[article] 
inResearch in Autism Spectrum Disorders > 55 (November 2018) . - p.38-49

Titre :	Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Yael G. DAI, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur
Article en page(s) :	p.38-49
Langues :	Anglais (eng)
Mots-clés :	Autism  Bilingual  Language ability  Developmental delay
Index. décimale :	PER Périodiques
Résumé :	Background Parents and providers are sometimes concerned that exposure to two languages will impair language acquisition in children with autism spectrum disorder (ASD) or other developmental disorders (DD). However, research to date suggests that language milestones and abilities are unaffected by this exposure. The current study explored language abilities in toddlers with ASD or DD exposed to one versus multiple languages, prior to intervention. To our knowledge, this is the largest investigation of language learning in bilingual-exposed (BE) children with ASD. Methods Participants were 388 children evaluated as part of a larger study on the early detection of ASD. Parents were asked to list all languages that primary caretakers use to communicate with their child. One hundred six BE children (57 ASD, 49 DD) were compared to 282 monolingual-exposed (ME) children (176 ASD, 106 DD). The Mullen Scales of Early Learning assessed nonverbal and verbal abilities. Multiple regression was used to evaluate the relationship of BE to language abilities, beyond the influence of nonverbal cognitive abilities, diagnosis, and socioeconomic status. Results Results showed greater language impairment in ASD than DD, but no main effect for language exposure group nor any interaction of language group by diagnosis. Results remained consistent after controlling for socioeconomic status. Conclusion This study suggests that bilingual caregivers can communicate with their children in both languages without adverse effects on their children’s language functioning.
En ligne :	https://doi.org/10.1016/j.rasd.2018.08.001
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

[article] Language abilities in monolingual- and bilingual- exposed children with autism or other developmental disorders [Texte imprimé et/ou numérique] / Yael G. DAI, Auteur ; Jeffrey D. BURKE, Auteur ; Letitia NAIGLES, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur . - p.38-49.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 55 (November 2018) . - p.38-49

Mots-clés :	Autism  Bilingual  Language ability  Developmental delay
Index. décimale :	PER Périodiques
Résumé :	Background Parents and providers are sometimes concerned that exposure to two languages will impair language acquisition in children with autism spectrum disorder (ASD) or other developmental disorders (DD). However, research to date suggests that language milestones and abilities are unaffected by this exposure. The current study explored language abilities in toddlers with ASD or DD exposed to one versus multiple languages, prior to intervention. To our knowledge, this is the largest investigation of language learning in bilingual-exposed (BE) children with ASD. Methods Participants were 388 children evaluated as part of a larger study on the early detection of ASD. Parents were asked to list all languages that primary caretakers use to communicate with their child. One hundred six BE children (57 ASD, 49 DD) were compared to 282 monolingual-exposed (ME) children (176 ASD, 106 DD). The Mullen Scales of Early Learning assessed nonverbal and verbal abilities. Multiple regression was used to evaluate the relationship of BE to language abilities, beyond the influence of nonverbal cognitive abilities, diagnosis, and socioeconomic status. Results Results showed greater language impairment in ASD than DD, but no main effect for language exposure group nor any interaction of language group by diagnosis. Results remained consistent after controlling for socioeconomic status. Conclusion This study suggests that bilingual caregivers can communicate with their children in both languages without adverse effects on their children’s language functioning.
En ligne :	https://doi.org/10.1016/j.rasd.2018.08.001
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369