54.63±1.56. The observed difference was statistically significant. As can be seen, it was determined that physical education and sports activities applied have positive effects on individuals with educable mental disabilities, both in terms of psychological adaptation and communication skills. As a result, it has been determined in this research that physical education activities, which are an integral part of education, are very beneficial in terms of mental adaptation and communication skills, which are vital for individuals with mental disabilities.

P.220 Neuropsychological functioning in CMT type 2Z: A case report of language deficits masquerading as intellectual disability

CMT type 2Z is an increasingly studied form of CMT caused by mutation in the microrchidia family CW-type zinc finger 2 gene (<i>MORC2</i>). Intellectual disability is commonly reported in the small available literature in individuals with CMT2Z; however, neuropsychological data is lacking in this population, and especially in children. Here we present a case report of an 8-year-old boy with genetically confirmed CMT2Z due to a <i>de novo</i> pathogenic variant in the <i>MORC2</i> gene. This boy was referred for comprehensive neuropsychological evaluation by his neuromuscular multidisciplinary team. Results revealed a pattern of strengths and weaknesses consistent with parent report of developmental, language, and academic difficulties. However, overall thinking skills were highly variable, with Average visual and visuospatial skills in contrast to impaired verbal, working memory, and processing speed skills (WISC-V FSIQ=70, GAI=81; VCI=65, VSI=100, FRI=97, WMI=69, PSI=49). Level of independence day-to-day as rated by his mother fell in the impaired range (Vineland-3 ABC=67). Academic achievement was also impaired across skills (WIAT-III Early Reading Skills SS=40, Single Word Reading SS=52, Alphabet Writing Fluency SS=72, Spelling SS=51, Math Problem Solving SS=51, Numerical Operations SS=68). No clinically significant concerns were endorsed by his mother in terms of social-emotional functioning (i.e., externalizing, internalizing, or behavioral symptoms). Diagnostically, this child presents with a complex picture. Impairments in adaptive functioning raise concern for intellectual disability; however, given this child's uneven intellectual profile, with Average visual/visuospatial skills compared to impaired verbal skills, and impairments in virtually all other receptive and expressive language skills measured on exam, observed qualitatively, and reported by his mother, the most appropriate diagnosis is a language disorder. Children with language disorders have persistent difficulties in use of language due to deficits in production including reduced vocabulary, limited sentence structure, and impairments in discourse. Children with language disorders also have difficulties learning adaptive skills and with academic learning, which is also consistent with this child's profile. More research is needed, but the neurocognitive profile of children with CMT2Z is likely more complex than currently reported.

Clinical Practice Patterns in Childhood Apraxia of Speech and Augmentative and Alternative Communication: Implications for Speech-Language Pathology Education

Purpose: The purpose of this study was to describe speech-language pathologists' (SLPs') clinical practice patterns related to childhood apraxia of speech (CAS) and augmentative and alternative communication (AAC). Method: A survey study was conducted with a total of 52 SLPs. Survey questions were related to SLPs' education, clinical experiences, and perceptions of CAS and AAC and implementation of AAC. Results: Most SLPs reported having had a dedicated AAC class during graduate school and are regularly pursuing continuing education in both CAS and AAC. SLPs reported varied clinical experiences, perceptions, and implementation of AAC in clients with CAS, with 86.54% reporting recommending AAC at some point to a client with CAS. The percentage of clients with CAS who were recommended AAC was significantly less for clinicians who pursued less continuing education in CAS ( p = .023). SLPs were significantly more likely to report comfort with AAC if they pursued continuing education in AAC ( p = .025) or had an AAC class in graduate school ( p = .007). Conclusions: SLPs' educational and clinical experience influence their clinical practice patterns related to clients with CAS and implementation of AAC. Based on the needs and skills of clients with CAS, graduate clinical education and continuing education courses regarding treatment of CAS should include information on AAC, particularly in the context of supporting receptive and expressive language skills, alongside speech development.

Sensory Integration Training and Social Sports Games Integrated Intervention for the Occupational Therapy of Children with Autism.

This paper presents a research design for an integrated intervention using sensory integration training fused with social sports games for the treatment of children with autism. This study used a multiple baseline cross-subject design in a single-subject experiment, with structured play as the independent variable and expressive language skills of children with autism spectrum disorders as the dependent variable, with three phases of intervention: baseline, intervention period, and maintenance period. The expressive language ability was examined in terms of both oral expression and gestural expression, where the intervention effect of the oral expression was analyzed in terms of four components: the total number of words, the total number of sentences, average sentence length, and vocabulary complexity of oral expression, and the intervention effect of the gestural expression was analyzed in terms of changes in the frequency of children's gestural expression behaviors. For the categories classified by sensory integration ability, there are corresponding specific training programs that combine various physical exercises and play equipment to train the various abnormal functions of children with autism. Stereotyped behavior is a repetitive, self-imposed, and purposeless physical action, usually in the form of continuous and repetitive movements, sounds, and so on. 4 times a week, 25 minutes each time, the activity of recognizing pictures and familiar objects is carried out first, and then the children choose the structured game model and the initiative to build and take turns with the researchers to build. Stereotypic behaviors cause a great deal of distress in the lives of children with autism, and it is necessary to explore how to implement positive and effective interventions. Subjects' play abilities developed after receiving effective critical response training. The subjects' practice and symbolic play showed good immediate and maintenance intervention effectiveness; their associative and functional play showed no significant intervention effectiveness. The enhancement of the sensory integration skills of children with autism through sensory integration training resulted in a relative reduction of stereotypic behavior about the stimulus-seeking function, which had a positive effect on the intervention of stereotypic behavior.