180
Posters Advancing Comprehensive Early Childhood Intervention ECI INTERVENTION DOMAINS Topic - Language & Communication
Session 4
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
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. p4.10 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. 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. 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
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