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Shepherd D, Buchwald K, Siegert RJ, Vignes M. Using network analysis to identify factors influencing the heath-related quality of life of parents caring for an autistic child. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 152:104808. [PMID: 39067240 DOI: 10.1016/j.ridd.2024.104808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2024] [Revised: 06/24/2024] [Accepted: 07/16/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Raising an autistic child is associated with increased parenting stress relative to raising typically developing children. Increased parenting stress is associated with lower parent wellbeing, which in turn can negatively impact child wellbeing. AIMS The current study sought to quantify parenting stress and parent health-related quality of life (HRQOL) in the autism context, and further understand the relationship between them by employing a relatively novel statistical method, Network Analysis. METHODS AND PROCEDURES This cross-sectional study involved 476 parents of an autistic child. Parents completed an online survey requesting information on parent and child characteristics, parent's perceptions of their autistic child's symptoms and problem behaviours, and assessed their parenting stress and HRQOL. OUTCOMES AND RESULTS Relative to normative data, parent HRQOL was significantly lower in terms of physical health and mental wellbeing. The structure extracted by the Network Analysis indicated that child age and externalising behaviours were the main contributors to parenting stress, and that externalising behaviours, ASD core behavioural symptoms, and parenting stress predicted HRQOL. CONCLUSIONS AND IMPLICATIONS Parental responses to child-related factors likely determine parent HRQOL. Findings are discussed in relation to the transactional model, emphasising the importance of both parent and child wellbeing.
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Affiliation(s)
- Daniel Shepherd
- School of Clinical Sciences, Auckland University of Technology, New Zealand.
| | - Khan Buchwald
- School of Clinical Sciences, Auckland University of Technology, New Zealand
| | - Richard J Siegert
- School of Clinical Sciences, Auckland University of Technology, New Zealand
| | - Matthieu Vignes
- School of Computational and Mathematical Sciences, Massey University, New Zealand
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2
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Oudet S, Howard K, Gilhuber C, Robert M, Zimmerli J, Katsos N, Durrleman S. Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review. J Autism Dev Disord 2024:10.1007/s10803-024-06478-0. [PMID: 39127972 DOI: 10.1007/s10803-024-06478-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/04/2024] [Indexed: 08/12/2024]
Abstract
A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants' language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided.
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Affiliation(s)
- Sarah Oudet
- University of Fribourg (Science and Medicine), Fribourg, CH, Switzerland.
| | | | | | - Marie Robert
- Agence Régionale de Santé (Hauts-de-Seine), Nanterre, France
| | | | - Napoleon Katsos
- University of Cambridge (Experimental Pragmatics), Cambridge, UK
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3
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Ge H, Lee AKL, Yuen HK, Liu F, Yip V. Bilingual exposure might enhance L1 development in Cantonese-English bilingual autistic children: Evidence from the production of focus. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:1795-1808. [PMID: 37937530 DOI: 10.1177/13623613231207449] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2023]
Abstract
LAY ABSTRACT It is commonly believed among professionals and parents that exposure to two languages imposes an additional burden on children with autism spectrum disorder. However, there is a lack of empirical evidence to support or reject this belief. With the prevalence of autism and an increasing number of children growing up bilingual, it is urgent to understand how bilingual exposure interacts with autism. Bilingual autistic children from Hong Kong, with Cantonese as their first language and English as their second language, took part in the study. We used a production game to test how bilingual autistic children use different levels of linguistic knowledge to produce contrastive information in real conversations, compared to their monolingual autistic peers and typically developing children matched in language abilities, nonverbal IQ, working memory and maternal education. We found that bilingual autistic children performed as good as typically developing children in general, and they even performed better than monolingual autistic children. Our findings suggest a bilingual advantage in autistic children in conveying constative information in sentences. We thus encourage parents to engage their children in rich bilingual environments. Clinicians, educators and other professionals may also consider adding bilingual aspects in training programmes to support families raising bilingual autistic children.
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Affiliation(s)
- Haoyan Ge
- Hong Kong Metropolitan University, Hong Kong
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4
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Ward R, Sanoudaki E. [Formula: see text] Predicting language outcomes in bilingual children with Down syndrome. Child Neuropsychol 2024; 30:760-782. [PMID: 37921424 DOI: 10.1080/09297049.2023.2275331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2023] [Accepted: 10/19/2023] [Indexed: 11/04/2023]
Abstract
Continuous approaches to measuring bilingualism have recently emerged as a means of understanding individual variation in language abilities. To date, limited information is available to assist in understanding the language abilities of bilingual children with Down syndrome (DS), who are specifically known to have a large variation in linguistic outcomes. Group studies in this population report that children exposed to two languages do not differ from their monolingual counterparts after considering age and non-verbal cognitive abilities, although no study to date has examined the relationship between the amount of exposure to one language and the linguistic abilities in the other language within this population. This study sought to identify whether exposure to an additional language, specifically Welsh, predicted linguistic abilities in the majority language, in this case, English. Sixty-five children between the ages of 5;5-16;9 who had varied linguistic experiences completed a range of cognitive and linguistic assessments. Results from hierarchical regression analyses show that the amount of exposure to Welsh had no impact on language abilities in English, after controlling for non-verbal cognitive abilities, short-term memory and socioeconomic status. This demonstrates that exposure to an additional language does not have a negative impact on language development, a finding that has important clinical and educational implications.
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Affiliation(s)
- Rebecca Ward
- School of Psychology, Swansea University, Swansea, UK
| | - Eirini Sanoudaki
- School of Arts, Culture and Language, Bangor University, Bangor, UK
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Kim H, Baker D, Kim S, Liu C, Cook K. The impact of educational and medical systems on autistic children from multilingual American homes: A systematic review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241242839. [PMID: 38597127 DOI: 10.1177/13623613241242839] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/11/2024]
Abstract
LAY ABSTRACT Research has found that autistic children can navigate multilingual schools and communities without harming their language skills or school success. However, they may encounter specific challenges within the United States, where educational and healthcare systems are insufficiently equipped to meet their needs. This review examined 46 US-based studies on the topic and findings reveal persistent deficit-based ideas about multilingualism and autism (e.g., professionals recommending that autistic students only speak and learn in English) accompanied by patterns of unequal identification of autism among multilingual children. These findings highlight issues of disproportionality and inadequate access to educational and healthcare resources. However, recent studies indicate that incorporating a child's native language in education not only enhances learning and behavioral outcomes but also boosts cognitive functions like problem-solving and planning. Taken as a whole, current research suggests that intentionally addressing linguistic diversity will allow educational and medical systems to better serve autistic children.
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6
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Martin Loya MR, Meadan H. It's our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024:13623613241234413. [PMID: 38415610 DOI: 10.1177/13623613241234413] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/29/2024]
Abstract
LAY ABSTRACT In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism.
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7
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del Hoyo Soriano L, Villarreal J, Abbeduto L. Parental Survey on Spanish‑English Bilingualism in Neurotypical Development and Neurodevelopmental Disabilities in the United States. ADVANCES IN NEURODEVELOPMENTAL DISORDERS 2023; 7:591-603. [PMID: 37997573 PMCID: PMC10664973 DOI: 10.1007/s41252-023-00325-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/24/2023] [Indexed: 11/25/2023]
Abstract
Objectives The cognitive and social benefits of bilingualism for children, including those with neurodevelopmental disabilities (NDDs), have been documented. The present study was designed to characterize and compare English and Spanish use in Hispanic families with and without NDDs residing in the U.S. as well as to understand parental perceptions of their child's bilingualism and of community and professional support. Methods We conducted an online survey of 84 Spanish-speaking parents of 4- to 24-year-olds with (n = 44) and without NDDs (n = 40) who were born in and living in the U.S. Results We found that bilingualism was a desired goal for 95% of our families. We also found, however, that 17.1% of parents of children with NDDs have raised them as monolinguals English-speakers, as they thought there were reasons for that, while all families from the NT group raised their children in both languages. In addition, nearly 40% of the NDD children only speak English, compared to a 5% in the NT group. Finally, parents of children with NDDs cite a lack of support for bilingualism in the community (47.6% do not feel supported, compared to a 7.9% in the NT group) and recommendation from professionals as major factors for not raising their children as bilingual. Conclusions The results suggest a need to educate professionals from many disciplines about the benefits of bilingualism for children with NDDs and for implementation of inclusion policies that provide access to dual-language programs.
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Affiliation(s)
- Laura del Hoyo Soriano
- . MIND Institute, University of California Davis, 50Th Street, Sacramento, CA 2825, USA
- Department of Psychiatry and Behavioral Sciences, University of California, Davis Health, Sacramento, CA, USA
| | - Jennifer Villarreal
- . MIND Institute, University of California Davis, 50Th Street, Sacramento, CA 2825, USA
- . Graduate Program in Human Development, University of California, Davis, CA, USA
| | - Leonard Abbeduto
- . MIND Institute, University of California Davis, 50Th Street, Sacramento, CA 2825, USA
- Department of Psychiatry and Behavioral Sciences, University of California, Davis Health, Sacramento, CA, USA
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Cohen SR, Wishard Guerra A, Miguel J, Bottema-Beutel K, Oliveira G. Hablando at home: Examining the interactional resources of a bilingual autistic child. JOURNAL OF CHILD LANGUAGE 2023:1-23. [PMID: 37899270 DOI: 10.1017/s0305000923000600] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
Daily language interactions predict child outcomes. For multilingual families who rear neurodiverse children and who may be minoritized for their language use, a dearth of research examines families' daily language interactions. Utilizing a language socialization framework and a case study methodology, 4,991 English and Spanish utterances from a 5-year old autistic child and his family were collected during naturally occurring interactions over 10 days. Utterances were analyzed for patterns of code-switching by speaker, activity setting, English or Spanish initial language, and code-switch function. Spanish was spoken in most activities. For reading, both languages were equally employed by the father. While participants used both languages across all activity settings, significant variations in code-switching type and function were observed by activity setting and speaker. We discuss implications for how home language resources can be integrated into autism interventions.
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Affiliation(s)
- S R Cohen
- Education Studies Department, University of California, San Diego, La Jolla, USA
| | - A Wishard Guerra
- Education Studies Department, University of California, San Diego, La Jolla, USA
| | - J Miguel
- Erikson Institute, Herr Research Center, Chicago, USA
| | - K Bottema-Beutel
- Lynch School of Education and Human Development, Boston College, Boston, USA
| | - G Oliveira
- Harvard Graduate School of Education, Cambridge, USA
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9
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Gilhuber CS, Raulston TJ, Galley K. Language and communication skills in multilingual children on the autism spectrum: A systematic review. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2023; 27:1516-1531. [PMID: 36629040 PMCID: PMC10375003 DOI: 10.1177/13623613221147780] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
Abstract
LAY ABSTRACT Both parents and service providers have voiced concerns about the potential negative impact of exposure to multiple languages on the language and communication skills of autistic children. The current literature review summarized research that assessed the language and communication skills of multilingual autistic children in comparison with their autistic and nonautistic peers. After a comprehensive search, 22 relevant publications were identified that met the inclusion criteria of the current review. Thirteen studies used both direct (directly administered screening/diagnostic tools) and indirect language assessments (e.g. parent questionnaires). Receptive and expressive vocabulary was the most frequently assessed language skill. Available research does not support the assumption that bilingualism has negative effects on the language and communication skills of autistic children. The language and communication skills of multilingual autistic children frequently resembled their monolingual autistic peers in both strengths and areas of growth. Preliminary findings indicate that multilingual autistic children may share some advantages of multilingualism with their multilingual nonautistic peers. Studies often excluded participants with intellectual disabilities or complex communication needs, which means that a large population of autistic children is not yet represented in research about the effects of multilingualism.
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10
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Kwok E, Feiner H, Grauzer J, Kaat A, Roberts MY. Measuring Change During Intervention Using Norm-Referenced, Standardized Measures: A Comparison of Raw Scores, Standard Scores, Age Equivalents, and Growth Scale Values From the Preschool Language Scales-Fifth Edition. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2022; 65:4268-4279. [PMID: 36346974 PMCID: PMC9940886 DOI: 10.1044/2022_jslhr-22-00122] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 05/25/2022] [Accepted: 07/30/2022] [Indexed: 05/03/2023]
Abstract
PURPOSE Norm-referenced, standardized measures are tools designed to characterize a child's abilities relative to their same-age peers, but they also have been used to measure changes in skills during intervention. This study compared the psychometric properties of four types of available scores from one commonly used standardized measure, the Preschool Language Scales-Fifth Edition (PLS-5), to detect changes in children's language skills during and after a language intervention. METHOD This study included data from 110 autistic children aged 18-48 months whose mother participated in an 8-week parent-mediated language intervention. Children's language skills were measured at 3 time points using the PLS-5. Changes in children's expressive and receptive language skills were calculated using raw scores, standard scores, age equivalents, and growth scale values (GSVs). RESULTS Analysis of raw scores, age equivalents, and GSVs indicated significant improvement in the scores of autistic children in both receptive and expressive language throughout the study (i.e., during the intervention period and in the 3-month period after the intervention). Standard scores suggested improvement only in the receptive language scale during the intervention period. Standard scores showed a floor effect for children who scored at -3 SD below the mean. CONCLUSIONS Findings suggested that GSVs were not only psychometrically sound but also the most sensitive measure of direct changes in skills compared to raw, standard, and age-equivalent scores. Floor effects may limit the sensitivity of standard scores to detect changes in children's skills. Strengths, limitations, and interpretations of each of the scoring approaches in measuring changes in skills during intervention were discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.21498522.
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Affiliation(s)
- Elaine Kwok
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Hannah Feiner
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Jeffrey Grauzer
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
| | - Aaron Kaat
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Evanston, IL
| | - Megan Y. Roberts
- Roxelyn and Richard Pepper Department of Communication Sciences and Disorders, Northwestern University, Evanston, IL
- Department of Medical Social Sciences, Feinberg School of Medicine, Northwestern University, Evanston, IL
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Hastedt I, Eisenhower A, Sheldrick RC, Carter AS. Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills. J Autism Dev Disord 2022; 53:2185-2202. [DOI: 10.1007/s10803-022-05504-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/23/2022] [Indexed: 11/30/2022]
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12
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del Hoyo Soriano L, Bullard L, Thurman AJ, Alvarez CH, Abbeduto L. Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report. Dev Neurorehabil 2022; 25:140-144. [PMID: 34170787 PMCID: PMC8709875 DOI: 10.1080/17518423.2021.1942281] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 06/01/2021] [Accepted: 06/09/2021] [Indexed: 10/21/2022]
Abstract
There is a need for psychometrically sound outcome measures for treatment studies that have a low burden for families and that are available in multiple languages. We have developed a language assessment in English and Spanish that parents can administer to their children at home via telehealth-delivered procedures. The current case study presents descriptive data on a single family of two parent-child dyads. Both the mother and father from a single family were trained in their primary language (Spanish) on how to administer the Expressive Language Sampling - Narration (ELS-N) in their secondary language (English) to their two English-speaking monolingual sons with ASD through telehealth-delivered procedures. Both parents learned to administer the procedures to a predetermined level of fidelity. Extension to a larger sample of bilingual families is needed for this home-based, parent-administered test; however, the present results suggest feasibility even when the language of training and administration differ.
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Affiliation(s)
- Laura del Hoyo Soriano
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Lauren Bullard
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Angela John Thurman
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
| | - Cesar Hoyos Alvarez
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
- Department of Spanish and Portuguese, University of California Davis, Davis, USA
| | - Leonard Abbeduto
- MIND Institute & Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, USA
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Oudet S, Howard K, Durrleman S. Early years autism and bilingualism: An interpretative phenomenological analysis of parent perceptions during lockdown. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2022; 7:23969415221138704. [PMID: 36438162 PMCID: PMC9685147 DOI: 10.1177/23969415221138704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
AIM This study explores how bilingual parents of autistic children made language decisions for their families, how the event of the SARS-CoV-2 pandemic and subsequent lockdown impacted the communication environment of their households, and whether these experiences affected their language habits. METHOD Semi-structured interviews were conducted with five bilingual parents of autistic children who lived through lockdown in France. Data were analysed using interpretative phenomenological analysis. Demographic and background information was collected using an adapted version of the Questionnaire for Parents of Bilingual Children. RESULTS Participants reported conflicting advice given by a range of practitioners. Parents expressed differing beliefs about the impact of language choices on their children. Parents described active engagement with their children's home-learning as generally positive. Parents identified an increase in children's exposure to their first language during the lockdown. Parents reported an increase in children's overall communication abilities. CONCLUSION Parents believed that their children's positive communication development during lockdown was related to increased exposure to their first language(s), and direct involvement in their children's learning programs.
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Affiliation(s)
- Sarah Oudet
- Sarah Oudet, Faculty of Science and
Medicine, University of Fribourg, Av. de l'Europe 20, Fribourg, 1700,
Switzerland.
| | - Katie Howard
- School of Education,
University of Exeter, Exeter,
UK
| | - Stephanie Durrleman
- Faculty of Science and Medicine,
University of Fribourg, Fribourg,
Switzerland
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Romero C, Uddin LQ. Bilingualism, Executive Function, and the Brain: Implications for Autism. NEUROBIOLOGY OF LANGUAGE (CAMBRIDGE, MASS.) 2021; 2:513-531. [PMID: 37214624 PMCID: PMC10158561 DOI: 10.1162/nol_a_00057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2021] [Accepted: 09/20/2021] [Indexed: 05/24/2023]
Abstract
Autism spectrum disorder (ASD) is associated with marked heterogeneity with respect to the development of executive function abilities. The bilingual advantage refers to the observation that individuals who speak two languages perform better on executive function tasks than monolinguals under some circumstances. There is not yet consensus, however, as to whether this advantage can be reliably demonstrated, nor is there consensus regarding under which conditions it emerges. Bilingual and monolingual children with ASD have comparable developmental outcomes, particularly in the areas of core ASD symptoms, cognitive function, and language. Still, despite the potential advantages that bilingualism may confer, clinicians commonly advise against providing a bilingual environment for children with ASD. The purpose of the present review is to provide an up-to-date assessment of the limited literature on bilingualism in children with ASD in order to inform evidence-based practice. Studies suggest a potential bilingual advantage in ASD in the areas of nonverbal intelligence quotient, adaptive functioning, and expressive vocabulary. A limited yet growing literature provides preliminary evidence for enhanced executive function ability in some children with ASD. Taken together, current evidence suggests that although a bilingual advantage may not be universally present in typical development, it may manifest under specific circumstances, conferring advantage for populations in which executive function is compromised. Further work is needed to develop consistent, evidence-based guidelines around language recommendations for families of children with ASD and to better understand the cognitive and brain mechanisms giving rise to the bilingual advantage in clinical developmental populations.
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Affiliation(s)
- Celia Romero
- Department of Psychology, University of Miami, Coral Gables, FL, USA
| | - Lucina Q. Uddin
- Department of Psychology, University of Miami, Coral Gables, FL, USA
- Neuroscience Program, University of Miami Miller School of Medicine, Miami, FL, USA
- Department of Psychiatry and Biobehavioral Sciences, University of California Los Angeles, Los Angeles, CA, USA
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Banerjee I, Lambert JM, Copeland BA, Paranczak JL, Bailey KM, Standish CM. Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. J Appl Behav Anal 2021; 55:80-100. [PMID: 34569621 DOI: 10.1002/jaba.883] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2020] [Revised: 09/09/2021] [Accepted: 09/09/2021] [Indexed: 11/09/2022]
Abstract
Little research has highlighted how evidence-based practices (e.g., functional communication training [FCT]) might be adapted for bilingual learners with disabilities. In the current study, we served 2 children with autism spectrum disorder (ASD) and challenging behavior whose parents primarily spoke Spanish at home, and whose teachers primarily spoke English at school. Following traditional FCT (i.e., 1 language only), we systematically replicated the findings of Neely, Graber et al. (2020) by demonstrating that mands in the untrained language (i.e., English) did not emerge when trained mands (i.e., Spanish) contacted extinction in alternative-language contexts. Simultaneously, challenging behavior consistently resurged. After children received explicit training with both languages and were taught to change the language of request when initial attempts were unsuccessful (i.e., "repair the message" training), these same children successfully obtained high rates of reinforcement in both language contexts, and challenging behavior rarely occurred.
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Gibson JL, Pritchard E, de Lemos C. Play-based interventions to support social and communication development in autistic children aged 2-8 years: A scoping review. AUTISM & DEVELOPMENTAL LANGUAGE IMPAIRMENTS 2021; 6:23969415211015840. [PMID: 36381525 PMCID: PMC9620698 DOI: 10.1177/23969415211015840] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/11/2023]
Abstract
BACKGROUND AND AIMS Play is used by practitioners from across disciplinary backgrounds as a natural and enjoyable context for providing intervention and support in early childhood. In the case of autism interventions, many therapies are based on the association between social play and the development of social skills, language development, and communication skills, as these are often particular areas of challenge for autistic children. However, play is a wide-ranging concept and the extant literature on play-based interventions is large and heterogeneous. This means it is challenging for practitioners and families to navigate the evidence base and make choices about differing intervention strategies. This review aims to provide a comprehensive map of the research on this topic and to develop a conceptual framework to inform clinical decision-making. METHODS An initial stakeholder consultation confirmed the relevance of the topic to practitioners and autistic people. A scoping review methodology (preregistered) was used to identify relevant literature. We systematically searched seven databases to find peer-reviewed primary intervention studies of play-based approaches targeting language, social and communication outcomes for autistic children aged 2-8 years. We then summarised the literature using narrative synthesis and Evidence Gap Maps (EGMs). The literature was summarised according to a range of characteristics, including study design, population characteristics, agent of intervention and outcomes measured, among others. These summaries were then used to develop a framework for some key considerations for practitioners appraising play-based approaches. RESULTS 388 studies met inclusion criteria. Approximately 21% of studies were RCTs, and over 50% had ≤10 participants. Over 45% of studies reported multiple relevant outcomes, with social play skills being the most common single intervention target. Girls and minority background groups are under-represented. A range of intervention types were identified, and some high-level categorisations are proposed.Main contribution: On the basis of the evidence synthesis we suggest important dimensions for appraisal of play-based interventions, including the role of play within an intervention (as a context, a key developmental mechanism, or a component of a larger approach), the underpinning philosophy (e.g. behaviourist or developmental), and the role of the practitioner (providing parent feedback, 1:1 intervention, group facilitation). CONCLUSIONS The wide range of approaches uncovered by this review is a testament to the wonderful diversity inherent to both play and autism. However, research could usefully focus on consolidating the evidence base for existing approaches, rather than aiming for further diversification. Implications: The conceptual framework proposed in this review can help practitioners appraise the literature and aid their advice to families when making shared intervention decisions.
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Affiliation(s)
- Jenny L Gibson
- Jenny L Gibson, Play & Communication
Lab, Play in Education Development and Learning Research Centre, Faculty of
Education, University of Cambridge, Cambridge, UK.
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Hus Y, Segal O. Functional Communication Profiles of Children and Youth with Autism: A Roadmap to Therapeutic and Educational Interventions. Folia Phoniatr Logop 2020; 73:205-221. [PMID: 32937618 DOI: 10.1159/000510056] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2020] [Accepted: 07/09/2020] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND Autism spectrum disorder (ASD) entails varied developmental pathways along the entire lifespan, demanding early and ongoing diverse and responsive interventions to children's needs. This study examined in situ education and development attained by children and youth with ASD in a school with a therapeutic and educational curriculum. OBJECTIVES (1) Construct individual communication profiles in educational and developmental aspects. (2) Examine for associations between variables. (3) Demonstrate the clinical and educational utility of including cognitive-linguistic integrative variables. (4) Showcase how the profiles guide interventions tailored to students' individual needs. METHODS Functional communication profiles (FCPs) of 21 students, aged 5.0-16.8 years, mostly from bilingual middle-high socioeconomic status families, were constructed with input from their educational and therapeutic staff. Students' performance was examined with an array of instruments and tasks, including person and clock drawings, false belief, and bouba-kiki metaphor screens. Qualitative and quantitative analyses were performed to uncover associations, weaknesses, and strengths. RESULTS The profiles revealed associations between cognitive, linguistic, social, and educational abilities, indicating that some abilities from different domains tend to co-occur. CONCLUSIONS Including cognitive linguistic integrative variables was a novelty that revealed additional aspects of the children's abilities. Staff feedback confirmed the utility of FCPs in providing "a roadmap" to needed individual and common curriculum adjustments.
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Digard BG, Sorace A, Stanfield A, Fletcher-Watson S. Bilingualism in autism: Language learning profiles and social experiences. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2020; 24:2166-2177. [PMID: 32677446 PMCID: PMC7549289 DOI: 10.1177/1362361320937845] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
LAY ABSTRACT Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents' bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
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Ratto AB, Potvin D, Pallathra AA, Saldana L, Kenworthy L. Parents report fewer executive functioning problems and repetitive behaviors in young dual-language speakers with autism. Child Neuropsychol 2020; 26:917-933. [PMID: 32157943 DOI: 10.1080/09297049.2020.1733512] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
More dual language learners (DLLs) are being identified early with autism spectrum disorder (ASD). However, many families are still being advised against dual language exposure, despite a lack of evidence of negative impacts on language development in ASD. Research in typically developing children has noted advantages for bilinguals in domains such as executive functioning and social skills, but less is known about the effects in ASD. The present study evaluated differences in executive functioning and social communication in young children (n = 55) with ASD. Dual-language learners with ASD had significantly fewer parent reported executive functioning problems and repetitive behaviors; parent-reported social communication skills were generally comparable across groups. Our findings indicate that the bilingual advantage in executive functioning may extend to children with neurodevelopmental conditions.
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Affiliation(s)
- Allison B Ratto
- Center for Autism Spectrum Disorders, Center for Neuroscience Research, Children's Research Institute, Children's National Medical Center, The George Washington University School of Medicine , Washington, DC, USA
| | - Deborah Potvin
- Center for Autism Spectrum Disorders, Center for Neuroscience Research, Children's Research Institute, Children's National Medical Center, The George Washington University School of Medicine , Washington, DC, USA
| | - Ashley A Pallathra
- Center for Autism Spectrum Disorders, Center for Neuroscience Research, Children's Research Institute, Children's National Medical Center, The George Washington University School of Medicine , Washington, DC, USA.,Department of Psychology, The Catholic University of America , Washington, DC, USA
| | - Laura Saldana
- Center for Autism Spectrum Disorders, Center for Neuroscience Research, Children's Research Institute, Children's National Medical Center, The George Washington University School of Medicine , Washington, DC, USA
| | - Lauren Kenworthy
- Center for Autism Spectrum Disorders, Center for Neuroscience Research, Children's Research Institute, Children's National Medical Center, The George Washington University School of Medicine , Washington, DC, USA
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Valicenti-McDermott M, Seijo R, Shulman L. Social Differences Between Monolingual English and Bilingual English-Spanish Children With Autism Spectrum Disorders. Pediatr Neurol 2019; 100:55-59. [PMID: 31416724 DOI: 10.1016/j.pediatrneurol.2019.07.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/03/2019] [Revised: 07/05/2019] [Accepted: 07/07/2019] [Indexed: 11/26/2022]
Abstract
OBJECTIVE Bilingualism is increasingly prevalent; however, research in bilingual children with autism is sparse. The purpose of this study was to compare social skills and autistic features in monolingual English and bilingual English-Spanish children with autism spectrum disorder. METHODS We conducted a review of the multidisciplinary evaluations done in all children aged one to six years diagnosed with autism spectrum disorder in an inner city, university-affiliated clinic from 2003 to 2013. Collected information included demographics, developmental testing, and autistic characteristics. RESULTS We identified 462 children; 165 were bilingual English-Spanish and 297 were monolingual English. Parents of bilingual children reported stereotyped or repetitive use of language more often (66% vs 48% P = 0.002) than monolinguals. Significant differences were not found in social interaction, use of nonverbal behaviors, peer relationships, sharing or social or emotional reciprocity, mannerisms, or autism severity. CONCLUSIONS Bilingualism does not seem to confer an extra vulnerability on children with autism spectrum disorder; however, differences in qualitative use of language were observed.
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Affiliation(s)
- Maria Valicenti-McDermott
- Children's Evaluation and Rehabilitation Center, R. F. Kennedy Center of Excellence in Developmental Disabilities, and Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, New York.
| | - Rosa Seijo
- Children's Evaluation and Rehabilitation Center, R. F. Kennedy Center of Excellence in Developmental Disabilities, and Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, New York
| | - Lisa Shulman
- Children's Evaluation and Rehabilitation Center, R. F. Kennedy Center of Excellence in Developmental Disabilities, and Children's Hospital at Montefiore, Albert Einstein College of Medicine, Bronx, New York
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Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation. J Am Acad Child Adolesc Psychiatry 2019; 58:1035-1037. [PMID: 31655722 PMCID: PMC7370402 DOI: 10.1016/j.jaac.2019.05.027] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/10/2019] [Revised: 05/10/2019] [Accepted: 06/07/2019] [Indexed: 11/21/2022]
Abstract
In the United States, 12 million children primarily speak a language other than English at home.1 This represents about one in four children with autism spectrum disorder (ASD) being raised in a bilingual environment. The old notion that bilingualism could "confuse" a child has long been refuted by a large body of research that suggests quite the opposite.2 As early as infancy, persons in a bilingual environment show advantages in certain cognitive tasks.3 Furthermore, there is evidence that bilingual persons perform better on tasks indicative of social understanding stemming from the ability to navigate the intricacies of more than one culture. Nevertheless, whether these advantages also apply to children with ASD remains a controversial topic.4.
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Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age. J Autism Dev Disord 2019; 49:3888-3897. [DOI: 10.1007/s10803-019-04073-2] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Lim N, O'Reilly MF, Sigafoos J, Ledbetter-Cho K, Lancioni GE. Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review. J Autism Dev Disord 2018; 49:887-912. [PMID: 30368629 DOI: 10.1007/s10803-018-3790-8] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice.
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Affiliation(s)
- Nataly Lim
- The University of Texas at Austin, Austin, TX,, USA.
| | | | - Jeff Sigafoos
- Victoria University of Wellington, Wellington, New Zealand
| | - Katherine Ledbetter-Cho
- The University of Texas at Austin, Austin, TX,, USA
- Texas State University, San Marcos, TX, USA
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