TY - JOUR
T1 - Comparing early language development in monolingual- and bilingual- exposed young children with autism spectrum disorders
AU - Ohashi, J. Kaori
AU - Mirenda, Pat
AU - Marinova-Todd, Stefka
AU - Hambly, Catherine
AU - Fombonne, Eric
AU - Szatmari, Peter
AU - Bryson, Susan
AU - Roberts, Wendy
AU - Smith, Isabel
AU - Vaillancourt, Tracy
AU - Volden, Joanne
AU - Waddell, Charlotte
AU - Zwaigenbaum, Lonnie
AU - Georgiades, Stelios
AU - Duku, Eric
AU - Thompson, Ann
N1 - Funding Information:
This study was completed by the first author in partial fulfillment of the requirements for the M.A. degree in special education at the University of British Columbia. The study utilized data that were collected for the “Autism Spectrum Disorders: Pathways to Better Outcomes” study that was approved by the Research Ethics Boards at all participating sites. The Pathways study is funded by the Canadian Institutes for Health Research, the Government of British Columbia, Autism Speaks, the Sinneave Foundation, and Alberta Innovates-Health Solutions.
PY - 2012/4
Y1 - 2012/4
N2 - The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24-52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed.
AB - The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24-52 months with a matched group of monolingual-exposed children with autism (n = 40). The groups were matched with regard to chronological age at the time of language assessment and nonverbal IQ score, then compared with regard to the severity of children's autism-related communication impairment, age of first words, age of first phrases, receptive language scores, expressive language scores, and functional communication scores. Univariate ANOVAs were performed for autism-related communication impairment, age of first words, and age of first phrases. A MANCOVA, with the total number of speech-language and applied behavior analysis intervention hours entered as a covariate, was performed on the remaining dependent variables. No statistically significant differences between the two groups on any of the language measures were observed. The results suggest that a bilingual language environment does not disadvantage young children with autism in the early stages of language development. Study limitations and research and clinical implications are discussed.
KW - Autism spectrum disorder
KW - Bilingual
KW - Language development
KW - Monolingual
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U2 - 10.1016/j.rasd.2011.12.002
DO - 10.1016/j.rasd.2011.12.002
M3 - Article
AN - SCOPUS:84855280800
SN - 1750-9467
VL - 6
SP - 890
EP - 897
JO - Research in Autism Spectrum Disorders
JF - Research in Autism Spectrum Disorders
IS - 2
ER -