Title: The Role of Inclusive and Representative Materials in Language Sampling Methods and Analysis

Abstract: Standardized speech and language assessments often fail to account for cultural and linguistic diversity, since they are typically norm-referenced, single-word assessments based on mainstream populations, preventing clinicians from recognizing cultural differences in language use (McLeod & Verdon, 2014). To ensure culturally sensitive best practices, incorporating language sampling, which captures spontaneous and naturalistic language use, can provide more accurate diagnoses in all populations. For young children, language sampling typically includes child-led, clinician supported facilitated play with age-appropriate toys. Language samples, typically audio-recorded and transcribed, are analyzed using formal protocols such as Sampling Utterances and Grammatical Analysis Revised (SUGAR) method (Pavelko & Owens, 2022) and/or with clinician calculations of semantic, syntactic, and pragmatic development, such as Mean Length of Utterance (MLU). This study examined whether toys representing diversity (e.g., dolls with different skin tones, augmentative and alternative communication (AAC) devices, cochlear implants, and mobility aids) influenced language sample quality across seven measures in eight typically developing preschoolers, with a mean age of 4;5 years. While quantitative analysis found no significant differences in language complexity, qualitative findings revealed that children displayed curiosity and engagement, particularly with toys that depicted disability aids. This suggests that although diverse toys may not directly impact language output, they can foster meaningful conversations about representation and inclusion (Ezmeci et al., 2022). These results underscore the importance of incorporating diverse materials into speech-language therapy, as they support self-recognition and social connection in naturalistic assessment (Long, 2024).