Homograph and homophone readings in Hong Kong bilingual children with autism spectrum disorder

This paper is a descriptive correlational study that investigated the gender differences in the language development process among a group of 215 male and female bilingual children with autism spectrum disorder. A valid and reliable questionnaire was adopted and deployed to accomplish the study’s objective. The caregivers of these autistic children were requested to complete and submit the questionnaire. Data analysis was made possible with the help of different statistical software tools. The study concluded that gender did significantly impact the participants’ performance in four different linguistic domains: Listening, vocabulary, verbal grammar and sentence construction, and questions formulation. Females were found to have an upper edge over their male counterparts in these domains. Only one non-significant difference was observed in the listening comprehension domain, where both genders were found to experience the same level of difficulty. The limitations and recommendations of this study have been presented here as well.

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Comparative Language Development in Bilingual and Monolingual Children With Autism Spectrum Disorder: A Systematic Review

Journal of Early Intervention ◽

10.1177/1053815117690871 ◽

2017 ◽

Vol 39 (2) ◽

pp. 106-124 ◽

Cited By ~ 19

Author(s):

Emily M. Lund ◽

Theresa L. Kohlmeier ◽

Lillian K. Durán

Keyword(s):

Systematic Review ◽

Autism Spectrum Disorder ◽

Language Development ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Bilingual Children ◽

Children With Asd ◽

Negative Effect ◽

The Impact

The prevalence of both bilingual children and children with autism spectrum disorder (ASD) is growing rapidly, and early childhood educators may be increasingly likely to encounter bilingual children with ASD in their classrooms. Because ASD significantly affects communication, many parents and professionals may have questions or concerns about the impact of bilingualism on language development in children with ASD. The present article presents a systematic review of the literature comparing monolingual to bilingual development in children with ASD. Seven articles were included, covering a wide variety of languages and involving predominantly young, simultaneously bilingual children with ASD. Results generally showed small, varied differences in both receptive and expressive language outcomes for bilingual and monolingual children with ASD, thus providing tentative support for the idea that bilingualism does not have a consistent or large negative effect on language development in children with ASD. Implications for research and practice are discussed.

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Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-011-1366-y ◽

2011 ◽

Vol 42 (7) ◽

pp. 1499-1503 ◽

Cited By ~ 63

Author(s):

Jill M. Petersen ◽

Stefka H. Marinova-Todd ◽

Pat Mirenda

Keyword(s):

Autism Spectrum Disorder ◽

Exploratory Study ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Bilingual Children ◽

Lexical Skills

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Instruction Using Augmentative and Alternative Communication Supports: Description of Current Practices by Speech-Language Pathologists Who Work With Children With Autism Spectrum Disorder

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-19-00045 ◽

2020 ◽

Vol 29 (2) ◽

pp. 586-596 ◽

Cited By ~ 1

Author(s):

Kaitlyn A. Clarke ◽

Diane L. Williams

Keyword(s):

Autism Spectrum Disorder ◽

Augmentative And Alternative Communication ◽

Communication Systems ◽

Diagnostic Category ◽

Children With Autism ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Alternative Communication ◽

Speech Language Pathologists ◽

Processing Differences

Purpose The aim of this research study was to examine common practices of speech-language pathologists (SLPs) who work with children with autism spectrum disorder (ASD) with respect to whether or not SLPs consider processing differences in ASD or the effects of input during their instruction. Method Following a qualitative research method, how SLPs instruct and present augmentative and alternative communication systems to individuals with ASD, their rationale for method selection, and their perception of the efficacy of selected interventions were probed. Semistructured interviews were conducted as part of an in-depth case report with content analysis. Results Based on completed interviews, 4 primary themes were identified: (a) instructional method , (b) input provided , (c) decision-making process , and (d) perceived efficacy of treatment . Additionally, one secondary theme, training and education received , was identified . Conclusions Clinicians reported making decisions based on the needs of the child; however, they also reported making decisions based on the diagnostic category that characterized the child (i.e., ASD). The use of modeling when teaching augmentative and alternative communication to individuals with ASD emerged as a theme, but variations in the method of modeling were noted. SLPs did not report regularly considering processing differences in ASD, nor did they consider the effects of input during instruction.

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