[article] 
inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912

Titre :	Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review
Type de document :	Texte imprimé et/ou numérique
Auteurs :	N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur
Article en page(s) :	p.887-912
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities
Index. décimale :	PER Périodiques
Résumé :	Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3790-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

[article] Should Heritage Languages be Incorporated into Interventions for Bilingual Individuals with Neurodevelopmental Disorders? A Systematic Review [Texte imprimé et/ou numérique] / N. LIM, Auteur ; M. F. O'REILLY, Auteur ; J. SIGAFOOS, Auteur ; K. LEDBETTER-CHO, Auteur ; G. E. LANCIONI, Auteur . - p.887-912.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.887-912

Mots-clés :	Autism spectrum disorder  Bilingualism  Communication disorders  Global developmental delay  Intellectual disability  Language of instruction  Neurodevelopmental disabilities
Index. décimale :	PER Périodiques
Résumé :	Special education policies recognize the need for developing and preserving the heritage languages of individuals with disabilities. Yet there seems to be a disconnect between policy and practice. Should the heritage languages of bilingual individuals with neurodevelopmental disorders be incorporated into interventions? This review evaluated 18 studies that examined the effects of heritage language instruction on treatment outcomes for individuals with neurodevelopmental disorders. Overall, results suggest a small effect favoring interventions delivered in the heritage language versus interventions delivered solely in the majority language. In general, studies were also found to be of high-quality according to What Works Clearinghouse Standards. Findings are discussed in terms of recommendations for future research and practice.
En ligne :	http://dx.doi.org/10.1007/s10803-018-3790-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386