Parents report fewer executive functioning problems and repetitive behaviors in young dual-language speakers with autism

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 h...

Full description

Saved in:
Bibliographic Details
Published inChild neuropsychology Vol. 26; no. 7; pp. 917 - 933
Main Authors Ratto, Allison B., Potvin, Deborah, Pallathra, Ashley A., Saldana, Laura, Kenworthy, Lauren
Format Journal Article
LanguageEnglish
Published England Routledge 02.10.2020
Subjects
Autism spectrum disorder
Autism Spectrum Disorder - diagnosis
Autism Spectrum Disorder - psychology
Autistic Disorder
bilingualism
Child
Child, Preschool
Communication
Executive Function - physiology
executive functioning
Female
Humans
Language
Language Development
Male
Multilingualism
Parents - psychology
Social Skills
executive functioning
Autism spectrum disorder
bilingualism
Online AccessGet full text

Cover

More Information
Summary: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.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
Address for authors at Children’s National Medical Center (1): Children’s National Medical Center, 15245 Shady Grove Rd., Suite 350, Rockville, MD 20850
Address for author at The Catholic University of America (2): Department of Psychology, O’Boyle Hall Room 314, The Catholic University of America, 620 Michigan Ave NE, Washington, DC 20064
ISSN:0929-7049
1744-4136
DOI:10.1080/09297049.2020.1733512