Parents report fewer executive functioning problems and repetitive behaviors in young dual-language speakers with autism

Abstract

More dual language learners (DLLs) are being identified early with autism spectrum disorder (ASD). However, many families are still being advised against dual language exposure, despite a lack of evidence of negative impacts on language development in ASD. Research in typically developing children has noted advantages for bilinguals in domains such as executive functioning and social skills, but less is known about the effects in ASD. The present study evaluated differences in executive functioning and social communication in young children (n=55) with ASD. Dual-language learners with ASD had significantly fewer parent reported executive functioning problems and repetitive behaviors; parent-reported social communication skills were generally comparable across groups. Our findings indicate that the bilingual advantage in executive functioning may extend to children with neurodevelopmental conditions.

Bilingualism, Executive Function, and the Brain: Implications for Autism

“…Despite past assumptions that learning multiple languages may cause confusion and disruptions in language development, current findings demonstrate no differences in language acquisition, proficiency, and achievement of milestones between monolingual and bilingual typically developing children (Dai et al, 2018;Petersen et al, 2012;Valicenti-McDermott et al, 2013). Furthermore, emerging evidence suggests that bilingualism may be associated with cognitive advantages, particularly within the executive function domain (Gonzalez-Barrero & Nadig, 2019;Iarocci et al, 2017;Ratto et al, 2020;Sharaan et al, 2021).…”

“…In their study, there were no statistically significant differences between bilingual and monolingual children with ASD on parent-reported executive function outcomes, however, bilingually exposed children with ASD were less likely to have executive function ratings in the clinically significant range of concern. More recently, Ratto et al (2020) found that young bilingual children with ASD (n = 55) were more likely to have significantly reduced parent-reported executive function difficulties on inhibitory self-control and flexible switching compared with monolingual children with ASD.…”

The Impact of Bilingualism on the Executive Functions of Autistic Children: A Study of English–Arabic Children

“…However, in this study, despite this lack of statistical differences in mean EF ratings between the language exposure groups, autistic children who had been exposed to a second language were less likely to have EF ratings in the clinically significant range of concern. In another study, autistic children exposed to a second language >10% of the time had reduced parent‐reported difficulties compared with autistic monolinguals on inhibitory self‐control and flexible switching [Ratto, Potvin, Pallathra, Saldana, & Kenworthy, 2020].…”

The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens

“…In the study by Iarocci et al (2017), the authors note that despite a lack of statistically significant differences in EF performance between autistic children with exposure to single or dual-language context, those with a second language exposure were less likely to present EF difficulties that are clinically concerning. These results were echoed in a more recent investigation by Ratto et al (2020), where parents reported fewer EF difficulties in autistic participants who were on average four years old and exposed to a second language > 10% of the time, across inhibitory self-control and flexible switching outcomes.…”