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Détail de l'auteur
Auteur A. M. GONZALEZ-BARRERO |
Documents disponibles écrits par cet auteur (2)
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Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age / A. M. GONZALEZ-BARRERO in Autism Research, 11-12 (December 2018)
[article]
Titre : Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age Type de document : Texte imprimé et/ou numérique Auteurs : A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur Article en page(s) : p.1667-1678 Langues : Anglais (eng) Mots-clés : amount of language exposure autism spectrum disorder bilingualism morphology school-age children vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372
in Autism Research > 11-12 (December 2018) . - p.1667-1678[article] Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age [Texte imprimé et/ou numérique] / A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur . - p.1667-1678.
Langues : Anglais (eng)
in Autism Research > 11-12 (December 2018) . - p.1667-1678
Mots-clés : amount of language exposure autism spectrum disorder bilingualism morphology school-age children vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age / A. M. GONZALEZ-BARRERO in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
[article]
Titre : Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age Type de document : Texte imprimé et/ou numérique Auteurs : A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur Article en page(s) : p.3888-3897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Bilingualism Language skills Morphology School-age children Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897[article] Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age [Texte imprimé et/ou numérique] / A. M. GONZALEZ-BARRERO, Auteur ; A. NADIG, Auteur . - p.3888-3897.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897
Mots-clés : Autism spectrum disorders Bilingualism Language skills Morphology School-age children Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405