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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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Franco M, Costa AP. Should Parents Only Use One Language with Their Autistic Children? The Relations Between Multilingualism, Children's Social Skills, and Parent-Child Communication. J Autism Dev Disord 2024:10.1007/s10803-024-06347-w. [PMID: 38809475 DOI: 10.1007/s10803-024-06347-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/05/2024] [Indexed: 05/30/2024]
Abstract
PURPOSE Parents of autistic children are often advised to use only one language to simplify their child's language acquisition. Often this recommendation orients towards the geographically predominant language, which may cause difficulties especially for minority-language families. On the other hand, scientific evidence suggests that multilingualism does not hinder language acquisition and that communicating in exclusively foreign languages may even impede social interaction. Therefore, we investigated how parent language use is linked to the social skills of 68 autistic children and to their parents' ability to feel comfortable, authentic, and free to express themselves. METHODS Data was collected online, using parent-report questionnaires from parents of 25 different nationalities in the European context, assessing children's language, autistic traits (AQ-C), social skills (SRS-2), and parent-child communication. RESULTS Language use was not found to significantly relate to social skills in children. However, parents using their mother tongue, either only their mother tongue or in combination with other languages, reported feeling significantly more comfortable and more authentic than parents using exclusively foreign languages, either one or many. There were no significant differences between monolingual and multilingual families regarding parents' feelings in regard to their language use. CONCLUSIONS Our findings may encourage specialists to consider multilingualism more often and consult with parents whether monolingualism is worth risking the negative outcomes we have found. Especially, since advising parents to raise their child multilingually may facilitate access to therapeutic treatment, childcare, and social interaction in multilingual societies and families and subsequently improve support and orientation for stakeholders.
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Affiliation(s)
- Maïte Franco
- Institute for Health and Behaviour, Department of Behavioural and Cognitive Sciences, Maison des Sciences Humaines, University of Luxembourg, 11 Porte des Sciences, Esch-sur-Alzette, L-4366, Luxembourg.
| | - Andreia P Costa
- Institute for Health and Behaviour, Department of Behavioural and Cognitive Sciences, Maison des Sciences Humaines, University of Luxembourg, 11 Porte des Sciences, Esch-sur-Alzette, L-4366, Luxembourg
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Paz S, Alfano AR, Medina AM, Hayes T. Speech-language pathologists' perceptions of childhood bilingualism. CLINICAL LINGUISTICS & PHONETICS 2024; 38:1-20. [PMID: 36592039 DOI: 10.1080/02699206.2022.2152729] [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: 02/04/2022] [Revised: 11/11/2022] [Accepted: 11/20/2022] [Indexed: 06/17/2023]
Abstract
The value of learning multiple languages has increased in the past 20 years. Despite this, some professionals continue to provide misinformation about bilingualism to many families around the United States, resulting in recommendations of implementing a monolingual approach for children. This study investigated the perceptions held by speech-language pathologists (SLPs) regarding childhood bilingualism. A total of 320 SLPs completed a survey stating their perceptions on childhood bilingualism for typically developing children and children with disabilities. Based on the number of responses, 292 participants were analysed quantitatively utilising a binary logistic regression to identify whether SLPs thought childhood bilingualism was advantageous or neutral, while incorporating the predictors of bilingual status and bilingualism education received. Additionally, a qualitative content analysis was conducted on 173 participants' responses to an open-ended question about their perceptions on childhood bilingualism. Results revealed that SLPs' bilingual status did not predict the probability of an advantageous perception for typically developing children, but it did for children with disabilities; however, SLPs who had received bilingualism education had a higher probability of having advantageous perceptions in both populations. Qualitative results revealed the use of appraisals related to multiple themes. This study served to understand the thoughts of SLPs in relation to the education they are providing to parents and the services they are providing to different populations - whether it be typically developing children or children with disabilities. There are implications for bilingual and cultural-linguistic education to be implemented across graduate programmes to ensure that optimal services are provided to the diverse groups in our case loads.
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Affiliation(s)
- Sherlie Paz
- Department of Communication Sciences and Disorders, Florida International University, Miami, Florida, USA
| | - Alliete R Alfano
- Department of Communication Sciences and Disorders, Florida International University, Miami, Florida, USA
| | - Angela M Medina
- Department of Communication Sciences and Disorders, Florida International University, Miami, Florida, USA
| | - Timothy Hayes
- Department of Psychology, Florida International University, Miami, Florida, USA
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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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Davis R, Zaki FBM, Sargent L. Autism and bilingualism: A thematic analysis of practitioner perspectives in the United Kingdom. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2024; 59:205-222. [PMID: 37518984 DOI: 10.1111/1460-6984.12939] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 07/06/2023] [Indexed: 08/01/2023]
Abstract
BACKGROUND At least 25% of autistic children worldwide have the potential to grow up in a bilingual environment. However, many autistic children are being denied opportunities to access additional languages and the cultural, familial and community connections that come with this. There is little evidence identifying the barriers to language learning and access, and no research addressing the perspectives of speech and language therapists (SLTs), who are crucial in supporting parents to make informed choices about bilingualism with their child. AIMS The aim of this research was to understand the experiences of SLTs working with autistic bilingual children, to understand the main considerations when working with families, and the opportunities and barriers for training, including the sources of information that current practice is based on. METHODS AND PROCEDURES Twelve SLTs from across the United Kingdom were recruited for this study. All participants were experienced in working with autistic bilingual children and their families (M = 7 years, range 4-23 years). Semi-structured interviews were conducted and focused on the experiences of SLTs regarding familial bilingual experiences, the effect of sociocultural factors of practice, and the extent to which practice is based on current research. OUTCOMES AND RESULTS Data were analysed using reflexive thematic analysis. Three central themes were identified from the interviews: (1) participants discussed parental uncertainties as to whether they were doing the right thing for their child, (2) while participants were in support of bilingualism, they were not always confident that they were providing the right advice and found it difficult to in keep up to date with relevant, evidence-based research, and (3) participants highlighted a need to shift towards a more inclusive and culturally diverse practice. CONCLUSIONS AND IMPLICATIONS This is the first qualitative study to understand the perspectives of SLTs working with autistic bilingual children. We identify several key difficulties in supporting access to language learning, and these findings have immediate and longer-term implications for supporting SLTs, and in turn, the children and families they support. WHAT THIS PAPER ADDS What is already known on the subject Research suggests that autistic children currently have fewer opportunities to maintain bilingualism compared to neurotypical peers. Despite the lack of evidence, many families remain concerned that bilingualism will have a negative impact on their child's development. To date, little is known about the perspectives of speech and language therapists (SLTs) who play a significant role in supporting the development of autistic bilingual children. This is the first study to provide an in-depth qualitative analysis of the experiences of SLTs working with autistic bilingual children and their families in the United Kingdom. What this study adds The results highlight a number of reoccurring barriers in providing optimal support: first, frequently cited concerns about bilingualism from parents that link to a lack of understanding about autism and the role of SLTs more generally. Second, SLTs do not have confidence in the assessments and tools available and described a lack of emphasis on cultural factors in practice. Many SLTs were concerned about the limited options for resources and interventions available in other languages, which could be challenging for parents who were less proficient or confident communicating in English. Third, SLTs reported having limited opportunities to keep up to date with relevant research to support their decision-making processes. What are the clinical implications of this work? These results have several important implications for practice-they highlight the need for more inclusive practices where possible, a need for more diversity within the profession and further opportunities to be provided with evidence-based advice around good practice. The results also suggest a benefit of providing accessible, evidence-based resources for parents about autism and bilingualism, to ensure that research key findings are reaching families.
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Affiliation(s)
- Rachael Davis
- Division of Psychology, Sociology & Education, Queen Margaret University, Edinburgh, UK
| | | | - Lesley Sargent
- East Lothian and Midlothian Speech and Language Therapy Department, NHS Lothian, Edinburgh, UK
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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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Digard BG, Johnson E, Kašćelan D, Davis R. Raising bilingual autistic children in the UK: at the intersection between neurological and language diversity. Front Psychiatry 2023; 14:1250199. [PMID: 37743987 PMCID: PMC10514902 DOI: 10.3389/fpsyt.2023.1250199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Accepted: 08/22/2023] [Indexed: 09/26/2023] Open
Abstract
Introduction While research shows no negative effects of bilingualism on autistic children's development, due to misconceptions around both autism and bilingualism, bilingual parents and educational/clinical practitioners who advise them often express unfounded concerns that exposing autistic children to more than one language will cause confusion and developmental delays. To understand the reasons that drive these misconceptions, this study focuses on: identifying factors that impact family decisions about (not) raising autistic children bilingually; attitudes toward bilingualism expressed by the community, doctors, family members, and teachers; sources of information about bilingualism and autism available to families. Methods Through a mixed-method online survey, we explored these questions in 31 UK-based bilingual families with 34 autistic children (age M = 10.6 years; SD = 7.1). Results The families reported choosing bilingualism for their autistic child primarily so that the child can communicate with family and community members. Attitudes toward bilingualism in their networks were predominantly positive, with a large portion of individuals not having opinions possibly due to lack of information. Only about 1/3 of parents had access to information on bilingualism and autism, mostly found on the internet. Discussion We discuss these findings and offer future directions for research, practice, and battling stigmas around bilingualism and autism.
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Affiliation(s)
- Bérengère Galadriel Digard
- School of Philosophy, Psychology and Language Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Ellie Johnson
- School of Philosophy, Psychology and Language Sciences, The University of Edinburgh, Edinburgh, United Kingdom
| | - Draško Kašćelan
- School of Health and Social Care, University of Essex, Colchester, United Kingdom
| | - Rachael Davis
- Division of Psychology, Sociology and Education, Queen Margaret University, Musselburgh, United Kingdom
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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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Filippi R, Ceccolini A, Booth E, Shen C, Thomas MS, Toledano MB, Dumontheil I. Modulatory effects of SES and multilinguistic experience on cognitive development: a longitudinal data analysis of multilingual and monolingual adolescents from the SCAMP cohort. INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM 2022; 25:3489-3506. [PMID: 36204685 PMCID: PMC9529200 DOI: 10.1080/13670050.2022.2064191] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Accepted: 04/04/2022] [Indexed: 06/16/2023]
Abstract
Previous research has shown that cognitive development is sensitive to socio-economic status (SES) and multilinguistic experiences. However, these effects are difficult to disentangle and SES may modulate the effects of multilingualism. The present study used data from a large cohort of pupils who took part in the Study of Cognition, Adolescents and Mobile Phones (SCAMP) at ages 11-12 (T1) and 13-15 years old (T2). Cognitive measures were derived from tasks of cognitive flexibility, verbal, spatial and visuo-spatial working memory, speech processing and non-verbal reasoning. Using SES information collected through questionnaires (school type, level of deprivation, parental education and occupation), the sample was clustered into high/medium/low SES groups. Comparisons focused on 517 monolingual and 329 multilingual pupils in the high/low SES groups. Having controlled for multiple comparisons, the results indicated a significant beneficial effect of bilingualism in measures of working memory, visuo-spatial processing and non-verbal reasoning. These effects were present in both high and low SES individuals and sustained at both times of development, with a particularly significant improvement of working memory abilities in low SES bilinguals at T2 as compared to monolingual peers. Theoretical and practical implications of these findings are considered and guidance for educators is discussed.
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Affiliation(s)
- Roberto Filippi
- UCL – Institute of Education, University College London, London, UK
- Multilanguage and Cognition Lab, UCL – Institute of Education, London, UK
| | - Andrea Ceccolini
- Multilanguage and Cognition Lab, UCL – Institute of Education, London, UK
| | - Elizabeth Booth
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck College, London, UK
- MRC Centre for Environment and Health, Department of Epidemiology and Biostatistics, School of Public Health, Imperial College, London, UK
| | - Chen Shen
- MRC Centre for Environment and Health, Department of Epidemiology and Biostatistics, School of Public Health, Imperial College, London, UK
- National Institute for Health Research Health Protection Research Unit in Chemical and Radiation Threats and Hazards, Imperial College London, London, UK
| | - Michael S.C. Thomas
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck College, London, UK
| | - Mireille B. Toledano
- MRC Centre for Environment and Health, Department of Epidemiology and Biostatistics, School of Public Health, Imperial College, London, UK
- National Institute for Health Research Health Protection Research Unit in Chemical and Radiation Threats and Hazards, Imperial College London, London, UK
- Mohn Centre for Children’s Health and Wellbeing, School of Public Health, Imperial College London, London, UK
| | - Iroise Dumontheil
- Centre for Brain and Cognitive Development, Department of Psychological Sciences, Birkbeck College, London, UK
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Sher DA, Gibson JL, Sher HE. 'We've come a very, very, long way' Overcoming stigma of autism: An interpretative phenomenological analysis within the UK Jewish community. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2022; 26:2066-2083. [PMID: 35317657 PMCID: PMC9597152 DOI: 10.1177/13623613221075099] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Autistic people contend with high levels of stigma in many cultures worldwide.
There is a scarcity of literature on stigma in relation to autism in faith
communities and virtually no research focussing on this topic in Jewish
communities. In this study, we aimed to explore experiences of stigma towards
autism and sought views on what steps have and can be taken to reduce such
stigma. Using an interpretative phenomenological analysis approach, we conducted
semi-structured interviews with 10 participants within the UK Jewish community,
in both mainstream and specialist autistic schools. Interviews were conducted
over 2 months in 2020. During analysis, 5 superordinate (central) themes and 13
subordinate themes were abstracted. Superordinate themes included ‘Stigma not
specific to the Jewish community’; ‘Considerable strides made’; ‘More a lack of
knowledge or denial than stigma’; ‘Fear of stigma is a real concern but not
widely prevalent’; and ‘Potent factors that reduce stigma in the Jewish
community’. We recommend workshops for greater awareness and training for
teachers and parents on autism and autistic children’s experiences. We also
recommend the formation of specialist autism schools in other communities and
promotion of positive narratives concerning autistic people, as this
successfully reduced stigma within the Jewish community.
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Utilising Interview Methodology to Inform the Development of New Clinical Assessment Tools for Anxiety in Autistic Individuals Who Speak Few or no Words. J Autism Dev Disord 2022; 53:2328-2348. [PMID: 35304663 PMCID: PMC10229722 DOI: 10.1007/s10803-022-05509-y] [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: 02/26/2022] [Indexed: 10/18/2022]
Abstract
Autistic individuals with intellectual disability who speak few or no words are at high risk of anxiety but are underrepresented in research. This study aimed to describe the presentation of anxiety in this population and discuss implications for the development of assessments. Interviews were conducted with 21 parents/carers of autistic individuals and nine clinicians. Data were analysed using content analysis and interpretative phenomenological analysis. Anxiety behaviours described by parents/carers included increased vocalisation, avoidance and behaviours that challenge. Changes to routine were highlighted as triggering anxiety. Clinicians discussed the importance of identifying an individual's baseline of behaviour, knowing an individual well and ruling out other forms of distress. This study raises considerations for early identification of anxiety and for subsequent support.
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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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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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Srikar M, Raju R, Dadlani N, Swaminathan D, Vaidhyanathan P, Meera SS. Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder. JOURNAL OF CHILD SCIENCE 2022. [DOI: 10.1055/s-0042-1743492] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractIndia is a socioculturally and linguistically diverse country. Most often individuals grow up exposed to more than one language. Apart from exposure to native and community languages, there is a growing preference for English as the language of formal education and employment. Previous studies demonstrated that bilingual children with autism spectrum disorder (ASD) develop language similar to their monolingual nonverbal IQ-matched ASD peers. However, most of these studies have been conducted in countries in which English is the primary language for majority of the population. Although existing studies support a bilingual environment for children with ASD, professionals still seem to advise families' use of a monolingual approach. This paper reviews and discusses factors that influence the selection of language(s) for intervention in young children with ASD in bi/multilingual environments. These are discussed under three areas namely, (1) language environment of the child, (2) parent/caregivers' perspectives regarding bi/multilingual exposure, and (3) medium of education and availability of intervention services. This paper also highlights the complexities involved in the language selection process for intervention using four case vignettes. Based on the review and findings from the case vignettes, it is evident that there is a need for (1) sensitizing fellow professionals regarding the increasing shift toward a bi/multilingual approach, (2) formulating guidelines for this decision-making process, and (3) continuing to develop an evidence base for adopting multilingual approach for intervention in a socioculturally and linguistically diverse country like India.
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Affiliation(s)
- Malavi Srikar
- National Institute of Mental Health and Neuro Sciences, Bangalore, Karnataka, India
| | - Reny Raju
- National Institute of Mental Health and Neuro Sciences, Bangalore, Karnataka, India
| | - Nikita Dadlani
- National Institute of Mental Health and Neuro Sciences, Bangalore, Karnataka, India
| | - Divya Swaminathan
- National Institute of Mental Health and Neuro Sciences, Bangalore, Karnataka, India
| | | | - Shoba S. Meera
- National Institute of Mental Health and Neuro Sciences, Bangalore, Karnataka, India
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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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16
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Sher DA, Gibson JL, Browne WV. "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children. J Autism Dev Disord 2021; 52:4440-4473. [PMID: 34655375 PMCID: PMC8520336 DOI: 10.1007/s10803-021-05314-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/28/2021] [Indexed: 12/03/2022]
Abstract
Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners (‘practitioners’) and parents of Hebrew–English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities.
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Affiliation(s)
- David Ariel Sher
- Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK. .,Gonville and Caius College, Trinity Street, Cambridge, CB2 1TA, UK. .,Department of Psychiatry, Warneford Hospital, University of Oxford, Headington, Oxford, OX3 7JX, UK.
| | - Jenny L Gibson
- Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK
| | - Wendy V Browne
- Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge, CB2 8PQ, UK
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Ward R, Sanoudaki E. Bilingualism in children with a dual diagnosis of Down syndrome and Autism Spectrum Disorder. CLINICAL LINGUISTICS & PHONETICS 2021; 35:663-689. [PMID: 33045862 DOI: 10.1080/02699206.2020.1818288] [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: 05/12/2020] [Revised: 08/27/2020] [Accepted: 08/30/2020] [Indexed: 06/11/2023]
Abstract
Research shows that a substantial proportion of children with Down syndrome (DS) also meet the clinical criteria for Autism Spectrum Disorder (ASD). Children with this dual diagnosis display a linguistic profile that includes significant language delays and language impairments which often differ from the impairments observed in each developmental disability (DD) separately. Given the challenges observed with language acquisition for children with DS-ASD, concerns might be raised regarding the outcomes and suitability of a bilingual environment for children with this dual diagnosis specifically. The aim of this research was to explore the language profiles of four children with DS-ASD. A multiple case-study approach was employed. Four children with a confirmed DS-ASD diagnosis who had received exposure to two languages (English and Welsh) were assessed on a range of cognitive and linguistic measures. Performance was compared to three control groups; bilinguals with DS, English monolinguals with DS and mental age-matched typically developing bilinguals. Assessments comprised of expressive and receptive language, phonological awareness, working memory and non-verbal cognitive abilities. Considerable variability was found in the cognitive and linguistic profiles of the case-study participants. Children with DS-ASD displayed similar language profiles to that of the bilingual and monolingual children with DS in the areas tested, although performance was generally lower than that of the TD bilingual children. Although substantial variability was found, participants were developing bilingual abilities in a similar trajectory to children with DS in line with the degree of exposure to each language. This research highlights the need to assess bilingual children with complex dual diagnoses with an individualistic approach and carefully consider how to appropriately assess and treat bilingual children within speech and language therapy provisions.
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Affiliation(s)
- Rebecca Ward
- School of Languages, Literatures and Linguistics, Bangor University, Bangor, UK
- School of Psychology and Therapeutic Studies, University of South Wales, South Wales, UK
| | - Eirini Sanoudaki
- School of Languages, Literatures and Linguistics, Bangor University, Bangor, UK
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