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About us

The Speech and Language Acquisition Laboratory is a research laboratory affiliated with the Academic Unit of Human Communication, Learning, and Development, Faculty of  Education, The University of Hong Kong.  It is a vibrant research community dedicated to advancing our understanding of how people develop speech and language skills. Our multidisciplinary team combines expertise in speech-language pathology, linguistics, psychology, neuroscience, and to investigate the complex processes underlying typical and atypical language development. Through cutting-edge research, innovative interventions, and collaborative partnerships, we strive to create a world where all individuals have the opportunity to communicate effectively and reach their full potential. From our principal investigator to our dedicated research assistants, each member of our lab is driven by a shared passion for uncovering the mysteries of human language and making a meaningful difference in the lives of the families and communities we serve.

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Latest Publications

Empowering Hong Kong Chinese families with Autism: A preliminary study of the online Hanen More Than Words Program

Abstract

Purpose: Parent involvement is crucial for tailored early intervention programs. The Hanen More Than Words (HMTW) program is a parent-implemented language intervention for autistic children. The current study examined the effectiveness of the HMTW program delivered online among Chinese families.

Methods: Using a randomized controlled trial design, 22 Chinese families of autistic children in Hong Kong completed the trial. Baseline and post-intervention assessments were conducted to measure changes in parent-child interaction, parents’ use of linguistic facilitation techniques (LFTs), and children’s communication skills. Additionally, the influence of parental self-efficacy and parenting stress on treatment outcomes was explored.

Results: The intervention group demonstrated significant improvements in parent-child attention synchrony. Although the treatment effect on children’s spontaneous communication was not significant, the intervention group showed a larger effect size compared to the controls. The treatment outcomes were mainly influenced by the parents’ initial levels of self-efficacy but not by parenting stress.

Conclusion: These findings provide preliminary evidence of the effectiveness of the online-delivered HMTW program for Chinese parents of autistic children. Further research involving a larger sample and focusing on long-term effects is needed.

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