Development and validation of the Arabic children's strong communication scale: a pilot study.

Background: The assessment of communication skills in Arabic-speaking children has been challenged by a lack of culturally and linguistically appropriate tools. The Arabic children's strong communication scale (ACSCS) was developed in response to this need, adapting the children's communication checklist-2 (CCC-2) to better suit the Arabic context.

Aims: This study aimed to validate the ACSCS and establish its utility in measuring communication strengths among Arabic-speaking children.

Psychometric Features of the Arabic Version of the Children's Communication Checklist (CCC2).

Background: The Children's Communication Checklist-Second Edition (CCC-2) uniquely assesses overlooked communication elements such as pragmatics and context use, which are rarely addressed by conventional language assessments. This study focuses on the psychometric assessment of the CCC-2's Arabic version, tailored to evaluate communication challenges in Arabic-speaking children.

Aim: This study aims to validate the Arabic version of CCC-2 by testing its reliability and validity specifically for three higher-order constructs: Specific Language Impairment (SLI), Social Communication Disorder (SCD), and Impaired Behaviour within the Arabic-speaking population.

Examining Language, Speech and Behaviour Characteristics: A Cross-Sectional Study in Saudi Arabia Using the Arabic Version of Gilliam Autism Rating Scale-Third Edition.

Autism spectrum disorder (ASD) exhibits diverse manifestations influenced by demographic factors. This study evaluates these variations within Saudi Arabia, aiming to investigate language, speech and behaviour characteristics across different demographics in Saudi Arabia using the Arabic Version of the Gilliam Autism Rating Scale-Third Edition (A-GARS-3). Employing a cross-sectional design, 178 participants were stratified by developmental status (n = 124 school settings, n = 54 clinical setting), sex (Females = 77, Males =101), age (range = 3-22), and geographical region (different provinces in Saudi Arabia).

Language competency in autism: a scientometric review.

The study of atypical language acquisition in children with, autism spectrum disorder (ASD) is crucial for both practical and theoretical reasons. Understanding the course of language development in ASD can inform potential interventions and treatments while shedding light on the necessary conditions for language development in typically developing children. This scientometric review aims to provide a comprehensive overview of the research landscape in this field, identifying trends, patterns, and knowledge gaps.

Religious Identity Construction in Transnational Family Talks: An Autoethnographic Study.

Studies in Family Language Policy (FLP) have focused more on language patterns and practices in transnational families with little attention to the challenges of multilingualism. Through exploring diverse experiences in dealing with multilingualism, more can be understood about parent language ideology, the enactment of FLP, and factors related to identity construction. Therefore, the study highlights how the family experiences affect the way individual family members perceive social relations and social structures and how they construct and present their own identities.

Bilingual teachers' translanguaging practices and ideologies in online classrooms in Saudi Arabia.

Prior studies in translanguaging have investigated its role in education from different perspectives to understand its efficiency, practicality, and how it promotes or challenges educational and societal aims in different multilingual contexts across the world. However, little attention has been paid to translanguaging in universities with a monolingual environment. To cover this gap, the current study examines teachers' online translanguaging practices and ideologies in Saudi Arabia, where the community language is Arabic but English is commonly a medium of instruction in higher education.