Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism

The impact of educational and medical systems on autistic children from multilingual American homes: A systematic review

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.

It's our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care

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.

I'm One Person, I Can't Be Everywhere: Challenges and Needs of Bilingual Behavior Analysts

Autistic children from Spanish-speaking homes are part of a growing group of children at the intersection of multiple marginalized identities. Research suggests a "bilingual advantage" exists, similar to that experienced by neurotypical bilingual children, and autistic adults report positive social outcomes due to being bilingual. However, much less is known about providers' experiences who play a crucial role in whether families can maintain their heritage language(s) with their children. This exploratory qualitative study examined ethical challenges and needs of U.S.-based bilingual behavior analysts who provide home-based support for autistic children from Spanish-speaking homes. This study was informed by a demographic questionnaire and semi-structured interviews with participants (N = 14) across the United States. Participants' experiences were analyzed thematically. Findings included major themes and subthemes including challenging ethical experiences and behavior analysts' needs to provide high quality services. Implications are presented across the organizational, provider, and research and higher education levels.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40617-024-00916-2.