Les enfants avec autisme peuvent-ils devenir de bons bilingues? / Napoleon KATSOS

Public ISBD in Langage et cognition dans l'autisme chez l'enfant / Hélène DELAGE Titre : Les enfants avec autisme peuvent-ils devenir de bons bilingues? Type de document : texte imprimé Auteurs : Napoleon KATSOS, Auteur Année de publication : 2015 Importance : p.65-70 Langues : Français (fre) Mots-clés : Bilinguisme Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 in Langage et cognition dans l'autisme chez l'enfant / Hélène DELAGE Les enfants avec autisme peuvent-ils devenir de bons bilingues? [texte imprimé] / Napoleon KATSOS, Auteur . - 2015 . - p.65-70. Langues : Français (fre) Mots-clés : Bilinguisme Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

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Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review / Sarah OUDET in Journal of Autism and Developmental Disorders, 55-11 (November 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3860-3887 Titre : Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review Type de document : texte imprimé Auteurs : Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Christina S. GILHUBER, Auteur ; Marie ROBERT, Auteur ; Joanna ZIMMERLI, Auteur ; Napoleon KATSOS, Auteur ; Stephanie DURRLEMAN, Auteur Article en page(s) : p.3860-3887 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants’ language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided. En ligne : https://doi.org/10.1007/s10803-024-06478-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Parent-led Communication Therapy for Young Bilingual Autistic Children: A Scoping Review [texte imprimé] / Sarah OUDET, Auteur ; Katie HOWARD, Auteur ; Christina S. GILHUBER, Auteur ; Marie ROBERT, Auteur ; Joanna ZIMMERLI, Auteur ; Napoleon KATSOS, Auteur ; Stephanie DURRLEMAN, Auteur . - p.3860-3887. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-11 (November 2025) . - p.3860-3887 Index. décimale : PER Périodiques Résumé : A scoping review of the literature was undertaken using JBI guidelines to map the evidence of parent-led therapy (PLT) for young autistic children (≤ 6 years) raised in bilingual environments. Reviewers used Covidence to screen located sources. Sixteen papers met inclusion criteria. A strong acceleration of reports of PLT for young autistic children measured in bilingual environments was observed, with 93.8% of papers (n = 15) published since 2015. Reporting of participants’ language environments (home language(s)/L1s and societal language(s)/L2s) was inconsistent. A large majority of these studies, 87.5% (n = 14) were conducted in North America or in collaboration with a North American institution. Diverse PLT programs and methodologies were identified. There is variation in demographic information collected and outcomes reported. Evidence gaps in the literature are identified and the value of undertaking systematic review on this topic is considered. This scoping review points to the necessity of further empirical research and practice that centres parents in early and specific support for autistic children raised in bilingual environments. Suggestions for improving reporting standards of language profiles are provided. En ligne : https://doi.org/10.1007/s10803-024-06478-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism / Katie HOWARD in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.179-192 Titre : Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism Type de document : texte imprimé Auteurs : Katie HOWARD, Auteur ; Jenny L. GIBSON, Auteur ; Napoleon KATSOS, Auteur Article en page(s) : p.179-192 Langues : Anglais (eng) Mots-clés : Autism  Bilingualism  Parental experiences Index. décimale : PER Périodiques Résumé : A growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents' perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child's autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family. En ligne : http://dx.doi.org/10.1007/s10803-020-04528-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism [texte imprimé] / Katie HOWARD, Auteur ; Jenny L. GIBSON, Auteur ; Napoleon KATSOS, Auteur . - p.179-192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-1 (January 2021) . - p.179-192 Mots-clés : Autism  Bilingualism  Parental experiences Index. décimale : PER Périodiques Résumé : A growing body of evidence suggests that bilingual exposure does not negatively impact children on the autism spectrum. This study sought to illuminate parents' perceptions and choices regarding maintaining bilingualism in autism. Semi-structured interviews were conducted with 16 family members in England and Wales. Data were analysed using interpretative phenomenological analysis (IPA). Although parents expressed positive attitudes towards bilingualism, these views were not always congruent with their language practices. Instead, several factors influenced decisions about language maintenance in autism, including the severity of the child's autism, advice received, and the importance of English as the dominant societal language. This article calls for greater support for families in making language decisions that are suitable for the individual child and their family. En ligne : http://dx.doi.org/10.1007/s10803-020-04528-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications / Mirko ULJAREVIĆ in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217 Titre : Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Type de document : texte imprimé Auteurs : Mirko ULJAREVIĆ, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.1205-1217 Langues : Anglais (eng) Mots-clés : Multilingualism  neurodevelopmental disorders  practitioner  outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 [article] Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications [texte imprimé] / Mirko ULJAREVIĆ, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur . - p.1205-1217. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217 Mots-clés : Multilingualism  neurodevelopmental disorders  practitioner  outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295

Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children / D. KASCELAN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2509-2523 Titre : Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children Type de document : texte imprimé Auteurs : D. KASCELAN, Auteur ; Napoleon KATSOS, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.2509-2523 Langues : Anglais (eng) Mots-clés : Autism  Autistic-like traits  Bilingualism  Child language  Structural language Index. décimale : PER Périodiques Résumé : Some evidence suggests that bilingualism improves communication and cognitive skills which are often impaired in autism. However, diagnosing autism in bilinguals may suffer a cultural bias, which can affect the investigation of bilingualism and autism. Therefore, the current study investigates relations between autistic-like traits (ALTs) and bilingualism in a general population sample of 394 children (M age = 8;3). Within the high-scoring group on the ALT measure, monolinguals had significantly higher ALT scores than bilinguals. There were no differences between monolinguals and bilinguals in the low-scoring group. Across the whole sample, age and structural language skills accounted for 35% variance in ALTs, while bilingualism had no effect on ALTs. Furthermore, structural language skills explained more variance in ALTs among bilinguals than among monolinguals. En ligne : https://dx.doi.org/10.1007/s10803-019-03994-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400 [article] Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children [texte imprimé] / D. KASCELAN, Auteur ; Napoleon KATSOS, Auteur ; Jenny L. GIBSON, Auteur . - p.2509-2523. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-6 (June 2019) . - p.2509-2523 Mots-clés : Autism  Autistic-like traits  Bilingualism  Child language  Structural language Index. décimale : PER Périodiques Résumé : Some evidence suggests that bilingualism improves communication and cognitive skills which are often impaired in autism. However, diagnosing autism in bilinguals may suffer a cultural bias, which can affect the investigation of bilingualism and autism. Therefore, the current study investigates relations between autistic-like traits (ALTs) and bilingualism in a general population sample of 394 children (M age = 8;3). Within the high-scoring group on the ALT measure, monolinguals had significantly higher ALT scores than bilinguals. There were no differences between monolinguals and bilinguals in the low-scoring group. Across the whole sample, age and structural language skills accounted for 35% variance in ALTs, while bilingualism had no effect on ALTs. Furthermore, structural language skills explained more variance in ALTs among bilinguals than among monolinguals. En ligne : https://dx.doi.org/10.1007/s10803-019-03994-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=400

Using interpretative phenomenological analysis in autism research / Katie HOWARD in Autism, 23-7 (October 2019)  

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