Bilingualism in School-Aged Children with ASD: A Pilot Study

被引：12
作者：
Beauchamp, Myriam L. H. [1 ,2 ]
Rezzonico, Stefano [1 ,3 ,4 ]
MacLeod, Andrea A. N. [1 ,2 ,5 ]
机构：
[1] Univ Montreal, Ecole Orthophonie & Audiol, CP 6128,Succursale Ctr Ville, Montreal, PQ H3C 3J7, Canada
[2] Ctr Rech CHU Ste Justine, Montreal, PQ, Canada
[3] Ctr Rech Interdisciplinaire Readaptat Montreal Me, Montreal, PQ, Canada
[4] CIUSSS Ctr Sud De Ile De Montreal, Inst Univ Readaptat Deficience Phys Montreal, Montreal, PQ, Canada
[5] Univ Alberta, Dept Commun Sci & Disorders, Edmonton, AB, Canada
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2020年 / 50卷 / 12期
关键词：
Autism spectrum disorder (ASD); Bilingualism; Language development; School-age; AUTISM SPECTRUM DISORDER; LANGUAGE IMPAIRMENT; ENGLISH; ACQUISITION; EXPOSURE; PERSPECTIVES; 2ND-LANGUAGE; VOCABULARY; ABILITIES; 1ST-LANGUAGE;
D O I：
10.1007/s10803-020-04501-8
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses, we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children. Results suggest that bilingual children with ASD can keep pace with their peers with similar intellectual abilities.
引用
收藏
页码：4433 / 4448
页数：16
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