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The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders

The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum... The impact of bilingual exposure on language learning has not been systematically studied in children with Autism Spectrum Disorders. This study compared the social abilities and language levels of children (mean age = 56 months) with ASDs from bilingual (n = 45) and monolingual (n = 30) environments. Bilingually-exposed children were subgrouped based on simultaneous bilingual exposure from infancy (SIM, n = 24) versus sequential post-infancy bilingual exposure (SEQ, n = 21). Despite significantly different amounts of bilingual exposure across all groups (p = <0.001) and significantly stronger social interaction scores in the SIM group compared to the SEQ group on the Vineland Adaptive Behavior Scales-II Interpersonal subdomain (p = 0.025), there were no significant group differences in language level. Bilingually-exposed children with ASDs did not experience additional delays in language development. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Autism and Developmental Disorders Springer Journals

The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders

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Publisher
Springer Journals
Copyright
Copyright © 2011 by Springer Science+Business Media, LLC
Subject
Psychology; Child and School Psychology; Pediatrics; Neurosciences; Public Health
ISSN
0162-3257
eISSN
1573-3432
DOI
10.1007/s10803-011-1365-z
pmid
21938563
Publisher site
See Article on Publisher Site

Abstract

The impact of bilingual exposure on language learning has not been systematically studied in children with Autism Spectrum Disorders. This study compared the social abilities and language levels of children (mean age = 56 months) with ASDs from bilingual (n = 45) and monolingual (n = 30) environments. Bilingually-exposed children were subgrouped based on simultaneous bilingual exposure from infancy (SIM, n = 24) versus sequential post-infancy bilingual exposure (SEQ, n = 21). Despite significantly different amounts of bilingual exposure across all groups (p = <0.001) and significantly stronger social interaction scores in the SIM group compared to the SEQ group on the Vineland Adaptive Behavior Scales-II Interpersonal subdomain (p = 0.025), there were no significant group differences in language level. Bilingually-exposed children with ASDs did not experience additional delays in language development.

Journal

Journal of Autism and Developmental DisordersSpringer Journals

Published: Sep 22, 2011

References