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Détail de l'auteur
Auteur Sarah E. MACPHERSON |
Documents disponibles écrits par cet auteur (2)
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The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens / Shereen SHARAAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
[article]
Titre : The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens Type de document : Texte imprimé et/ou numérique Auteurs : Shereen SHARAAN, Auteur ; Sarah E. MACPHERSON, Auteur ; Sue FLETCHER-WATSON, Auteur Article en page(s) : p.2224-2235 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Executive Function Humans Multilingualism Parents Autism Cognition Dual language Second language exposure Index. décimale : PER Périodiques Résumé : There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n=27) and typically developing peers (n=53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis. En ligne : http://dx.doi.org/10.1007/s10803-021-05114-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2224-2235[article] The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens [Texte imprimé et/ou numérique] / Shereen SHARAAN, Auteur ; Sarah E. MACPHERSON, Auteur ; Sue FLETCHER-WATSON, Auteur . - p.2224-2235.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.2224-2235
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Child, Preschool Executive Function Humans Multilingualism Parents Autism Cognition Dual language Second language exposure Index. décimale : PER Périodiques Résumé : There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n=27) and typically developing peers (n=53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis. En ligne : http://dx.doi.org/10.1007/s10803-021-05114-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children / Shereen SHARAAN in Autism Research, 14-3 (March 2021)
[article]
Titre : The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children Type de document : Texte imprimé et/ou numérique Auteurs : Shereen SHARAAN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Sarah E. MACPHERSON, Auteur Article en page(s) : p.533-544 Langues : Anglais (eng) Mots-clés : autism cognition dual language second language exposure Index. décimale : PER Périodiques Résumé : There is evidence to suggest that certain executive functions are impaired in autistic children, contributing to many daily challenges. Regular use of two languages has the potential to positively influence executive functions, though evidence is mixed. Little is known about the impact of bilingualism on the executive functions of autistic children, with only a handful of studies published worldwide to date. This study investigated the impact of bilingualism on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic children (n = 27) and their typically developing peers (n = 66), aged 5-12?years old. Groups were matched on age, nonverbal IQ and socioeconomic status, and completed a battery of computerized tests. Results showed an advantage for bilingual autistic children relative to their monolingual peers in sustained attention, and equivalent performance between bilingual and monolingual autistic children on all other executive functions. There were no generalized positive effects of bilingualism, and typically-developing children performed better than autistic children on all measures. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties in sustained attention. LAY SUMMARY: Contrary to widespread belief, but in line with previous research, this study showed that speaking two languages did not harm thinking skills in autistic children. The thinking skills evaluated in this study included the ability to focus over a period of time, the ability to resist distractions, the ability to move back and forth between tasks, and the ability to use short-term memory. In fact, speaking two languages might help reduce difficulties that autistic children might face when focusing over a period of time. En ligne : http://dx.doi.org/10.1002/aur.2439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Autism Research > 14-3 (March 2021) . - p.533-544[article] The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English-Arabic Children [Texte imprimé et/ou numérique] / Shereen SHARAAN, Auteur ; Sue FLETCHER-WATSON, Auteur ; Sarah E. MACPHERSON, Auteur . - p.533-544.
Langues : Anglais (eng)
in Autism Research > 14-3 (March 2021) . - p.533-544
Mots-clés : autism cognition dual language second language exposure Index. décimale : PER Périodiques Résumé : There is evidence to suggest that certain executive functions are impaired in autistic children, contributing to many daily challenges. Regular use of two languages has the potential to positively influence executive functions, though evidence is mixed. Little is known about the impact of bilingualism on the executive functions of autistic children, with only a handful of studies published worldwide to date. This study investigated the impact of bilingualism on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic children (n = 27) and their typically developing peers (n = 66), aged 5-12?years old. Groups were matched on age, nonverbal IQ and socioeconomic status, and completed a battery of computerized tests. Results showed an advantage for bilingual autistic children relative to their monolingual peers in sustained attention, and equivalent performance between bilingual and monolingual autistic children on all other executive functions. There were no generalized positive effects of bilingualism, and typically-developing children performed better than autistic children on all measures. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties in sustained attention. LAY SUMMARY: Contrary to widespread belief, but in line with previous research, this study showed that speaking two languages did not harm thinking skills in autistic children. The thinking skills evaluated in this study included the ability to focus over a period of time, the ability to resist distractions, the ability to move back and forth between tasks, and the ability to use short-term memory. In fact, speaking two languages might help reduce difficulties that autistic children might face when focusing over a period of time. En ligne : http://dx.doi.org/10.1002/aur.2439 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443