[article] 
inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2890-2895

Titre :	Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians
Type de document :	Texte imprimé et/ou numérique
Auteurs :	N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; G. E. LANCIONI, Auteur
Article en page(s) :	p.2890-2895
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Best practices  Bilingualism  Diversity
Index. décimale :	PER Périodiques
Résumé :	The practice of advising bilingual parents of children with autism spectrum disorder (ASD) to speak in a single language, often the majority language of the region, with their child with ASD seems to be common. Such advice, however, is not grounded on empirical evidence but appears to be based more on logical arguments and assumptions. In this commentary, fears surrounding dual language exposure and empirical evidence supporting bilingualism in children with ASD are discussed. Suggestions for future research and three key steps that clinicians can consider taking to better address the needs of diverse learners are provided.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3532-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

[article] Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; G. E. LANCIONI, Auteur . - p.2890-2895.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2890-2895

Mots-clés :	Autism spectrum disorder  Best practices  Bilingualism  Diversity
Index. décimale :	PER Périodiques
Résumé :	The practice of advising bilingual parents of children with autism spectrum disorder (ASD) to speak in a single language, often the majority language of the region, with their child with ASD seems to be common. Such advice, however, is not grounded on empirical evidence but appears to be based more on logical arguments and assumptions. In this commentary, fears surrounding dual language exposure and empirical evidence supporting bilingualism in children with ASD are discussed. Suggestions for future research and three key steps that clinicians can consider taking to better address the needs of diverse learners are provided.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3532-y
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367