This study examines whether picture-based communication boards can help minimally verbal autistic preschoolers initiate communication independently. Through structured play sessions, children are introduced to visual tools that may support self-expression without adult prompting. The research aims to enhance participation, language development, and autonomy by shifting children from passive observers to active communicators.

This research examines parents’ experiences of early speech and language assessments. It highlights emotional stress, inequities in access, and lack of diverse representation in existing research. By incorporating diverse parental perspectives, the study aims to inform resources, clinical practice, and policy to improve engagement and outcomes in speech therapy.