[article] 
inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1499-1503

Titre :	Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jill M. PETERSEN, Auteur ; Stefka MARINOVA-TODD, Auteur ; Pat MIRENDA, Auteur
Année de publication :	2012
Article en page(s) :	p.1499-1503
Langues :	Anglais (eng)
Mots-clés :	Bilingual  ASD – Vocabulary  CDI  Chinese
Index. décimale :	PER Périodiques
Résumé :	Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1366-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

[article] Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Jill M. PETERSEN, Auteur ; Stefka MARINOVA-TODD, Auteur ; Pat MIRENDA, Auteur . - 2012 . - p.1499-1503.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1499-1503

Mots-clés :	Bilingual  ASD – Vocabulary  CDI  Chinese
Index. décimale :	PER Périodiques
Résumé :	Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals.
En ligne :	http://dx.doi.org/10.1007/s10803-011-1366-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166