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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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del Hoyo Soriano L, Villarreal JC, Sterling A, Edgin J, Berry-Kravis E, Hamilton DR, Thurman AJ, Abbeduto L. The association between expressive language skills and adaptive behavior in individuals with Down syndrome. Sci Rep 2022; 12:20014. [PMID: 36411304 PMCID: PMC9678860 DOI: 10.1038/s41598-022-24478-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 11/16/2022] [Indexed: 11/23/2022] Open
Abstract
The primary goal of this study was to determine whether expressive language skills contribute to adaptive behavior (e.g., socialization and daily living skills) in children, adolescents, and young adults with Down syndrome (DS) whilst controlling for age and nonverbal cognitive ability. Expressive language was assessed using the psychometrically validated Expressive Language Sampling (ELS) conversation and narration procedures. The language produced was transcribed and analyzed to yield measures of expressive vocabulary, syntax, and intelligibility. Socialization and daily living skills of participants with DS were measured with the Vineland Adaptive Behavior Scales, 2nd edition (VABS-2) parent/caregiver rating form. Our results show that the three ELS measures were significantly correlated with multiple measures from the VABS-2 when controlling for age. Several correlations remained significant even when nonverbal cognitive ability was included as a control variable. Our results suggest that expressive language skills contribute to adaptive behavior in children, adolescents, and young adults with DS regardless of age and some of these associations are not explained solely by overall cognitive delays. Further studies including longitudinal data are needed to extend our results.
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Affiliation(s)
- Laura del Hoyo Soriano
- grid.27860.3b0000 0004 1936 9684MIND Institute, University of California Davis, 2825 50Th Street, Sacramento, CA USA ,grid.27860.3b0000 0004 1936 9684Department of Psychiatry and Behavioral Sciences, Davis Health, University of California, Sacramento, CA USA
| | - Jennifer Catalina Villarreal
- grid.27860.3b0000 0004 1936 9684MIND Institute, University of California Davis, 2825 50Th Street, Sacramento, CA USA ,grid.27860.3b0000 0004 1936 9684Department of Psychiatry and Behavioral Sciences, Davis Health, University of California, Sacramento, CA USA
| | - Audra Sterling
- grid.14003.360000 0001 2167 3675Waisman Center and Department of Communication Sciences and Disorders, University of Wisconsin-Madison, Madison, WI USA
| | - Jamie Edgin
- grid.134563.60000 0001 2168 186XDepartment of Psychology, University of Arizona, Tucson, AZ USA
| | - Elizabeth Berry-Kravis
- grid.240684.c0000 0001 0705 3621Departments of Pediatrics, Neurological Sciences and Biochemistry, Rush University Medical Center, Chicago, IL USA
| | - Debra R. Hamilton
- grid.189967.80000 0001 0941 6502Department of Human Genetics, Emory University School of Medicine, Atlanta, GA USA
| | - Angela John Thurman
- grid.27860.3b0000 0004 1936 9684MIND Institute, University of California Davis, 2825 50Th Street, Sacramento, CA USA ,grid.27860.3b0000 0004 1936 9684Department of Psychiatry and Behavioral Sciences, Davis Health, University of California, Sacramento, CA USA
| | - Leonard Abbeduto
- grid.27860.3b0000 0004 1936 9684MIND Institute, University of California Davis, 2825 50Th Street, Sacramento, CA USA ,grid.27860.3b0000 0004 1936 9684Department of Psychiatry and Behavioral Sciences, Davis Health, University of California, Sacramento, CA USA
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del Hoyo Soriano L, Bullard L, Hoyos Alvarez C, Thurman AJ, Abbeduto L. Using telehealth-delivered procedures to collect a parent-implemented expressive language sampling narrative task in monolingual and bilingual families with Autism Spectrum Disorder: A pilot study. FRONTIERS IN REHABILITATION SCIENCES 2021; 2:716550. [PMID: 35036992 PMCID: PMC8758070 DOI: 10.3389/fresc.2021.716550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Accepted: 10/21/2021] [Indexed: 11/16/2022]
Abstract
Language impairments are frequent, severe, and of prognostic value in autism spectrum disorder (ASD). Unfortunately, the evaluation of the efficacy of treatments targeting the language skills of those with ASD continues to be hindered by a lack of psychometrically sound outcome measures. Expressive Language Sampling (ELS) procedures offer a promising alternative to norm-referenced standardized tests for assessing expressive language in treatment studies. Until now, however, research on the validity and utility of ELS as outcome measures has been limited to administrations by a trained professional in a clinic setting and to use with English-speaking families. These limitations are a barrier for many families accessing the benefits of participation in treatment studies. The current study examines the feasibility of teaching native English-speaking parents (NESP) and native Spanish-speaking parents (NSSP) how to administer the ELS narrative task (ELS-N) to their sons and daughters with ASD (between ages 6 and 21) at home through telehealth-delivered procedures. The parent training was provided in the primary language of the participating parent (i.e., 11 NSSP and 11 NESP) and administered by the parent to the youth in the language that the parent reported to use to communicate with the youth at home (i.e., 9 Spanish and 13 English). Families were able to choose between using their own technology or be provided with the technology needed for participation. Of the 19 parents who completed the training, 16 learned to administer the ELS-N procedures. In addition, strong test-retest reliability and no practice effects over the 4-week interval were observed for ELS-N derived youth outcome measures (i.e., talkativeness, vocabulary, syntax, dysfluency, and intelligibility) for both NSSP and NESP. Results from this pilot study suggest that the home-based parent-implemented ELS-N procedures can be learned and administered at acceptable levels of fidelity by parents, with good test-retest reliability and limited practice effects observed in terms of outcome measures for youth with ASD. Implications for treatment studies and future directions are discussed.
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Affiliation(s)
- Laura del Hoyo Soriano
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Lauren Bullard
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Cesar Hoyos Alvarez
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
- Department of Spanish and Portuguese, University of California, Davis, Davis, CA, United States
| | - Angela John Thurman
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
| | - Leonard Abbeduto
- Department of Psychiatry and Behavioral Sciences, MIND Institute, University of California, Davis, Sacramento, CA, United States
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