Comparing Early Language Development in Monolingual- and Bilingual- Exposed Young Children with Autism Spectrum Disorders

Autor/inn/en	Ohashi, J. Kaori; Mirenda, Pat; Marinova-Todd, Stefka; Hambly, Catherine; Fombonne, Eric; Szatmari, Peter; Bryson, Susan; Roberts, Wendy; Smith, Isabel; Vaillancourt, Tracy; Volden, Joanne; Waddell, Charlotte; Zwaigenbaum, Lonnie; Georgiades, Stelios; Duku, Eric; Thompson, Ann
Titel	Comparing Early Language Development in Monolingual- and Bilingual- Exposed Young Children with Autism Spectrum Disorders
Quelle	In: Research in Autism Spectrum Disorders, 6 (2012) 2, S.890-897 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-9467
DOI	10.1016/j.rasd.2011.12.002
Schlagwörter	Age; Autism; Young Children; Monolingualism; Receptive Language; Expressive Language; Language Acquisition; Bilingualism; Pervasive Developmental Disorders; Intelligence Quotient; Comparative Analysis; Matched Groups; Statistical Analysis; Intervention; Statistical Significance + Suchen Sie Ihr Suchwort? Alter; Lebensalter; Autismus; Frühe Kindheit; Rezeptive Kommunikationsfähigkeit; Sprachaneignung; Spracherwerb; Bilingualismus; Intelligenzquotient; Statistische Analyse
Abstract	The purpose of this study was to compare a group of recently diagnosed bilingual-exposed children with autism (n = 20) aged 24-2 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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10