Evidence-Based Clinical Decision Making for Bilingual Children With Autism Spectrum Disorders: A Guide for Clinicians

Smith, Vanesa P.; Summers, Connie; Mueller, Vannesa T.; Carillo, Alejandra; Villaneda, Gabriela

doi:10.1044/persp3.sig14.19

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…30,33,35,40 Other concerns include lack of intervention services in their native language, their own limited proficiency to communicate in other languages (e.g., community language), and conflicting advice received from professionals. 21,30,35,37,41 Hampton et al 40 conducted a semi-structured interview on perceptions of parents on bilingualism in children with ASD and typically developing children residing in Englishspeaking countries. All parents included in the study had high proficiency in English.…”

Section: Language Environment Of the Childmentioning

confidence: 99%

“…Research does not indicate significant negative effect of bi/multilingual exposure on language development for children with ASD. 20 21 22 28 36 37 However, family interview reports indicate that parents have often received professional advice to follow a monolingual approach. Often, families chose the nonnative language (medium of instruction at school/intervention) over their native language.…”

Section: Factors Contributing To the Decision-making Process For Sele...mentioning

confidence: 99%

“…30 33 35 40 Other concerns include lack of intervention services in their native language, their own limited proficiency to communicate in other languages (e.g., community language), and conflicting advice received from professionals. 21 30 35 37 41…”

Section: Factors Contributing To the Decision-making Process For Sele...mentioning

confidence: 99%

“…As stated previously, literature indicates that there seems to be no significant negative effect of bi/multilingual exposure on language development for children with ASD. 20 21 22 28 36 37 The second (parent/caregivers' perspectives regarding bi/multilingual exposure) and third (availability of services in both native and nonnative languages) factors were also taken into consideration, where adequate exposure to both Hindi and English was possible. Additionally, the family was relocating to a country where English was the community language.…”

Section: Case Reportsmentioning

confidence: 99%

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Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

Srikar

Raju

Dadlani

et al. 2022

Journal of Child Science

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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.

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Section: Language Environment Of the Childmentioning

confidence: 99%

Section: Factors Contributing To the Decision-making Process For Sele...mentioning

confidence: 99%

Section: Factors Contributing To the Decision-making Process For Sele...mentioning

confidence: 99%

Section: Case Reportsmentioning

confidence: 99%

See 2 more Smart Citations

Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

Srikar

Raju

Dadlani

et al. 2022

Journal of Child Science

View full text Add to dashboard Cite

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“…With Max, we administered all assessments in English, based on the family reporting they spoke English in the home. Although we recognize the importance of meeting the needs of students who are culturally and linguistically diverse, including those who speak more than one language and/or use AAC systems (e.g., Mindel & John, 2018;V. Smith et al, 2018), it is beyond the scope of this tutorial.…”

Section: Future Directionsmentioning

confidence: 99%

Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

Clendon

Paynter

Walker

et al. 2021

LSHSS

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Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.

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Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation

Trelles

Castro

2019

Journal of the American Academy of Child & Adolescent Psych

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In the United States, 12 million children primarily speak a language other than English at home. 1 This represents about one in four children with autism spectrum disorder (ASD) being raised in a bilingual environment. The old notion that bilingualism could "confuse" a child has long been refuted by a large body of research that suggests quite the opposite. 2 As early as infancy, persons in a bilingual environment show advantages in certain cognitive tasks. 3 Furthermore, there is evidence that bilingual persons perform better on tasks indicative of social understanding stemming from the ability to navigate the intricacies of more than one culture. Nevertheless, whether these advantages also apply to children with ASD remains a controversial topic. 4 Children with ASD present with communication skill deficits that affect structural and functional components of language development. 3 Furthermore, by having a social communication disorder, they have fewer opportunities to learn and practice language skills. Advocates of restricting multiple language exposure believe that being raised in a multilingual environment could worsen communication issues inherent to ASD. 4,5 Studies to date suggest that bilingualism has no negative effect on language development in ASD. However, research in this area is limited, often lacks a monolingual comparison group, and is mostly restricted to early language acquisition. 3,5 In addition, there is no clear consensus from professional organizations in the field; speech pathologists, health care professionals, and education specialists often provide conflicting views and recommendations for bilingual exposure in ASD. 3,6-8 In an effort to address disparities in autism, our Center has made a focused effort to improve recruitment of ethnically diverse populations for research participation. As such, over the past 2 years, we have conducted a large number of clinical research evaluations in bilingual and immigrant families raising children with ASD. Through this work, it has become clear to us that caregivers are often left, many times at a high emotional cost, with the difficult Correspondence to M.

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Evidence-Based Clinical Decision Making for Bilingual Children With Autism Spectrum Disorders: A Guide for Clinicians

Cited by 4 publications

References 27 publications

Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial

Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation

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