Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills / Ingrid Hastedt ; Abbey EISENHOWER ; R. Christopher SHELDRICK ; Alice S. CARTER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Titre : Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.2185-2202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.2185-2202. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202 Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay / Sarah R. EDMUNDS ; Ingrid Hastedt ; Susan FAJA in Journal of Autism and Developmental Disorders, 55-8 (August 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2601-2614 Titre : Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. EDMUNDS, Auteur ; Ingrid Hastedt, Auteur ; Susan FAJA, Auteur Article en page(s) : p.2601-2614 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adaptive functioning is central to autistic individuals' independence and well-being. However, autism spectrum disorder (ASD) is associated with poor adaptive functioning, even in the absence of cognitive delays or deficits. This study examined how age and executive function associate with adaptive functioning-particularly the gap between cognitive and adaptive functioning. We addressed our research questions separately for a school-age (N = 101 ages 7-12) cohort and a preschool (N = 48 ages 2 and 4) cohort of autistic children without cognitive delays. Both cohorts of parents reported on their children?s adaptive and executive functioning skills. The difference between adaptive and cognitive skills was computed for each participant. For each cohort, we evaluated whether adaptive skills decline with age. Next, we measured, in each cohort, whether children?s executive function corresponded with this gap between their adaptive and cognitive skills. Adaptive functioning did not decline relative to cognitive ability in the younger cohort, but the gap was present in the school-age cohort. Yet, reduced executive function consistently corresponded with a greater cognitive-adaptive gap in socialization domains for both preschool and school-age children. Targeting EF, specifically emotional control, during preschool years may support both adaptive functioning and social connectedness for autistic children without cognitive delays. En ligne : https://doi.org/10.1007/s10803-024-06354-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] Mind the Gap: Executive Function Is Associated with the Discrepancy Between Cognitive and Adaptive Functioning in Autistic Children Without Cognitive Delay [Texte imprimé et/ou numérique] / Sarah R. EDMUNDS, Auteur ; Ingrid Hastedt, Auteur ; Susan FAJA, Auteur . - p.2601-2614. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-8 (August 2025) . - p.2601-2614 Index. décimale : PER Périodiques Résumé : Adaptive functioning is central to autistic individuals' independence and well-being. However, autism spectrum disorder (ASD) is associated with poor adaptive functioning, even in the absence of cognitive delays or deficits. This study examined how age and executive function associate with adaptive functioning-particularly the gap between cognitive and adaptive functioning. We addressed our research questions separately for a school-age (N = 101 ages 7-12) cohort and a preschool (N = 48 ages 2 and 4) cohort of autistic children without cognitive delays. Both cohorts of parents reported on their children?s adaptive and executive functioning skills. The difference between adaptive and cognitive skills was computed for each participant. For each cohort, we evaluated whether adaptive skills decline with age. Next, we measured, in each cohort, whether children?s executive function corresponded with this gap between their adaptive and cognitive skills. Adaptive functioning did not decline relative to cognitive ability in the younger cohort, but the gap was present in the school-age cohort. Yet, reduced executive function consistently corresponded with a greater cognitive-adaptive gap in socialization domains for both preschool and school-age children. Targeting EF, specifically emotional control, during preschool years may support both adaptive functioning and social connectedness for autistic children without cognitive delays. En ligne : https://doi.org/10.1007/s10803-024-06354-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

---

1 (1 - 2 / 2)