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Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Language & Communication
Session 4
p4.11 From Silos to Synergy: Collaboratively Advancing Communication in Authentic Contexts Presenting Author: Jennifer A. Brown (USA) Affiliation: University of Georgia Co-Author: Justin D. Lane Interdisciplinary collaboration unified on providing naturalistic language interventions to promote communication in authentic contexts (e.g., family routines, classroom activities) is critical for family-centered and person-centered interventions for young children receiving communication intervention. In this data-near qualitative study, we explored speech-language pathologists and behavior analysts’ perspectives of an interdisciplinary model centered on collaboration, naturalistic intervention, and equitable practices. The model is part of a multi-stage development and exploration project. Based on the first stage of initial model development, we explored the experiences, perspectives, and recommendations from early childhood providers in this specific study. Interview and focus group data were analyzed with hybrid inductive-deductive thematic analysis including systematic methods to ensure data trustworthiness. We will present the themes derived from content analysis focused on barriers, supportive factors, and experiences from providers across disciplines, along with research, professional development, and practice recommendations for improving service delivery for young children and their families. p4.12 How Children's Communication Shapes Parental Language Presenting Author: Monika Rosandić Grgić (Croatia) Affiliation: University of Zagreb Faculty of Education and Rehabilitation Sciences When a child approaches another person to initiate communication, it elicits a range of linguistic information from that person. This language can serve as the basis for the development of the child's language skills. Therefore, it is likely that a child who initiates communication more frequently will elicit more linguistic information from their parents, which should ultimately affect their language performance. This study examines how the communication of children with normal development and the communication of children with autism is related to their mothers' language production. In traditional research, language development is often described as a unidirectional process, in which the parents speak, and the child learns language from them. However, the contribution of this work is to emphasize the child's active role in shaping the linguistic information from which they learn language. p4.13 Influence of Teachers’ Communication Strategies on Children's Participation in Classroom Routines in Preschool Presenting Author: Natalia Bravo Cerro (Spain) Affiliation: Early Intervention Service of the Association of Families of People with Intellectual and Developmental Disabilities (APANAS) Co-Authors: Patricia Subiñas, Florencia Alam, Marta Casla, Alba Torres Early Childhood Education is among the most significant natural environments that promote children’s participation in inclusive settings. Research indicates that the linguistic experiences of 2-year-old children vary even within the same group and teacher (Perry et al., 2018). This study examines the relationship between children’s verbal participation and teachers’ individual utterances directed to each child during group interaction and analyze the impact of a capacity-building program on children's engagement in classroom routines. Changes were examined over a 7-month period in four classrooms of two-year-olds, characterized by diverse levels of development. Circle time sessions were recorded, and MacArthur CDI and STARE (McWilliam, 2000) were applied. Results showed that teachers distribute their speech differently across classrooms and children’s verbal participation is closely related to teachers’ responses to their initiatives. We discuss the role of teachers’ communicative strategies when they face diverse groups of children and the importance of early intervention services’ support. p4.10 Formative Research of a Music-Based Intervention to Support Pre-Linguistic Language Acquisition With Parents and Infants Presenting Authors: Brenda Salley, Amy Smith (USA) Affiliation: University of Georgia Co-Author: Deanna Hanson-Abromeit Infants living in under resourced environments may be at-risk for language delays as they enter school, which can lead to longterm academic, health and economic disparities. Increased early experiences of responsive, attuned caregiver interactions can be a protective factor to boost a child’s development as they enter preschool. Yet a primary barrier for under resourced families is access and scalability of evidence-based preventive interventions that promote responsive parent-infant interactions. Infant Pre-Linguistic Singing (IPLS) is a music-based intervention designed to sequentially mimic optimal pre-linguistic language skills (joint attention, gestures, and vocalizations) and provide parent-infant dyads playful ways to engage in high quality early language experiences. Our formative research objectives aim to refine IPLS as an evidence-based intervention. We will present outcomes of our pilot feasibility studies illustrating IPLS’ acceptability and promise to optimize infant early language skills and foster parental high-quality language rich responsive interactions in a community based. context.
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