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Family dynamics and language input are related to children's language development. There is empirical evidence that indirect work with the child with DLD is an important component of interventions offered by professionals. This talk is a part of a group of talks on DLD and intervention. Its aim is to discuss the features of indirect approaches in different EU countries, i.e. to explore which professionals deliver it, which family members are involved, and which characteristics of SLPs can be associated with the implementation of indirect approaches. The talk is based on a Practitioner Survey developed within the COST Action IS1406. The majority of analyses stems from the questions exploring the role of parents. There were 4024 respondents - SLPs - from 60 countries (mainly EU Member States). Statistical analyses included Pearson's chi-square and t-tests. Respondents indicated that indirect therapy is provided via parents and teachers, with the latter becoming more involved as children grow and progress through the education system. This approach is implemented by a range of professionals who involve mothers, fathers and other family members. The characteristics of SLPs are not related to the use of indirect techniques, suggesting a general and gradual adoption of these approaches. The importance of indirect approaches to intervention seems to be recognized worldwide, despite differences in cultural, clinical, and research traditions across countries. Since mothers are not the only ones involved, it seems that conventional family roles are slowly being abandoned. Despite the research and clinical implication of the study, future work should investigate the exact nature of the most effective intervention approaches.

BACKGROUND: Speech therapists often master a number of culturally competent practices to work with children and families from different cultural groups, but additional tools, diversifying the profession are needed to ensure equality for all children. OBJECTIVES: The study explores practitioners’ perceptions of cultural and linguistic differences in the work with children with DLD. A comparison was made of the results from different countries. METHODS: A Practitioner Survey Within COST Action IS1406 entitled: Enhancing Children’s Oral Language Skills across Europe and beyond was used. A total number of 1, 358 answers of respondents from 10 countries – Ireland, UK, Bulgaria, Poland, Croatia, Spain, Norway, Sweden, Turkey, Lebanon was used for the present analyses. RESULTS: The results show that participants from all the countries did not have enough knowledge in the field of cultural competence and most practitioners only worked in their country’s primary language. Professionals from Bulgaria, Poland and Croatia had similar responses to the questions about the cultural differences in the responsibility and behavior of parents related to the child’s language development. The professionals from Spain and Lebanon showed greater confidence in their cultural and language competence. The practitioners from Turkey and Lebanon had similar attitudes to parental behaviors typical of different cultural groups. CONCLUSIONS: The study points to the need for cultural and linguistic competence development and consideration by professional associations of the similarities and differences between countries. There is a need for gradual inclusion of more and more representatives of other cultures and speakers of other languages in the teams that work with children with DLD.

International audience; Assessing bilingual lexical development in children with ASD is very challenging considering the clinical heterogeneity and variability of contexts and language practices. In Lebanon, children are exposed early to more than one language in their school and social contexts. However, exploratory studies on bilingual lexical development in ASD children are scarce. In Lebanon, this domain was not studied yet. This study first examines the performance of bilingual Lebanese children with ASD in lexical tests in comprehension and production from a standardized battery, the ELO-L, and LITMUS-CLT-LB experimental tests. In a second step, the questions of the feasibility and transposition of these lexical subtests with this population are discussed. The study was conducted in a sample of 33 Lebanese bilingual children with ASD, aged between 5 to 11 years and 8 months (M = 7 ;3 years, SD = 1 ; 8 years) and a sample of 19 SLTs, who responded to a questionnaire on the feasibility of the tests in children with ASD. Results show a concordance between ELO-L lexical subtests and LITMUS-CLT-LB tasks. No performance improvements related to the age group were observed. However, our population has performed better in picture naming for nouns than in picture naming for verbs, and has a better performance in comprehension than in production. The proposed tools are applicable to children with ASD, with, however, a need for adaptations in the methodology. The results of these subtests should nonetheless be interpreted according to internal factors related to the child (cognitive level, severity of autism), and with regard to the data concerning the child’s exposure to the different languages of his linguistic environment.; Évaluer le lexique des enfants bilingues avec TSA constitue un défi majeur compte tenu de l’hétérogénéité clinique et de la variabilité des contextes et des pratiques linguistiques. Au Liban, les enfants sont exposés précocement à plusieurs langues dans leurs environnements scolaire et social. Néanmoins, les études sur le lexique des enfants bilingues avec TSA en termes d’exploration et d’évaluation sont rares. En ce qui concerne les enfants libanais avec TSA, ce domaine du développement du langage n’a encore jamais été exploré. Cette étude examine tout d’abord les performances d’enfants libanais bilingues avec TSA à des tests lexicaux en compréhension et en production issus d’une batterie standardisée, l’ELO-L, et des épreuves expérimentales du LITMUS-CLT-LB. Dans un second temps, sont abordées les questions de la faisabilité et de la transposition de ces subtests lexicaux auprès de cette population.L’étude a été menée auprès d’un échantillon de 33 enfants libanais bilingues avec TSA, âgés de 5 ans à 11 ans 8 mois (M=7 ;3 ans, ET= 1 ;8 ans) et d’un échantillon de 19 orthophonistes, ayant répondu à un questionnaire sur l’applicabilité des épreuves auprès de la population d’enfants avec TSA. Les résultats montrent une concordance entre les subtests lexicaux de l’ELO-L et les épreuves LITMUS-CLT-LB. Aucune amélioration des performances liée au groupe d’âge n’a été observée. Toutefois, notre population a obtenu de meilleures performances dans la dénomination des noms que dans la dénomination des verbes, et de meilleures performances en compréhension qu’en production. Les outils proposés sont applicables auprès des enfants avec TSA, avec, cependant, une nécessité d’adaptations au niveau de la méthodologie de leur utilisation. Les résultats aux différentes épreuves devraient néanmoins être interprétés en fonction de facteurs internes liés à l’enfant (niveau cognitif, sévérité de l’autisme), et au regard des données concernant l’exposition de l’enfant aux langues qui l’entourent.