Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder

Petersen, Jill; Marinova‐Todd, Stefka H.; Mirenda, Pat

doi:10.1007/s10803-011-1366-y

Cited by 186 publications

(107 citation statements)

References 13 publications

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“…Other studies investigating language aspects of autistic children in bilingual [20][21][22][23], multicultural environments [24,25], speciically with minority groups [26], of immigrants [27] reported aspects like those observed in this study. One study [10] was found that involved research into autism awareness and knowledge about autism speciically in foreigners.…”

Section: Discussionsupporting

confidence: 81%

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Amato¹,

Molini-Avejonas²,

Varanda³

2017

Advances in Speech-Language Pathology

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Autism Spectrum Disorders (ASDs) constitute a group of disorders characterized by changes present at early ages and manifesting in the areas of development of communication, behavior, and interpersonal relationship. Because ASD signiicantly afects communication and the social skills, all multicultural context needs to be beter investigated. There is an urgent need to understand the impact of migratory process, bilingual environment exposure on the language development of children with ASD. The present study aims to present the results of 657 foreign residents in Brazil that answered an online questionnaire to know the consolidated information about ASD. Participants from 23 countries responded to the survey. Bolivia and Argentina were the countries with the highest number of participants. The present study found that 100% of the participants have heard of autism. About 80.6% of the sample had a family member with autism. The sociodemographic diversity identiied in this study relects the sociocultural diversity present in Brazil, besides reinforcing the importance of considering this population when thinking about strategies and behaviors directed at individuals with ASD.

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Section: Discussionsupporting

confidence: 81%

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Amato¹,

Molini-Avejonas²,

Varanda³

2017

Advances in Speech-Language Pathology

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“…The same phenomenon of more children with ASD having migrant parents was observed in a population study of 208 registered cases with ASD performed in Stockholm a few years ago (Fernell et al, 2010). Recent studies suggest that bilingual exposure is not correlated to language delay in children with ASD (Hambly & Fombonne, 2012;Petersen, Marinova-Todd, & Mirenda, 2012). In accordance with these studies, we found no significant differences as regards language levels in our cohort between the children whose two parents were Swedish native speakers and those who had at least one parent speaking another mother tongue.…”

Section: Discussionmentioning

confidence: 52%

Autism in community pre-schoolers: Developmental profiles

Kantzer

Fernell

Gillberg

et al. 2013

Research in Developmental Disabilities

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“…21 Other studies of preschool age children with ASD found that bilingually-exposed children did not experience additional delays in language development, but these studies did not specifically examine EF. 22,23 One study of children with autism further subdivided the bilingual group based on simultaneous (i.e., exposure from birth) versus sequential (i.e., after one year of age) exposure; the only difference was stronger parent-rated social interaction scores for the simultaneous compared to sequential exposure group. 22 …”

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confidence: 99%

The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

Loe

Feldman

2016

J Dev Behav Pediatr

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Objective To evaluate the effects of bilingual exposure on executive function (EF) skills, measured by parent-rating and performance-based instruments, in preterm and full term preschoolers. Patients and methods Children age 3 to 5 years (mean 4.4) born preterm (PT; n=82) and full term (FT; n=79) had monolingual (PT-M, n=51; FT-M, n=53) or bilingual (PT-B, n=31; FT-B, n=26) language exposure. Groups were similar in age, gender and race but PT children had lower socioeconomic status (SES) than FT children. Parents completed a language questionnaire and diary and a standardized parent rating of EF skills. Children completed EF tasks that tap response inhibition, working memory, and cognitive flexibility. ANCOVA and logistic regression examined effects on EF of birth group (PT/FT), language status (M/B), and birth group by language status interaction, controlling for age and SES. Results Compared to children born FT, children born PT had significantly higher parent-rated EF scores and poorer performance on all but one EF task, both indicating more EF problems. No main effects of language status and no birth group by language status interactions were significant. Conclusions PT status was clearly associated with poorer EF skills, similar to many other studies. In this sample, bilingual exposure conferred neither an advantage nor disadvantage in the FT and PT group. This information may prove useful in counseling families of both PT and FT children about the impact of bilingual exposure on their children’s cognitive skills.

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Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder

Cited by 186 publications

References 13 publications

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Information and Impression Regarding ASD Questionnaire Answered by Foreigners Living in Brazil

Autism in community pre-schoolers: Developmental profiles

The Effect of Bilingual Exposure on Executive Function Skills in Preterm and Full-Term Preschoolers

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