Yu Xiangling喻香玲

About

A speech-language therapist specializing in speech elicitation for nonverbal children and applied behavior analysis (ABA). Assesses children using a range of scales (the children's neuropsychological development scale (儿心量表), the S-S method, the C-PEP-3 scale) and sets short-term (weekly) and long-term program goals based on the results. Her main day-to-day work is one-on-one sessions, with training content tailored to the individual child: voice elicitation and imitation — primarily for nonverbal children; language comprehension combined with cognitive tasks; articulation correction and expressive-language development; social-communication training — primarily for children with ASD.

Professional areas: speech therapy; speech elicitation for nonverbal children; articulation and social-communication correction for children with ASD.

① Oral-motor skills and breathing

The basic stage before voice elicitation. Passive relaxation and active strength training for the lips, tongue and jaw in cases of abnormal (high or low) tone — correcting abnormal oral posture and reducing drooling. A range of breathing exercises — blowing bubbles, blowing paper strips, long and short vowel exhalations — build the breath support needed for phonation and address weak voicing. Oral tactile desensitization and stimulation reduce feeding sensitivity and correct chewing difficulties, alongside safe-swallowing training.

② Speech elicitation for nonverbal children

The core program for children who are not yet vocalizing. Passive voice-elicitation techniques — abdominal-pressure phonation, laughter-triggered babbling, echo imitation — help a child with no prior vocal skills produce a first sound. Teaching follows the developmental sequence: vowels (a/o/u) → labial-consonant syllables (m/b/p) → reduplicated words → individual nouns, increasing in difficulty step by step. Fixing the child's gaze on the speaker's articulation and playful practice with onomatopoeia lower the psychological barrier to speaking.

③ Applied behavior analysis (ABA)

Identifying the function of behavior and applying positive-reinforcement strategies. Discrete trial training (DTT) breaks skills into micro-goals — responding to one's name with eye contact, matching a heard sound to an object, imitating a syllable. Intensive teaching (ITT) in fixed scenarios builds skills quickly. Elements of natural environment teaching (NET) help generalize language skills into play and real interaction.

④ Auditory attention and logical reasoning

Multi-stage auditory training: sound-source localization → one- and multi-step instructions → discrimination of similar-sounding words → key-word capture → auditory-memory recall. Separately, logical-thinking work: categorizing objects, "odd one out" tasks, cause-and-effect Q&A, sequencing events, feature-based riddles and identifying incorrect sentences — training thinking and verbal expression together.

⑤ Step-by-step development of comprehension and expressive language

Gradual expansion from object recognition → verb-object phrases → simple subject-predicate sentences → picture narration → situational dialogue. Correcting various articulation errors, encouraging spontaneous active speech, and reducing stereotyped language.

⑥ Social communication for children with ASD

Training eye contact, turn-taking, and functional language — asking for help, greeting, refusing. Addressing problem behaviors such as impulsive interrupting and passive responding, and establishing basic social-listening rules.

⑦ Home programs

A simple home mini-game accompanies every session; parents are coached in an evidence-based approach and warned against common mistakes (forcing speech, excessive over-help) to reinforce progress.

Conditions treated

• Speech-language delay — limited active vocabulary, inability to produce sounds, weak imitation, difficulty following instructions, trouble with short phrases.
• Communication disorders in autism spectrum disorder — avoiding eye contact, no spontaneous social speech, stereotyped speech, inability to take turns in dialogue, weak responsiveness.
• Dysarthria — slurred speech, sound substitution/omission/distortion, poor coordination of lip and tongue movement, unclear speech.
• Secondary speech disorders in cerebral palsy — abnormal oral tone, drooling, weak chewing and swallowing, stiff phonation, insufficient breath support.
• Swallowing and feeding disorders — choking while drinking, weak chewing, heightened oral tactile sensitivity, picky eating and food refusal, elevated aspiration risk.
• Auditory-attention deficits — no response to their name, incomplete instruction-following, weak auditory memory, easy distractibility.
• Developmental delay in premature infants (including late preterm, born around 36 weeks) — late speech onset, little babbling, parallel delay in cognitive and language development.
• Functional aphasia, stuttering and abnormal voice volume — shouting while speaking, weak voice, disrupted speech rhythm.

Experience

• 2023–2026 — Yunxiao County Children's Cerebral Palsy Rehabilitation Center, rehabilitation technician: individual speech-therapy sessions, parent guidance.

Certificates

• Rehabilitation Technician qualification