2. Language and Communication Abilities of Bilingual Children with Autism Spectrum Disorders

2016 ◽  
pp. 31-48 ◽  
Author(s):  
Stefka H. Marinova-Todd ◽  
Pat Mirenda
Keyword(s):  
Autism Spectrum Disorders ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
Language And Communication ◽  
Spectrum Disorders

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.

scholarly journals A Comparative Study of Language Development in Monolingual and Bilingual Children with Autism Spectrum Disorders

2020 ◽  
Vol 10 (6) ◽  
pp. 104
Author(s):  
Mohammad Hamad Al-khresheh
Keyword(s):  
Autism Spectrum Disorders ◽  
Language Development ◽  
Development Process ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Bilingual Children ◽  
The World ◽  
Level Of Difficulty ◽  
Spectrum Disorders ◽  
Statistical Analysis Methods

This study sought to analyze how the process of language development differed between a group of monolingual and bilingual children with autism spectrum disorders (n = 201) who were aged between 5-8 years and hailed from different countries around the world. To achieve this objective, a self-designed five-point Likert scale covering six different language domains was developed to measure the level of difficulty experienced by the participants. The measurement of the level of these difficulties was conducted based on reliable statistical analysis methods. The participants in the two groups were then compared on the basis of these difficulties. No statistically significant differences between the two groups were observed in any language domain. While mild differences within the items of main domains were indeed observed, they were deemed to be statistically non-significant. The results of this study suggest that both monolingualism and bilingualism do not have any detrimental effects on the language development abilities of children with autism spectrum disorders. Both groups were observed to experience the same level of difficulty in their language development process. This study’s limitations, implications, and other research suggestions have been discussed in detail as well.

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