Pragmatic disorder of monolingual and bilingual children with autism

2021 ◽  
Author(s):  
Rama Novodgrodsky
Keyword(s):  
Children With Autism ◽  
Bilingual Children

Verbal fluency in bilingual children with Autism Spectrum Disorders

2016 ◽  
Vol 7 (3-4) ◽  
pp. 460-475 ◽  
Author(s):  
Ana Maria Gonzalez-Barrero ◽  
Aparna Nadig
Keyword(s):  
Autism Spectrum Disorders ◽  
Verbal Fluency ◽  
Negative Impact ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Typically Developing ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
The Impact

Abstract We examine the impact of bilingualism on verbal fluency in four groups of school-age (5 to 10 years-old) children: 13 Typically-developing (TYP) monolingual children, 13 TYP bilingual children, 13 monolingual children with Autism Spectrum Disorders (ASD) and 13 bilingual children with ASD. Participants were matched on chronological age and nonverbal IQ. Verbal fluency was examined via the word association subtest of the Clinical Evaluation of Language Fundamentals (CELF-4; Semel et al., 2003). The bilingual ASD group performed unexpectedly well on the verbal fluency task, not differing from the typically-developing groups, but outperforming the monolingual ASD group with respect to number of correct words produced. These findings are in line with previous research on bilingual children with ASD (e.g., Hambly & Fombonne, 2012) and taken together suggest that bilingualism does not have a negative impact on the lexical-semantic skills of children with ASD.

Language of Intervention in Bilingual Children With Autism Spectrum Disorders

2017 ◽  
Vol 2 (1) ◽  
pp. 203-211 ◽  
Author(s):  
Connie Summers ◽  
Vannesa Smith ◽  
Vannesa Mueller ◽  
Victoria Alexander ◽  
Amelie Muzza
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Impairment ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Single Subject ◽  
Negative Effects ◽  
Children With Asd ◽  
Treatment Conditions ◽  
Spectrum Disorders

Selecting the appropriate language of intervention for bilingual children with language impairment is difficult, especially for bilingual children with autism spectrum disorders (ASD) as their families are often encouraged by professionals to select one language only for communication. The limited evidence supports the use of bilingual language interventions when working with bilingual children with ASD. The current study sought to expand this limited work by presenting preliminary data of the effects of a bilingual and monolingual treatment condition on the language skills of two bilingual children with ASD (ages 3 and 5) using an alternating treatment, single-subject design. The two treatment conditions, a monolingual English condition and a bilingual English/Spanish condition, were alternated across 14 treatment sessions. Both participants improved in each condition. The treatment conditions were highly effective for one participant and minimally effective for the other participant. Within each participant, effect sizes were similar across the two treatment conditions. There were differences in the maintenance patterns of the two participants. These results support the available evidence that bilingual treatments do not have negative effects on bilingual children with ASD.

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