Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age / Ana Maria GONZALEZ-BARRERO in Autism Research, 11-12 (December 2018)  

Public ISBD [article]  inAutism Research > 11-12 (December 2018) . - p.1667-1678 Titre : Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age Type de document : texte imprimé Auteurs : Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur Article en page(s) : p.1667-1678 Langues : Anglais (eng) Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372 [article] Bilingual children with autism spectrum disorders: The impact of amount of language exposure on vocabulary and morphological skills at school age [texte imprimé] / Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur . - p.1667-1678. Langues : Anglais (eng) in Autism Research > 11-12 (December 2018) . - p.1667-1678 Mots-clés : amount of language exposure  autism spectrum disorder  bilingualism  morphology  school-age children  vocabulary Index. décimale : PER Périodiques Résumé : Studies of bilingual children with Autism Spectrum Disorders (ASD) have focused on early language development using parent report measures. However, the effect of bilingual exposure on more complex linguistic abilities is unknown. In the current study, we examined the impact of amount of language exposure on vocabulary and morphological skills in school-aged children with ASD who did not have intellectual disability. Forty-seven typically developing children and 30 children with ASD with varying exposure to French participated in the study. We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on language abilities via regression analyses. Current amount of language exposure was the strongest predictor of both vocabulary skills (accounting for 62% of the variance) and morphological skills (accounting for 49% of the variance), for both typically-developing children and children with ASD. These findings highlight the central role amount of language exposure plays in vocabulary and morphological development for children with ASD, as it does for typically-developing children. In addition, they provide further evidence that, when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. Autism Research 2018, 11: 1667-1678. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: We studied typically developing children and children with ASD living in a bilingual society who had varying exposure to French (ranging from bilinguals to monolinguals). We investigated the impact of amount of language exposure, nonverbal IQ, age, and working memory on their vocabulary and morphological skills. Current amount of language exposure was the strongest predictor of language skills in both groups of children. Findings indicate that when provided with adequate language exposure, many children with ASD are capable of acquiring two languages. En ligne : http://dx.doi.org/10.1002/aur.2023 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=372

Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age / Ana Maria GONZALEZ-BARRERO in Journal of Autism and Developmental Disorders, 49-9 (September 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897 Titre : Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age Type de document : texte imprimé Auteurs : Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur Article en page(s) : p.3888-3897 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 [article] Brief Report: Vocabulary and Grammatical Skills of Bilingual Children with Autism Spectrum Disorders at School Age [texte imprimé] / Ana Maria GONZALEZ-BARRERO, Auteur ; Aparna NADIG, Auteur . - p.3888-3897. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-9 (September 2019) . - p.3888-3897 Mots-clés : Autism spectrum disorders  Bilingualism  Language skills  Morphology  School-age children  Vocabulary Index. décimale : PER Périodiques Résumé : We examined the lexical and grammatical skills of monolingual and bilingual school-age children with autism spectrum disorders (ASD). Thirteen monolingual and thirteen bilingual children with ASD without intellectual disability, were compared on standardized measures of vocabulary and morphology. Findings revealed that bilingual children performed in the average monolingual range on a standardized receptive vocabulary test and slightly below the average range on a standardized morphological task in their dominant language. Prior work indicates that bilingual exposure is not detrimental for early language development in children with autism. The current findings suggest that at school age, bilinguals with ASD show similar language development patterns as those described in the literature on typically-developing bilinguals. En ligne : http://dx.doi.org/10.1007/s10803-019-04073-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405

Cultural adaptations of developmental interventions (DIs) and naturalistic developmental behavioural interventions (NDBIs) for preschoolers with autism: A Delphi study / Teba M. HAMODAT in Research in Autism, 132 (April 2026)  

Public ISBD [article]  inResearch in Autism > 132 (April 2026) . - 202863 Titre : Cultural adaptations of developmental interventions (DIs) and naturalistic developmental behavioural interventions (NDBIs) for preschoolers with autism: A Delphi study Type de document : texte imprimé Auteurs : Teba M. HAMODAT, Auteur ; Jillian H. FILLITER, Auteur ; Ana Maria GONZALEZ-BARRERO, Auteur ; Sean P. MACKINNON, Auteur ; Isabel M. SMITH, Auteur Article en page(s) : 202863 Langues : Anglais (eng) Mots-clés : Autism  Early intervention  Cultural adaptations  Culturally responsive interventions Résumé : Purpose Cross-cultural differences exist in caregiver-child engagement styles and play preferences, as well as caregivers’ expectations of early intervention programs, which may necessitate modification of existing early intervention programs to suit diverse families’ needs. Using the Framework for Reporting Adaptations and Modifications Expanded (FRAME) as a guide, our objective was to explore experts’ opinions on necessary adaptations for early intervention programs for preschoolers with autism to be used with various cultural groups (i.e., differing ethnic, linguistic, socioeconomic, and geographic groups) other than those for which the original intervention was created. Methods One hundred and thirteen international experts in autism intervention were contacted to participate in our surveys using the Delphi technique. Twenty participants (18 %) responded in Round 1, 21 (19 %) in Round 2, and 15 (13 %) in Round 3. Experts suggested 114 unique adaptations across FRAME elements; we added a coaching-specific category. Consensus, defined as 75 % agreement among participants, was obtained for 86 of these statements, who rated the importance of adaptations using a 4-point Likert scale. Results Most suggestions pertained to ways in which the content of intervention should be adapted (n = 66), followed by intervention delivery (n = 17), staff training (n = 10), and intervention evaluation (n = 5). Sixteen coaching-specific adaptations were reported. Conclusions Experts suggested modifications to increase families’ understanding of program goals/materials, increase their comfort in participation, and to decrease attrition. These findings add to a growing body of research supporting the need for culturally responsive autism interventions. En ligne : https://doi.org/10.1016/j.reia.2026.202863 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583 [article] Cultural adaptations of developmental interventions (DIs) and naturalistic developmental behavioural interventions (NDBIs) for preschoolers with autism: A Delphi study [texte imprimé] / Teba M. HAMODAT, Auteur ; Jillian H. FILLITER, Auteur ; Ana Maria GONZALEZ-BARRERO, Auteur ; Sean P. MACKINNON, Auteur ; Isabel M. SMITH, Auteur . - 202863. Langues : Anglais (eng) in Research in Autism > 132 (April 2026) . - 202863 Mots-clés : Autism  Early intervention  Cultural adaptations  Culturally responsive interventions Résumé : Purpose Cross-cultural differences exist in caregiver-child engagement styles and play preferences, as well as caregivers’ expectations of early intervention programs, which may necessitate modification of existing early intervention programs to suit diverse families’ needs. Using the Framework for Reporting Adaptations and Modifications Expanded (FRAME) as a guide, our objective was to explore experts’ opinions on necessary adaptations for early intervention programs for preschoolers with autism to be used with various cultural groups (i.e., differing ethnic, linguistic, socioeconomic, and geographic groups) other than those for which the original intervention was created. Methods One hundred and thirteen international experts in autism intervention were contacted to participate in our surveys using the Delphi technique. Twenty participants (18 %) responded in Round 1, 21 (19 %) in Round 2, and 15 (13 %) in Round 3. Experts suggested 114 unique adaptations across FRAME elements; we added a coaching-specific category. Consensus, defined as 75 % agreement among participants, was obtained for 86 of these statements, who rated the importance of adaptations using a 4-point Likert scale. Results Most suggestions pertained to ways in which the content of intervention should be adapted (n = 66), followed by intervention delivery (n = 17), staff training (n = 10), and intervention evaluation (n = 5). Sixteen coaching-specific adaptations were reported. Conclusions Experts suggested modifications to increase families’ understanding of program goals/materials, increase their comfort in participation, and to decrease attrition. These findings add to a growing body of research supporting the need for culturally responsive autism interventions. En ligne : https://doi.org/10.1016/j.reia.2026.202863 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=583

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