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

2017 ◽  
Vol 39 (2) ◽  
pp. 106-124 ◽  
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.

scholarly journals Review of Cognitive Characteristics of Autism Spectrum Disorder Using Performance on Six Subtests on Four Versions of the Wechsler Intelligence Scale for Children

2021 ◽  
Author(s):  
Mizuho Takayanagi ◽  
Yoko Kawasaki ◽  
Mieko Shinomiya ◽  
Hoshino Hiroshi ◽  
Satoshi Okada ◽  
...  
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Block Design ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Intelligence Scale ◽  
Cognitive Characteristics ◽  
Children With Asd ◽  
The Right ◽  
The Impact

AbstractThis study was a systematic review of research using the Wechsler Intelligence Scale for Children (WISC) with Autism Spectrum Disorder (ASD) to examine cognitive characteristics of children with ASD beyond the impact of revisions based on WISC and diagnostic criteria changes. The classic “islets of ability” was found in individuals with full-scale IQs < 100. The “right-descending profiles” were observed among high IQ score individuals. High levels on the Block Design and low Coding levels were consistently found regardless of the variation in intellectual functioning or diagnosis. This review identified patterns of cognitive characteristics in ASD individuals using empirical data that researchers may have previously been aware of, based on their experiences, owing to the increased prevalence of ASD.

scholarly journals Referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (ASD): A study of informativeness and definiteness

2021 ◽  
pp. 1-30
Author(s):  
Natalia MEIR ◽  
Rama NOVOGRODSKY
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Bilingual Children ◽  
Children With Asd ◽  
Referential Use ◽  
Hebrew Language ◽  
Referential Expressions ◽  
Language Universal

Abstract The current study evaluated the separate and combined effects of bilingualism and Autism Spectrum Disorder (ASD) on informativeness and definiteness marking of referential expressions. Hebrew-speaking monolingual children (21 with ASD and 28 with typical language development) and Russian–Hebrew-speaking bilingual children (13 with ASD and 30 with typical language development) aged 4–9 years participated. Informativeness, indexed by referential contrasts, was affected by ASD, but not by bilingualism. Definiteness use was non-target-like in children with ASD and in bilingual children, and it was mainly predicted by children’s morpho-syntactic abilities in Hebrew. Language-universal and language-specific properties of referential use are discussed.

Husband’s Social Support for Mother of Children With Autism Spectrum Disorder

2021 ◽  
pp. 106648072110050
Author(s):  
Dinie Ratri Desiningrum ◽  
Dewi Retno Suminar ◽  
Endang Retno Surjaningrum ◽  
Suryanto ◽  
Wiwin Hendriani
Keyword(s):  
Social Support ◽  
Autism Spectrum Disorder ◽  
Interpretative Phenomenological Analysis ◽  
Qualitative Method ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
The Impact

Purpose: The purpose of the research is to find husband’s social support for mother of children with autism spectrum disorder (ASD). The problem of this study is how the forms of husband’s social support are perceived by mothers of children with ASD, and what are the factors and impacts for mothers perceived about husband’s social support. Method: The research was conducted on family having children with autism aged 5–14 years, employing a qualitative method by interviewing 10 mother participants. Data were analyzed using interpretative phenomenological analysis (IPA). Results: The analysis resulted in five themes. First, the impact of disability of children with ASD on marriage relationship; second, the role of husband in parenting children with ASD; third, the perception of mother for husband’s social support; fourth, some factors influences to husband social supports; and fifth, the effects of husband’s social support for mother, children with ASD, and family. The discussion and limitations of this study are considered. Applications/Originality/Value: The results of this study are expected to be a reference for scientists, especially in the field of psychology of children with special needs, and can also contribute to the application of science to institutions related to ASD and observers of children with ASD.

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder

2021 ◽  
pp. 131-144
Author(s):  
Aaron Shield ◽  
Deborah Mood ◽  
Nicole Salamy ◽  
Jonathan Henner
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Future Research ◽  
Deaf Community ◽  
Behavioral Norms ◽  
Children With Asd ◽  
Signed Language

In this chapter, the authors discuss assessment of signed language development in deaf/hard of hearing (D/HH) signing children with autism spectrum disorder (ASD). The development of sign in D/HH children with ASD is an area of growing research, with recent papers describing how the language profile of such children is both similar to and different from hearing/speaking children with ASD. The authors highlight the difficulties of assessing signed language in this population, focusing on a lack of tests designed specifically for D/HH children. Furthermore, they describe how variations in degree of exposure to sign at home and different behavioral norms in the Deaf community complicate identification and assessment. Finally, the authors suggest some directions for possible future research.

Is daily replication necessary when sampling cortisol concentrations in association studies of children with autism spectrum disorder? A systematic review and discussion paper

2017 ◽  
Vol 28 (1) ◽  
pp. 103-111 ◽  
Author(s):  
Christopher F. Sharpley ◽  
Vicki Bitsika ◽  
Linda L. Agnew ◽  
Nicholas M. Andronicos
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Salivary Cortisol ◽  
Association Studies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Discussion Paper ◽  
Children With Asd ◽  
Research Protocols

AbstractSalivary cortisol may be used as a biomarker of stress and anxiety in children with an autism spectrum disorder (ASD). Some suggestions have been made that the measurement of cortisol needs to be undertaken by repeated days’ observations to ensure reliability of the data obtained. These requirements are discussed in regard to 14 studies of the test-retest agreement and stability in cortisol data across repeated daily measurements. Results of those studies almost universally fail to support the argument for repeated daily measurements of cortisol. Implications for the research protocols of studies using cortisol as an index of stress in children with ASD are discussed.

Sensory Behaviors in Minimally Verbal Children With Autism Spectrum Disorder: How and When Do Caregivers Respond?

2018 ◽  
Vol 123 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Clare Harrop ◽  
Nicole Tu ◽  
Rebecca Landa ◽  
Ann Kasier ◽  
Connie Kasari
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Minimally Verbal ◽  
Mixed Methods Approach ◽  
Children With Asd ◽  
The Impact ◽  
Minimally Verbal Children ◽  
Sensory Behaviors

Abstract Sensory behaviors are widely reported in autism spectrum disorder (ASD). However, the impact of these behaviors on families remains largely unknown. This study explored how caregivers of minimally verbal children with ASD responded to their child's sensory behaviors. Using a mixed-methods approach, we examined two variables for each endorsed child behavior: (1) Did the caregiver respond/try to change the behavior? and (2) What response did they employ? Caregivers did not differ in the frequency of responses to hypo- or hyper-responsive behaviors but employed different responses. Caregivers responded to more social sensory behaviors and predominately changed their own behavior in response to their child's. Our findings demonstrate how extensively caregivers adapt to their child's behaviors and vary their response dependent on behavior exhibited.

scholarly journals The relationship between 2019-nCoV and psychological distress among parents of children with autism spectrum disorder

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Luxi Wang ◽  
Dexin Li ◽  
Shixu Pan ◽  
Jinhe Zhai ◽  
Wei Xia ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Psychological Distress ◽  
Coping Strategies ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Anxiety And Depression ◽  
Depression Symptoms ◽  
Children With Asd ◽  
The Impact

Abstract Objectives The psychological distress caused by COVID-19 may be pronounced among the parents of children with autism spectrum disorder (ASD). This study aimed to investigate psychological distress among parents of children with ASD during the COVID-19 pandemic. Methods A total of 1764 parents of children with ASD and 4962 parents of typically developing (TD) children were recruited. The participants completed an online survey which contained demographic information, the impact due to COVID-19 crisis, resilience, coping styles, anxiety and depression. Hierarchical linear regression was used to assess the contributions of these variables to anxiety and depression. Results After adjusting for demographic variables, the following factors were associated with parents’ anxiety and depression symptoms: (i) Whether or not the participants had a child with ASD; (ii) resilience; (iii) coping strategies, and; (iv) the impact due to COVID-19. Among these, the psychological stress caused by COVID-19 played the most important role in parental anxiety (β = 0.353) and depression (β = 0.242) symptoms. Parents of children with ASD had lower levels of resilience and positive coping, and used more negative coping strategies than parents of TD children. Among all participants, 8.0 and 24.2% of parents had symptoms of anxiety and depression, respectively. Compared to parents of TD children, more parents of children with ASD exhibited symptoms of anxiety and depression (12.2% vs. 6.6%; 31.0% vs. 21.7%, respectively). Conclusions During the COVID-19 pandemic, parents experienced varying levels of anxiety and depression, particularly, parents of children with ASD. More specific attention should be paid to parental mental health and long-term effective intervention programs, that are targeted towards parents of children with ASD, and such programs should be promoted around China in the wake of the COVID-19 crisis.

A Systematic Review of Caregiver-Implemented Mealtime Interventions for Children With Autism Spectrum Disorder

2018 ◽  
Vol 38 (3) ◽  
pp. 196-207
Author(s):  
Julie Diaz ◽  
Joanna Cosbey
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Research Design ◽  
Design Research ◽  
Single Case ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Current Evidence ◽  
Children With Asd

Children with autism spectrum disorder (ASD) frequently have difficult mealtimes. A systematic review analyzed current evidence relevant to occupational therapy (OT) and mealtime interventions (a) for children with ASD, (b) occurring in the natural contexts, and (c) with parents/caregivers as interventionists. Database search identified 13 relevant articles. Each article was reviewed for practicality of implementation through a modified Feasibility, Appropriateness, Meaningfulness and Effectiveness (FAME) scale and for quality of research design using three measures specifically designed for single-case experimental design research. The majority of articles reviewed demonstrated rigorous research design with strong evidence for the effectiveness of caregiver-implemented interventions. Six intervention techniques were identified, with all studies using a reinforcement strategy and at least one other technique. This review identifies evidence-based practices for OTs to support children with ASD and their families within the natural co-occupation of mealtimes. Effective techniques and recommendations for practice are included.

scholarly journals Specific Weaknesses in Linguistic Statistical Learning in Children with Autism Spectrum Disorder

2021 ◽  
Author(s):  
Anqi Hu ◽  
Violet Kozloff ◽  
Amanda Van Horne ◽  
Diane Chugani ◽  
Zhenghan Qi
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Statistical Learning ◽  
Longitudinal Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Reciprocal Relationship ◽  
Spectrum Disorder ◽  
Cross Sectional ◽  
Children With Asd

Background: Children with autism spectrum disorder (ASD) exhibit highly variable language abilities. There is a great interest in whether statistical learning (SL), a fundamental mechanism for language development, is impaired in ASD. Nevertheless, mixed findings have been reported. Furthermore, recent studies in healthy populations suggest individuals vary in their SL ability across auditory and visual modalities as well as linguistic and nonlinguistic domains. Whether children with ASD show impaired SL in specific modalities or domains still remains unknown.Methods: Thirty-one children with ASD (6 – 12 years) and 31 age and gender-matched typically developing (TD) children were assessed with an auditory linguistic (syllable), auditory nonlinguistic (tone), visual linguistic (letter), and visual nonlinguistic (image) SL tasks where children implicitly learned the embedded patterns of stimulus triplets. Learning was measured by reaction-time acceleration during familiarization, triplet-recognition accuracy after familiarization, and a composite score combining online and offline learning.Results: Children with ASD showed particular weaknesses in the linguistic SL tasks (syllable and letter) but comparable performance to the TD children in the nonlinguistic SL tasks (tone and image). Children with ASD showed a lack of association across SL tasks, suggesting distinct underlying learning processes for SL across domains and modalities. The specific weaknesses in linguistic SL appear to be more evident in older children with ASD compared to younger children with ASD.Conclusions: We found children with ASD are not in general impaired in SL. Instead, their difficulties lie specifically in the linguistic domains. We also provided preliminary evidence hinting a reciprocal relationship between linguistic SL and language development, as the weaknesses in linguistic SL exacerbate over development in our cross-sectional sample. Future longitudinal research will elucidate whether impaired linguistic SL is an outcome or a cause of impaired language skills in a substantial subgroup of children with ASD.

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