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Résultat de la recherche
9 recherche sur le mot-clé 'Multilingualism'




Multilingualism impacts children's executive function and core autism symptoms / Celia ROMERO in Autism Research, 17-12 (December 2024)
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Titre : Multilingualism impacts children's executive function and core autism symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur Article en page(s) : p.2645-2661 Langues : Anglais (eng) Mots-clés : autism spectrum disorder bilingualism executive function inhibition multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544
in Autism Research > 17-12 (December 2024) . - p.2645-2661[article] Multilingualism impacts children's executive function and core autism symptoms [Texte imprimé et/ou numérique] / Celia ROMERO, Auteur ; Zachary T. GOODMAN, Auteur ; Lauren KUPIS, Auteur ; Bryce DIRKS, Auteur ; Meaghan V. PARLADE, Auteur ; Amy L. BEAUMONT, Auteur ; Sandra M. CARDONA, Auteur ; Jason S. NOMI, Auteur ; Michael ALESSANDRI, Auteur ; Lynn K. PERRY, Auteur ; Lucina Q. UDDIN, Auteur . - p.2645-2661.
Langues : Anglais (eng)
in Autism Research > 17-12 (December 2024) . - p.2645-2661
Mots-clés : autism spectrum disorder bilingualism executive function inhibition multilingualism Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7?12-year-old children with and without ASD (N?=?116; 53 ASD, Mean age?=?9.94?years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms. En ligne : https://dx.doi.org/10.1002/aur.3260 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications / Mirko ULJAREVIC in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)
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Titre : Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications Type de document : Texte imprimé et/ou numérique Auteurs : Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.1205-1217 Langues : Anglais (eng) Mots-clés : Multilingualism neurodevelopmental disorders practitioner outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217[article] Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications [Texte imprimé et/ou numérique] / Mirko ULJAREVIC, Auteur ; Napoleon KATSOS, Auteur ; Kristelle HUDRY, Auteur ; Jenny L. GIBSON, Auteur . - p.1205-1217.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-11 (November 2016) . - p.1205-1217
Mots-clés : Multilingualism neurodevelopmental disorders practitioner outcomes Index. décimale : PER Périodiques Résumé : Background Language and communication skills are essential aspects of child development, which are often disrupted in children with neurodevelopmental disorders. Cutting edge research in psycholinguistics suggests that multilingualism has potential to influence social, linguistic and cognitive development. Thus, multilingualism has implications for clinical assessment, diagnostic formulation, intervention and support offered to families. We present a systematic review and synthesis of the effects of multilingualism for children with neurodevelopmental disorders and discuss clinical implications. Methods We conducted systematic searches for studies on multilingualism in neurodevelopmental disorders. Keywords for neurodevelopmental disorders were based on Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition categories as follows; Intellectual Disabilities, Communication Disorders, Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder, Specific Learning Disorder, Motor Disorders, Other Neurodevelopmental Disorders. We included only studies based on empirical research and published in peer-reviewed journals. Results Fifty studies met inclusion criteria. Thirty-eight studies explored multilingualism in Communication Disorders, 10 in ASD and two in Intellectual Disability. No studies on multilingualism in Specific Learning Disorder or Motor Disorders were identified. Studies which found a disadvantage for multilingual children with neurodevelopmental disorders were rare, and there appears little reason to assume that multilingualism has negative effects on various aspects of functioning across a range of conditions. In fact, when considering only those studies which have compared a multilingual group with developmental disorders to a monolingual group with similar disorders, the findings consistently show no adverse effects on language development or other aspects of functioning. In the case of ASD, a positive effect on communication and social functioning has been observed. Conclusions There is little evidence to support the widely held view that multilingual exposure is detrimental to the linguistic or social development of individuals with neurodevelopmental disorders. However, we also note that the available pool of studies is small and the number of methodologically high quality studies is relatively low. We discuss implications of multilingualism for clinical management of neurodevelopmental disorders, and discuss possible directions for future research. En ligne : http://dx.doi.org/10.1111/jcpp.12596 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=295 Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children / Eleni PERISTERI in Autism, 26-8 (November 2022)
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Titre : Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Eleni PERISTERI, Auteur ; Silvia SILLERESI, Auteur ; Ianthi Maria TSIMPLI, Auteur Article en page(s) : p.2084-2097 Langues : Anglais (eng) Mots-clés : Child Humans Multilingualism Autistic Disorder Autism Spectrum Disorder Cognition Social Class Autism spectrum disorders environmental factors intellectual measurement school-age children Index. décimale : PER Périodiques Résumé : Previous research has suggested that bilingualism may improve cognition in children with autism, and that this boost may stem from improvement in executive functions. The Wechsler Intelligence Scales for Children are considered to be reliable and valid measures of intelligence when administered to autistic children. These measures have so far revealed unusual psychometric properties in monolingual autistic children, notably distinctive patterns of strengths and weaknesses and low inter-correlation among verbal and nonverbal IQ subtests. The way bilingualism affects the intellectual functioning of autistic children has not been explored yet. Nor has there been a satisfactory factor structure that explains monolingual and bilingual autistic children's IQ performance in terms of individual factors, such as age and socioeconomic status. The current study examined the intelligence profiles of 316 bilingual and age- and gender-matched monolingual children with autism using the Wechsler Intelligence Scales for Children-Third Edition. The study applied clustering models to extract intelligence subtypes of autism, and mediation analyses to examine potential mediation effects of age and socioeconomic status on the children's verbal and nonverbal IQ performance. The results support the mediational role of the children's socioeconomic status in the association between bilingualism and intelligence. Low-socioeconomic status bilingual autistic children outperformed their monolingual peers on both verbal and nonverbal subtests, while the differences faded in medium-socioeconomic status and high-socioeconomic status children. The findings emphasize the positive effects of bilingualism on low-socioeconomic status autistic children's intelligence and also highlight high-socioeconomic status as a factor that may mitigate discrepant patterns of strengths and weaknesses in monolingual children's IQ performance. En ligne : http://dx.doi.org/10.1177/13623613221075097 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism > 26-8 (November 2022) . - p.2084-2097[article] Bilingualism effects on cognition in autistic children are not all-or-nothing: The role of socioeconomic status in intellectual skills in bilingual autistic children [Texte imprimé et/ou numérique] / Eleni PERISTERI, Auteur ; Silvia SILLERESI, Auteur ; Ianthi Maria TSIMPLI, Auteur . - p.2084-2097.
Langues : Anglais (eng)
in Autism > 26-8 (November 2022) . - p.2084-2097
Mots-clés : Child Humans Multilingualism Autistic Disorder Autism Spectrum Disorder Cognition Social Class Autism spectrum disorders environmental factors intellectual measurement school-age children Index. décimale : PER Périodiques Résumé : Previous research has suggested that bilingualism may improve cognition in children with autism, and that this boost may stem from improvement in executive functions. The Wechsler Intelligence Scales for Children are considered to be reliable and valid measures of intelligence when administered to autistic children. These measures have so far revealed unusual psychometric properties in monolingual autistic children, notably distinctive patterns of strengths and weaknesses and low inter-correlation among verbal and nonverbal IQ subtests. The way bilingualism affects the intellectual functioning of autistic children has not been explored yet. Nor has there been a satisfactory factor structure that explains monolingual and bilingual autistic children's IQ performance in terms of individual factors, such as age and socioeconomic status. The current study examined the intelligence profiles of 316 bilingual and age- and gender-matched monolingual children with autism using the Wechsler Intelligence Scales for Children-Third Edition. The study applied clustering models to extract intelligence subtypes of autism, and mediation analyses to examine potential mediation effects of age and socioeconomic status on the children's verbal and nonverbal IQ performance. The results support the mediational role of the children's socioeconomic status in the association between bilingualism and intelligence. Low-socioeconomic status bilingual autistic children outperformed their monolingual peers on both verbal and nonverbal subtests, while the differences faded in medium-socioeconomic status and high-socioeconomic status children. The findings emphasize the positive effects of bilingualism on low-socioeconomic status autistic children's intelligence and also highlight high-socioeconomic status as a factor that may mitigate discrepant patterns of strengths and weaknesses in monolingual children's IQ performance. En ligne : http://dx.doi.org/10.1177/13623613221075097 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care / Melanie R. MARTIN LOYA in Autism, 28-10 (October 2024)
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Titre : It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care Type de document : Texte imprimé et/ou numérique Auteurs : Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur Article en page(s) : p.2549-2561 Langues : Anglais (eng) Mots-clés : applied behavior analysis autism bilingualism communication and language dual language multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don?t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
in Autism > 28-10 (October 2024) . - p.2549-2561[article] It?s our job to bridge the gap: Perspectives of bilingual autism providers on heritage language care [Texte imprimé et/ou numérique] / Melanie R. MARTIN LOYA, Auteur ; Hedda MEADAN, Auteur . - p.2549-2561.
Langues : Anglais (eng)
in Autism > 28-10 (October 2024) . - p.2549-2561
Mots-clés : applied behavior analysis autism bilingualism communication and language dual language multilingualism Index. décimale : PER Périodiques Résumé : Autistic children from heritage-language-speaking homes in the United States are a growing group that would benefit from tailored support that honors their linguistic heritage. Bilingual autistic adults share benefits of their bilingualism abilities and report childhood learning environments as necessary for facilitating language learning or maintenance. Caregivers of young autistic children also report the desire to maintain their heritage languages but sometimes struggle to do so due to misconceptions and a lack of resources such as bilingual personnel. This study was the first to explore U.S.-based bilingual providers' (N = 16) experiences and perceptions of providing bilingual care for autistic children. Data analysis was conducted using reflexive thematic analysis, and resulted in five themes, including (a) You Don?t Have to Change Who You Are: Experiences and Beliefs About Bilingualism, (b) Having the "Other" Perspective: Empathy and Intersectionality, (c) Services as a Gateway: Beliefs Rooted in Social Justice, (d) He Was Like a Different Child: Impacts of Receiving Heritage-Language Support, and (e) It Was Just Business: Impacts of Not Receiving Same Language Support. Findings from this study suggest that autistic children and their families benefit from heritage language care, and the recruitment and retention of a linguistically diverse workforce is recommended. Additional implications for research and practice are discussed. Lay abstract In the United States, many people have heritage languages they speak in their homes other than English, such as Chinese or Spanish. Autistic children whose families speak different languages could benefit from support and teaching in their heritage languages. Still, caregivers have reported that it is challenging to do so. Many autism professionals make suggestions that are not based on research. To date, researchers have not examined the perspectives of the small group of bilingual professionals in the United States who provide bilingual support for autistic children. Therefore, this study explored how bilingual autism providers in the United States talked about their work, bilingualism, and the impacts their bilingual work has on autistic children and families. The bilingual providers in this study reported many positive outcomes for autistic children when they can learn and use their heritage languages and some negative outcomes when providers cannot communicate in the same language. Recommendations from this study highlight the need to recruit more bilingual providers in the field of autism. En ligne : https://dx.doi.org/10.1177/13623613241234413 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 Language Matters: The Autism-Spectrum Quotient in English, Mandarin and Bahasa Malaysia / Zhong Jian CHEE in Journal of Autism and Developmental Disorders, 52-9 (September 2022)
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Titre : Language Matters: The Autism-Spectrum Quotient in English, Mandarin and Bahasa Malaysia Type de document : Texte imprimé et/ou numérique Auteurs : Zhong Jian CHEE, Auteur ; Marieke DE VRIES, Auteur Article en page(s) : p.3814-3824 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Language Malaysia Multilingualism Autism-spectrum quotient Bahasa Malaysia Culture Mandarin Response style Index. décimale : PER Périodiques Résumé : The autism-spectrum quotient (AQ) measures autistic traits and has been studied in different countries, sometimes with the English version, and sometimes with translated versions. However, the language of the questionnaire might influence non-native English speakers' answering tendency. In the current study we compared the responses on the AQ of multilingual Malaysians (96 participants filled out the AQ in English and Mandarin, and 79 participants filled out English and Bahasa Malaysia). Participants scored higher on the English AQ compared to the Mandarin AQ, whereas there was no difference between the English and Bahasa Malaysia AQ score. Analysis of the response style suggests the same person might display discrepant response styles in different languages, which seems to be related to language proficiency. En ligne : http://dx.doi.org/10.1007/s10803-021-05253-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3814-3824[article] Language Matters: The Autism-Spectrum Quotient in English, Mandarin and Bahasa Malaysia [Texte imprimé et/ou numérique] / Zhong Jian CHEE, Auteur ; Marieke DE VRIES, Auteur . - p.3814-3824.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.3814-3824
Mots-clés : Autism Spectrum Disorder Autistic Disorder Humans Language Malaysia Multilingualism Autism-spectrum quotient Bahasa Malaysia Culture Mandarin Response style Index. décimale : PER Périodiques Résumé : The autism-spectrum quotient (AQ) measures autistic traits and has been studied in different countries, sometimes with the English version, and sometimes with translated versions. However, the language of the questionnaire might influence non-native English speakers' answering tendency. In the current study we compared the responses on the AQ of multilingual Malaysians (96 participants filled out the AQ in English and Mandarin, and 79 participants filled out English and Bahasa Malaysia). Participants scored higher on the English AQ compared to the Mandarin AQ, whereas there was no difference between the English and Bahasa Malaysia AQ score. Analysis of the response style suggests the same person might display discrepant response styles in different languages, which seems to be related to language proficiency. En ligne : http://dx.doi.org/10.1007/s10803-021-05253-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 Longitudinal Social and Communication Outcomes in Children with Autism Raised in Bi/Multilingual Environments / S. SIYAMBALAPITIYA in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
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PermalinkMeasuring the Impact of Bilingualism on Executive Functioning Via Inhibitory Control Abilities in Autistic Children / Lewis MONTGOMERY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
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PermalinkThe cognitive benefits of bilingualism in autism spectrum disorder: Is theory of mind boosted and by which underlying factors? / E. PERISTERI in Autism Research, 14-8 (August 2021)
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PermalinkThe 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)
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