Journal of Communication Disorders最新文献

{"title":"Intersectionality and stuttering: A sociolinguistic perspective","authors":"Carolina Beita-Ell,&nbsp;Michael P. Boyle","doi":"10.1016/j.jcomdis.2025.106607","DOIUrl":"10.1016/j.jcomdis.2025.106607","url":null,"abstract":"<div><h3>Introduction</h3><div>This study sought to counter an ableist (often listeners’) perspective of stuttering through obtaining the perspectives and lived-experiences of a historically underrepresented subgroup of individuals who stutter – Latinos/as/xs/es who stutter.</div></div><div><h3>Methods</h3><div>By means of semi-structured interviews and an online survey, nine Latinos/as/xs/es who stutter provided a sociolinguistic (speakers’) perspective of the experience of stuttering. Participants were queried about their experience of stuttering, whether being Latino/a/x/e intersected with stuttering, and about other stigmatized identities, attributes, and/or life circumstances that imbued their experience of stuttering. A thematic analysis, using a phenomenological approach, was applied to qualitative data. Statistical analyses were performed on quantitative data.</div></div><div><h3>Results: Four major themes emerged</h3><div>(1) Stuttering Does Not Occur in Isolation, (2) At the Crossroads of Stuttering and Bilingualism, (3) Therapeutic Experiences, and (4) Functional and Communicative Barriers. As a social group, i.e. people who stutter, participants identified linguistic and extralinguistic social markers of stuttering. As Latinos/as/xs/es who stutter, a subgroup of people who stutter, some participants reported additional psychosocial implications of the experience of stuttering that were attributed to race/ethnicity, culture, sexual orientation, and/or language/s spoken.</div></div><div><h3>Conclusions</h3><div>Findings provide support for the adoption of community-based psychoeducational programs about stuttering, the use of culturally and/or linguistically appropriate measures during assessment and intervention, the inclusion of culture and/or language specific supports for people who stutter, and therapist-client matching to promote a strong therapeutic alliance and improve outcomes of intervention.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106607"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145716570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Becoming speech therapists and audiologists in Taiwan: Motivating factors","authors":"Meng-Ju Tsai ,&nbsp;Ren-Hau Li ,&nbsp;Wen-Shin Chang","doi":"10.1016/j.jcomdis.2025.106605","DOIUrl":"10.1016/j.jcomdis.2025.106605","url":null,"abstract":"<div><h3>Purpose</h3><div>This study examined the factors that motivate Taiwanese students to pursue careers as speech-language pathologists (SLP) and audiologists (AUD), and how these factors vary across demographic groups.</div></div><div><h3>Method</h3><div>In this study, a repeated cross-sectional survey design was adopted; questionnaires were administered to 756 students enrolled in the Introduction to Communication Disorders course from 2015 to 2022.</div></div><div><h3>Results</h3><div>Career decisions were shaped by a range of motivating factors, with notable variation by demographic group. Career-motivating factors were the most influential, particularly job security (98.5 %), income (97.4 %), and job availability (97 %). Personal motivating factors, such as the desire to work in a service-oriented profession (92.1 %) and with people (92.4 %), were also significant. Educational motivating factors, like career guidance tests (70.9 %), were the least influential.</div></div><div><h3>Conclusions</h3><div>Findings underscore the need to promote the profession using strategies that combine practical benefits with personal narratives. Cultural comparisons revealed that Taiwanese students prioritize economic stability, differing from Indian students, who are more influenced by family, and Ghanaian students, for whom educational exposure plays a larger role. The study highlights the importance of sex-sensitive recruitment, family-targeted outreach, and university–high school collaboration to strengthen the future workforce. It also contributes to the global understanding of career decision-making in speech-language pathology and audiology.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106605"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145656105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building capacity among community workers to screen for developmental and hearing disabilities with an m-health app (SRESHT screener) using a community-based participatory approach","authors":"Lekha S Nair ,&nbsp;Vidya Ramkumar ,&nbsp;Suja K. Kunnath ,&nbsp;S Aruna","doi":"10.1016/j.jcomdis.2025.106609","DOIUrl":"10.1016/j.jcomdis.2025.106609","url":null,"abstract":"<div><h3>Aim</h3><div>Using a community-based participatory research approach, this study aimed to explore the perspectives of community workers (CWs) on the training required to screen for developmental and hearing difficulties with the newly developed SRESHT screener.</div></div><div><h3>Method and analysis</h3><div>Three focus group discussions were conducted among CWs following a brief demonstration and hands-on session utilizing the SRESHT screener. Guides and probes were developed based on review of literature on training CWs in health and disability as well as based on researcher insights. A deductive thematic analysis was done with QDA Miner Lite software.</div></div><div><h3>Result</h3><div>Three main themes were perceived training need, program structure, and implementation challenges. CWs identified training needs for counseling, technology, and practical experience. CWs identified the preferred training structure that included manuals with photos and videos. They prefeerd a two – day in person training with short sessions, opportunities for feedback and shadowing along with practical sessions conducted in small groups of ten. Challenges identified were charging and internet connectivity in rural areas and acceptability of CWs led screenings, with concerns about stigma and confidentiality. Availability</div></div><div><h3>Conclusion</h3><div>This study identified specific CWs defined criteria for an effective training program regarding SRESHT screener. The findings clearly state the need for training in counselling and technology as well as a preference for practical, multi component training methods, which is tailored to this specific context. The study also shows that for successful and sustainable implementation, the program must proactively tackle potential issues related to technological infrastructure and community acceptance.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106609"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Listener perceptions of word-final /l/: Effects of listener dialect","authors":"Hyunju Chung ,&nbsp;Sarah K. Schellinger","doi":"10.1016/j.jcomdis.2025.106610","DOIUrl":"10.1016/j.jcomdis.2025.106610","url":null,"abstract":"<div><h3>Purpose</h3><div>This study examines the effect of listener dialect on perception of the /l/ sound. In some varieties of English, word-final /l/ is more vocalized than in others. The current study follows up on our previous study, which investigated Southern White English (SWE)-speaking listeners’ perception of word-final /l/ produced by SWE speakers. The aim of the current study is to examine perception of listeners who are speakers Upper Midwest English (UME), a dialect that shows less word-final /l/ vocalization than SWE.</div></div><div><h3>Methods</h3><div>Listeners included 32 monolingual speakers of UME who judged the /l/-likeness of single words containing word-final /l/ produced by adult and child speakers of SWE using a multiple-choice task and a visual analog scale. Ratings were also compared with those of SWE listeners.</div></div><div><h3>Results</h3><div>Like the SWE listeners, UME listeners judged SWE adult speakers’ word-final /l/ predominantly as accurate, while those of children were judged as more vowel-like. Vowel context also influenced both UME and SWE listeners’ judgments, with productions of /l/ following low back vowels generally judged as less accurate than those following high front vowels. Despite these similarities, there were subtle differences across the two dialect groups, particularly in terms of the effect of vowel context.</div></div><div><h3>Conclusions</h3><div>This demonstrates that despite subtle differences in perceptual ratings across dialect groups, speaker age and vowel context more substantially influence perceptual judgments. This suggests that it is important to consider the potential impact of vowel context and to include word-final /l/ in both high front and low back vowel contexts to prevent overidentification of errors in clinical settings.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106610"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of an eclectic voice therapy program and vocal function exercise (VFE) in hyperfunctional voice disorders: A randomised controlled trial","authors":"Shenbagavalli Mahalingam ,&nbsp;Prakash Boominathan ,&nbsp;Ravikumar Arunachalam ,&nbsp;Lakshmi Venkatesh","doi":"10.1016/j.jcomdis.2025.106594","DOIUrl":"10.1016/j.jcomdis.2025.106594","url":null,"abstract":"<div><h3>Purpose</h3><div>To evaluate the outcomes of an eclectic program i.e., Comprehensive Voice Habilitation Program [CVHP] (Boominathan et al., 2023) among participants with hyperfunctional voice disorder using a multidimensional voice assessment protocol.</div></div><div><h3>Design</h3><div>Randomized controlled trial (two-group parallel trial with double blinding).</div></div><div><h3>Method</h3><div>Sixty participants from a quaternary care hospital were randomly allocated to one of the two groups: Group I (eclectic approach) - 30 and Group II (VFE) – 30 participants. All participants underwent voice therapy protocol (30 min sessions) twice a week for six weeks. The sessions were delivered by two speech-language pathologists. Outcome measures were documented before therapy (baseline) and immediately post-therapy using videostroboscopy, acoustic analysis, perceptual measures, self-reported symptoms, self-assessment such as Voice Disorder Outcome Profile (V-DOP) and Vocal Fatigue in Index in Tamil (VFI-T). ANCOVA and chi-square test were applied for assessing post-therapy group differences.</div></div><div><h3>Results</h3><div>Base line assessment revealed no significant differences in baseline characteristics of the samples. A pre and post therapy assessment between groups showed significant difference in closure pattern (<em>p</em> = 0.02), reduction in ventricular hyperadduction (<em>p</em> = 0.01), cepstral peak prominence (CPPv) in vowel (<em>p</em> &lt; 0.00), dynamic range in speaking (<em>p</em> = 0.01), overall grade (<em>p</em> = 0.02), asthenia (<em>p</em> = 0.03), and strain (<em>p</em> = 0.01) in GRBAS scale and factor I (physical discomfort) (<em>p</em> = 0.04) in VFI-T. The eclectic approach [CVHP] showed more positive changes post-therapy compared to VFE in this study.</div></div><div><h3>Conclusion</h3><div>The CVHP provided a systematic and sequential method to treat and document positive outcomes of treatment for individuals with hyperfunctional voice disorders.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"119 ","pages":"Article 106594"},"PeriodicalIF":2.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Real-time preposition comprehension in monolingual Spanish-speaking preschool children with developmental language disorder: A visual-world eye-tracking study","authors":"Andrea Helo ,&nbsp;María Teresa Martin-Aragoneses ,&nbsp;Ernesto Guerra ,&nbsp;Carmen Julia Coloma","doi":"10.1016/j.jcomdis.2025.106578","DOIUrl":"10.1016/j.jcomdis.2025.106578","url":null,"abstract":"<div><div>This study investigated comprehension of prepositions (“con” vs “sin” and “bajo” vs “sobre”; in English: ‘with’ vs ‘without’ and ‘under’/‘below’ vs ‘on’) and prepositional locutions (“delante de” vs “detrás de” and “dentro de” vs “fuera de”; in English: ‘in front of’ vs ‘behind’ and ‘in’/‘inside’ vs ‘out of’) (hereafter, PPL) in Spanish-speaking preschoolers with Developmental Language Disorder (DLD) compared to their typically developing peers. We used an experimental approach assessing visual preference in real-time through eye tracking. The results showed that both groups demonstrated comprehension of the evaluated PPL, as evidenced by their visual preference for the image matching the sentence heard. However, children with DLD took longer to identify the correct image and tended to display a weaker preference pattern, although differences were not significant. Moreover, the prepositional locutions ‘in front of’ and ‘behind’—which are typically acquired later among the morphological items assessed—were particularly challenging for children with DLD, who did not show a consistent visual preference for these prepositions. These findings suggest that, with respect to prepositions, children with DLD follow a trajectory similar to that of typically developing children, though characterized by a mild developmental delay. At a practical level, subtle difficulties in processing prepositions might have meaningful effects in everyday contexts, where rapid comprehension of language input is critical for children’s participation and learning at school.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"118 ","pages":"Article 106578"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145269144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Distributional patterns in recast therapy do not systematically align with patterns in conversational data","authors":"Anna Koppy ,&nbsp;Maura O’Fallon ,&nbsp;Yi Ting Huang ,&nbsp;Amanda Owen Van Horne","doi":"10.1016/j.jcomdis.2025.106576","DOIUrl":"10.1016/j.jcomdis.2025.106576","url":null,"abstract":"<div><div>Recast therapy is an intervention for morphosyntactic targets but the demanding nature of this child-centered input raises questions about whether the target exemplars differ from their instantiation in naturalistic child-directed speech. We analyzed a corpus of two infrequent structures – object relative clauses (ORC) and passives – produced by 4 clinicians and 9 caregivers (20 dyads) conducting recast therapy to compare performance across groups and utterance types and then compare these findings to distributional patterns reported in the psycholinguistic literature. As compared to caregivers, clinicians overwhelmingly produced more recasts of all kinds and included greater structural variety in their recasts. Differences in the degree, but not direction, were observed for noun phrase types in specific locations in ORCs and passives. Compared to attested patterns in the literature, recasts matched animacy patterns and passive auxiliary choice, but were much more likely to include a relativizer or a by-phrase (i.e., full passives) and place ORCs in sentence-initial positions. Recasting noncanonical frames may lead to input that is neither aligned with conversational patterns nor similar to items from common assessment tools. Consideration of the role that recast rate (dose), variety, and alignment play in learning should drive decisions about intervention approaches and providers.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"118 ","pages":"Article 106576"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The KASE for telepractice: Examining the knowledge and self-efficacy of speech-language pathologists","authors":"Shannon Hall-Mills,&nbsp;Lakeisha Johnson","doi":"10.1016/j.jcomdis.2025.106585","DOIUrl":"10.1016/j.jcomdis.2025.106585","url":null,"abstract":"<div><div>Introduction: This study holds significant implications as it delves into the knowledge and confidence levels of school-based speech-language pathologists (SLPs) in the United States regarding various aspects of telepractice service delivery. Furthermore, we aimed to identify predictors of SLPs’ specific self-efficacy for telepractice, a crucial aspect in the field of speech-language pathology. Method: A total of 514 SLPs working in schools in the U.S. participated in an online survey with four sections: participant demographic information, general self-efficacy, telepractice knowledge, and specific self-efficacy for telepractice. Results: Respondents indicated the following levels of telepractice knowledge: high knowledge (50.6 %), medium knowledge (24.9 %), and minimal knowledge (24.5 %). In terms of confidence in providing telepractice, respondents reported high confidence (54.4 %), medium confidence (23 %), and low confidence (22.6 %). Notably, SLPs expressed higher confidence levels in telepractice intervention practices than in assessment practices. Several significant positive correlations were found between telepractice knowledge and general and specific self-efficacy, as well as between general and telepractice-specific self-efficacy. Additionally, positive correlations were observed between general self-efficacy and total telepractice training, as well as between telepractice self-efficacy and total training. Using linear regression, we determined that 56 % of the variance in telepractice self-efficacy was predicted by telepractice knowledge and general self-efficacy. Telepractice experience did not emerge as a significant predictor. Conclusions: The study's findings underscore the importance of enhancing SLPs’ telepractice knowledge and general self-efficacy. This can lead to an increase in their telepractice self-efficacy, potentially improving client outcomes. The role of a growth mindset, as reflected through general self-efficacy, in influencing SLPs’ self-perceived confidence in telepractice service delivery is highlighted, indicating a need for further investigation. These findings should be considered in the development of preservice training and professional development models for SLPs, emphasizing the need to equip them with the necessary knowledge and confidence for effective telepractice. Keywords: telepractice, service delivery, school-based practice</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"118 ","pages":"Article 106585"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145402571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taxonomic knowledge in children with intellectual and/or developmental disabilities who use augmentative or alternative communication","authors":"Courtney Trevino,&nbsp;Emily Lund","doi":"10.1016/j.jcomdis.2025.106579","DOIUrl":"10.1016/j.jcomdis.2025.106579","url":null,"abstract":"<div><div>This study is a first step towards informing processes of vocabulary development, specifically at the level of lexical integration, in children with intellectual and developmental disabilities (IDD) who use augmentative or alternative communication (AAC). Experiment 1 included 18 children with IDD who use AAC and 18 age-matched peers. Participants completed a receptive categorization task at three taxonomic levels: superordinate (e.g., <em>animal</em>), basic (e.g., <em>dog</em>), and subordinate (e.g., <em>German Shepard</em>). Results revealed differences in performance between groups; results also revealed that the AAC group followed a developmentally expected pattern. Experiment 2 compared the performance of 18 children who use AAC and 17 vocabulary-matched peers on the same task. Results revealed that groups performed similarly at the superordinate level and differently at the basic and subordinate levels. Experiment 3 compared the performance of two subsets of children who use AAC on the same task: IQ at or above 70 and IQ below 70 (both <em>n</em> = 9). An added comparison group included 6 children with an intellectual disability who speak as IQ-matched peers. Although results were not significant, effect sizes were medium to large, suggesting potential group differences in a fully powered study that could reveal taxonomic benefits from AAC use. Taken together, results from this early study suggest that children who use AAC present with differences in taxonomic knowledge than their speaking peers. These early findings will guide future investigations into vocabulary development and lexical integration in children who use AAC, ultimately aiming to inform early vocabulary selection.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"118 ","pages":"Article 106579"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Maximizing the use of practice-based clinical data to track social communication development in autistic preschoolers","authors":"Lauren Denusik ,&nbsp;Katarina Miletic ,&nbsp;Barbara Jane Cunningham ,&nbsp;Amanda Binns ,&nbsp;Janis Oram","doi":"10.1016/j.jcomdis.2025.106575","DOIUrl":"10.1016/j.jcomdis.2025.106575","url":null,"abstract":"<div><h3>Purpose</h3><div>Evaluating caregiver-delivered programs in clinical settings is necessary to generate practice-based evidence. One challenge of such research is the burden placed on clinicians to complete additional measurement tools. This exploratory study examined the validity of clinical forms already completed as part of the standard delivery of the <em>More Than Words®</em> (MTW) program and explored whether this clinical data would reveal distinct clinical and outcome profiles in real-world contexts.</div></div><div><h3>Method</h3><div>The Social Communication Checklist (SCC), a MTW program-specific form completed by the speech-language pathologist, was collected for 36 autistic preschoolers during publicly funded delivery of MTW. We assessed the concurrent validity of autistic preschoolers’ social communication stage and skills rated on the SCC pre- and post-program with two of their scores on reliable, validated tools: the Communication Function Classification System (CFCS) and the Focus on the Outcomes of Communication Under Six (FOCUS-34). We also explored autistic preschoolers’ communicative participation outcome profiles on the FOCUS-34 with their assigned social communication stages on the SCC.</div></div><div><h3>Results</h3><div>Autistic preschoolers’ pre-program social communication stage on the MTW SCC correlated with their pre-program CFCS communication level and FOCUS-34 score. Most children showed positive social communication changes post-program according to the SCC, and two-thirds showed meaningful or possibly meaningful clinical change on the FOCUS-34; however, scores on these measures did not correlate. Autistic preschoolers at different pre-program SCC stages showed distinct communicative participation outcome profiles on the FOCUS-34.</div></div><div><h3>Conclusion</h3><div>Program-specific clinical forms like the SCC can be valuable for classifying autistic preschoolers’ social communication skills, exploring differences in outcomes, capturing novel outcomes, and generating practice-based evidence.</div></div>","PeriodicalId":49175,"journal":{"name":"Journal of Communication Disorders","volume":"118 ","pages":"Article 106575"},"PeriodicalIF":2.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145097757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}