177
Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Language & Communication p4.06 Enhancing Early Intervention Through Multilingual Communication Presenting Author: Alejandra Griffet (USA) Affiliation: University of Illinois Champaign - Urbana Co-Authors: Sarah Issacs, Jill Tompkins
Session 4
Providing early intervention services in multiple languages fosters equitable access and meaningful family engagement. This poster explores the critical role of multilingual communication in ensuring families understand and actively participate in their child’s developmental journey. Additionally, it highlights the need to integrate interpreters and translators as valued team members, creating a collaborative environment that bridges language gaps and enhances communication. Key strategies include identifying prevalent languages, training staff to collaborate effectively with interpreters and translators, and embedding language professionals as integral team members. These practices, implemented at the Early Intervention Clearinghouse at the University of Illinois, demonstrate how linguistic inclusivity transforms service delivery and improves family outcomes. By showcasing these approaches, the poster highlights the impact of creating a collaborative environment that bridges communication gaps and strengthens connections between families and providers. p4.07 Evaluation of Functional Communication Skills of Children With Special Needs in the Transition Process from Early Intervention to Preschool Presenting Author: Seda Küpeli (Turkey) Affiliation: Anadolu University Co-Authors: Hasan Gürgür, Hülya Ceren Tutuk Transition from early intervention to preschool education prepares the ground for children's social interactions and learning experiences in the following period. Functional communication skills are important for the qualified participation of children in the environment they transition to. At this point, it is thought that the evaluation of functional communication skills for children with special needs will contribute to the determination of individual communication needs and the provision of interventions appropriate to their needs. This study aimed to evaluate the functional communication skills of children in the transition from early intervention to preschool. A questionnaire was developed to assess the functional communication skills of young children with special needs in Turkey. The questionnaire data was collected based on the reports of the children's teachers. In this presentation, the results obtained from the study and suggestions for intervention strategies to support children's functional communication skills will be presented. Early literacy skill development (e.g., phonological awareness and alphabet knowledge) predicts later reading success. Understanding early literacy growth in preschool is key to promoting instruction because the focus is on performance over time, rather than a single point in time. Preschoolers with delays and disabilities who receive early literacy intervention are expected to make accelerated growth, but limited information exists about expected growth. Current approaches promote aimlines that project growth toward a next-season benchmark on measures of oral language, phonological awareness, alphabet knowledge, and comprehension. The purpose of this study was to estimate growth for preschoolers with delays and identified disabilities and additional early literacy risk (n = 132) on the Progress Monitoring Individual Growth and Developmental Indicators. For children with the lowest early literacy skills across domains of oral language, phonological awareness, alphabet knowledge, and comprehension, understanding their early literacy growth is essential for educators to support early reading success. p4.09 Faces, Voices, and Understanding: A New Path in Language Intervention Presenting Author: Hiu Ching Hung (Germany) Affiliation: Friedrich-Alexander University Co-Authors: Andreas Maier, Paula Andrea Pérez-Toro, Thorsten Piske, Tobias Weise Children with language disorders often rely on nonverbal cues— such as facial expressions and intonation—to compensate for their speech deficits and to convey understanding in conversation. However, these valuable cues are rarely incorporated into current language assessment tools. This oversight is particularly problematic for low-resource bilingual children. To address this, we investigate the feasibility of integrating speech features and facial emotional cues into second language (L2) narrative comprehension assessment tools for children using Natural Language Processing (NLP) and Multimodal Fusion technologies. We have collected a dataset with TD children as a control group and conducted preliminary evaluation studies. Similar approaches have proven effective in related clinical contexts, such as detecting affective signals and analyzing communication patterns in Alzheimer’s or autistic individuals. This presentation will highlight key findings, the potential for improving diagnostic accuracy and personalized interventions, and the growing importance of integrating multimodal cues into language intervention practices. p4.08 Examining PM-IGDI Early Literacy Growth Rates for Preschoolers With Delays and Disabilities Presenting Author: Kristen Missall (USA) Affiliation: University of Washington Co-Authors: Robin Hojnoski, Alisha Wackerle-Hollman
Made with FlippingBook - professional solution for displaying marketing and sales documents online