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Direct linkElizabeth E. Biggs; Erin C. Turner; Emily Elchos; Emilee Spann; Kendra E. Scotti – Language, Speech, and Hearing Services in Schools, 2025
Purpose: Elementary-aged peers often need support for them to have positive interactions with classmates with autism who are minimally speaking (i.e., fewer than 30 functional spoken words). This study examined whether peers could learn to use responsive interaction strategies to support inclusive play and communication within a peer network…
Descriptors: Teaching Methods, Elementary School Students, Peer Relationship, Peer Teaching
Norma O'Leary; Caoimhe Lyons; Pauline Frizelle – International Journal of Language & Communication Disorders, 2025
Background: Key Word Signing (KWS) is one system that can be used to support the communication needs of children with Down syndrome (DS) who attend mainstream school. The success of KWS in schools is mediated by staff experiences and perceptions of KWS. The current study is one of the first to explore KWS use in mainstream schools. Aims: To…
Descriptors: Elementary School Teachers, Teacher Attitudes, Sign Language, Students with Disabilities
Alexandra Papas; Rosa María Couoh Pool; Lindsay K. Butler – Perspectives of the ASHA Special Interest Groups, 2025
Purpose: Speech, language, and hearing professionals are mandated to provide culturally responsive services for individuals who hold multiple identities and may face unique challenges resulting from multiple discrimination and cumulative disadvantage. This study presents a thematic analysis of ethnographic interviews with an Indigenous Mayan…
Descriptors: Autism Spectrum Disorders, Mayan Languages, Interpersonal Communication, Communication Skills
Joseph C. Y. Lau; Emily Landau; Qingcheng Zeng; Ruichun Zhang; Stephanie Crawford; Rob Voigt; Molly Losh – Autism: The International Journal of Research and Practice, 2025
Many individuals with autism experience challenges using language in social contexts (i.e., pragmatic language). Characterizing and understanding pragmatic variability is important to inform intervention strategies and the etiology of communication challenges in autism; however, current manual coding-based methods are often time and labor…
Descriptors: Artificial Intelligence, Models, Pragmatics, Language Variation
