India is a socioculturally and linguistically diverse country. Most often individuals grow up exposed to more than one language. Apart from exposure to native and community languages, there is a growing preference for English as the language of formal education and employment. Previous studies demonstrated that bilingual children with autism spectrum disorder (ASD) develop language similar to their monolingual nonverbal IQ-matched ASD peers. However, most of these studies have been conducted in countries in which English is the primary language for majority of the population. Although existing studies support a bilingual environment for children with ASD, professionals still seem to advise families' use of a monolingual approach. This paper reviews and discusses factors that influence the selection of language(s) for intervention in young children with ASD in bi/multilingual environments. These are discussed under three areas namely, (1) language environment of the child, (2) parent/caregivers' perspectives regarding bi/multilingual exposure, and (3) medium of education and availability of intervention services. This paper also highlights the complexities involved in the language selection process for intervention using four case vignettes. Based on the review and findings from the case vignettes, it is evident that there is a need for (1) sensitizing fellow professionals regarding the increasing shift toward a bi/multilingual approach, (2) formulating guidelines for this decision-making process, and (3) continuing to develop an evidence base for adopting multilingual approach for intervention in a socioculturally and linguistically diverse country like India.

Objective: Andaman and Nicobar Islands is a union territory in the Indian sub-continent. Though housing a highly diverse and large population, there is very limited data regarding the prevalence of communication disorder in this region. This information would play a crucial role in creating awareness amongst the people of the islands regarding communication impairments, providing rehabilitation services, and improving policies and facilities for the affected individuals. Method: The study was conducted in two phases. The first phase involved a door to door survey. The survey was carried out across towns in North and Middle Andaman by NSS student volunteers and staffs of All India Institute of Speech and Hearing, Mysuru. During this phase, individuals with communication disorders were identified and referred for a two-day camp. The second phase involved diagnosis and rehabilitation of these referred individuals in a campsite set in a well accessible point in the city of Mayabunder. Results: 3.38% of the surveyed population was referred for the camp. Hearing impairment was found to be more prevalent than language and speech disorders. It was also found that delayed birth cry, low-birth weight and premature delivery were the major risk factors of communication disorders in the region. Amongst the referred individuals who attended the camp, 46.8% of ear-related issues and 53.2% of speech and language disorders was estimated. It was also observed that males were more affected by communication disorder than females. Conclusion: The high prevalence values indicate the need for immediate action in terms of facilities and infrastructure in these regions for enabling a better quality of life of individuals with communication disorders.