Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders / Kaori OHASHI J. in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.890-897 Titre : Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Kaori OHASHI J., Auteur ; Pat MIRENDA, Auteur ; Stefka MARINOVA-TODD, Auteur ; Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Wendy ROBERTS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur Année de publication : 2012 Article en page(s) : p.890-897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language development  Bilingual  Monolingual Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24–52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150 [article] Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders [Texte imprimé et/ou numérique] / Kaori OHASHI J., Auteur ; Pat MIRENDA, Auteur ; Stefka MARINOVA-TODD, Auteur ; Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur ; Peter SZATMARI, Auteur ; Susan E. BRYSON, Auteur ; Wendy ROBERTS, Auteur ; Isabel M. SMITH, Auteur ; Tracy VAILLANCOURT, Auteur ; Joanne VOLDEN, Auteur ; Charlotte WADDELL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Stelios GEORGIADES, Auteur ; Eric DUKU, Auteur ; Ann THOMPSON, Auteur ; THE PATHWAYS IN ASD STUDY TEAM, Auteur . - 2012 . - p.890-897. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-2 (April-June 2012) . - p.890-897 Mots-clés : Autism spectrum disorder  Language development  Bilingual  Monolingual Index. décimale : PER Périodiques Résumé : The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24–52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.12.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=150

Factors influencing bilingual expressive vocabulary size in children with autism spectrum disorders / Catherine HAMBLY in Research in Autism Spectrum Disorders, 8-9 (September 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1079-1089 Titre : Factors influencing bilingual expressive vocabulary size in children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur Article en page(s) : p.1079-1089 Langues : Anglais (eng) Mots-clés : Autism  Language  Vocabulary  Bilingualism  Child Index. décimale : PER Périodiques Résumé : Abstract This study explored bilingual exposure, language, social impairment and cognitive factors that could influence second language (L2) expressive vocabulary size as measured on the MacArthur–Bates Communicative Development Inventories (various languages) in 33 children (mean age = 60 months) diagnosed with ASD. In the 23 children with L2 vocabularies, recent language exposure estimates accounted for 69% of the variation in L2 vocabulary size, and the VABS-II expressive scale score explained an additional 13% of the difference. The complete sample was then subgrouped into three levels of L2 vocabulary size to compare children with no L2 vocabularies (NON-B, n = 10), low L2 word counts (LOW-B, n = 11) and high L2 counts (HIGH-B, n = 12), as determined by a median split procedure. The HIGH-B group had significantly larger L1 vocabularies than both the LOW-B (p = .045) and the NON-B (p = .003) groups, and higher VABS-II expressive scale scores than both the LOW-B (p = .008) and the NON-B (p = .012) groups. Social impairment did not significantly differ across groups and cognitive impairment did not preclude the development of L2 vocabularies. Expressive bilingualism in this population appears related to high levels of recent direct L2 exposure in combination with stronger dominant language abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] Factors influencing bilingual expressive vocabulary size in children with autism spectrum disorders [Texte imprimé et/ou numérique] / Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur . - p.1079-1089. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1079-1089 Mots-clés : Autism  Language  Vocabulary  Bilingualism  Child Index. décimale : PER Périodiques Résumé : Abstract This study explored bilingual exposure, language, social impairment and cognitive factors that could influence second language (L2) expressive vocabulary size as measured on the MacArthur–Bates Communicative Development Inventories (various languages) in 33 children (mean age = 60 months) diagnosed with ASD. In the 23 children with L2 vocabularies, recent language exposure estimates accounted for 69% of the variation in L2 vocabulary size, and the VABS-II expressive scale score explained an additional 13% of the difference. The complete sample was then subgrouped into three levels of L2 vocabulary size to compare children with no L2 vocabularies (NON-B, n = 10), low L2 word counts (LOW-B, n = 11) and high L2 counts (HIGH-B, n = 12), as determined by a median split procedure. The HIGH-B group had significantly larger L1 vocabularies than both the LOW-B (p = .045) and the NON-B (p = .003) groups, and higher VABS-II expressive scale scores than both the LOW-B (p = .008) and the NON-B (p = .012) groups. Social impairment did not significantly differ across groups and cognitive impairment did not preclude the development of L2 vocabularies. Expressive bilingualism in this population appears related to high levels of recent direct L2 exposure in combination with stronger dominant language abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders / Catherine HAMBLY in Journal of Autism and Developmental Disorders, 42-7 (July 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1342-1352 Titre : The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur Année de publication : 2012 Article en page(s) : p.1342-1352 Langues : Anglais (eng) Mots-clés : Bilingualism  Children  Autism spectrum disorders  Language  Socialization Index. décimale : PER Périodiques Résumé : The impact of bilingual exposure on language learning has not been systematically studied in children with Autism Spectrum Disorders. This study compared the social abilities and language levels of children (mean age = 56 months) with ASDs from bilingual (n = 45) and monolingual (n = 30) environments. Bilingually-exposed children were subgrouped based on simultaneous bilingual exposure from infancy (SIM, n = 24) versus sequential post-infancy bilingual exposure (SEQ, n = 21). Despite significantly different amounts of bilingual exposure across all groups (p = <0.001) and significantly stronger social interaction scores in the SIM group compared to the SEQ group on the Vineland Adaptive Behavior Scales-II Interpersonal subdomain (p = 0.025), there were no significant group differences in language level. Bilingually-exposed children with ASDs did not experience additional delays in language development. En ligne : http://dx.doi.org/10.1007/s10803-011-1365-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Catherine HAMBLY, Auteur ; Eric FOMBONNE, Auteur . - 2012 . - p.1342-1352. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1342-1352 Mots-clés : Bilingualism  Children  Autism spectrum disorders  Language  Socialization Index. décimale : PER Périodiques Résumé : The impact of bilingual exposure on language learning has not been systematically studied in children with Autism Spectrum Disorders. This study compared the social abilities and language levels of children (mean age = 56 months) with ASDs from bilingual (n = 45) and monolingual (n = 30) environments. Bilingually-exposed children were subgrouped based on simultaneous bilingual exposure from infancy (SIM, n = 24) versus sequential post-infancy bilingual exposure (SEQ, n = 21). Despite significantly different amounts of bilingual exposure across all groups (p = <0.001) and significantly stronger social interaction scores in the SIM group compared to the SEQ group on the Vineland Adaptive Behavior Scales-II Interpersonal subdomain (p = 0.025), there were no significant group differences in language level. Bilingually-exposed children with ASDs did not experience additional delays in language development. En ligne : http://dx.doi.org/10.1007/s10803-011-1365-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

---

1 (1 - 3 / 3)