ASD or ELL? Distinguishing Differences in Patterns of Communication and Behavior

Autor/inn/en	Dennison, Andrea; Hall, Susan P.; Leal, Jesi; Madres, Deidre Awtry
Titel	ASD or ELL? Distinguishing Differences in Patterns of Communication and Behavior
Quelle	In: Contemporary School Psychology, 23 (2019) 1, S.57-67 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dennison, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-0206-x
Schlagwörter	Autism; Pervasive Developmental Disorders; English Language Learners; Behavior Patterns; Social Differences; Communication Skills; Identification; Hispanic American Students; Second Language Learning; Social Behavior; Interpersonal Competence; Comparative Analysis; Pragmatics; Socialization; Speech Communication; Intervention; Nonverbal Communication; Correlation + Suchen Sie Ihr Suchwort? Autismus; Sozialer Unterschied; Kommunikationsstil; Identifikation; Identifizierung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Social behaviour; Soziales Verhalten; Interpersonale Kompetenz; Pragmalinguistik; Socialisation; Sozialisation; Non-verbal communication; Nonverbale Kommunikation; Korrelation
Abstract	How do school professionals distinguish between social, communication, and behavioral differences observed in typically developing English language learners (ELLs) and those ELL students with autism spectrum disorder (ASD)? Informed consideration is necessary to avoid inaccurate identification and to ensure appropriate supports are provided; however, little attention has been paid to this topic. Amongst Latino children in particular, ASD is thought to be under identified. This discrepancy may result in limited access to critical intervention services that could improve the functioning of the individual across the lifespan. Differences in language acquisition, social communication, pragmatic speech, socialization, behaviors, and nonverbal communication may be observed in typical ELLs as well as students with ASD. This article will provide a comparison of manifestations of normative second language acquisition (SLA) in ELL students and social communication deficits and behaviors associated with ASD. Practitioners will gain increased understanding of these subtle functional differences. Recommendations for specific assessment procedures are included as well as recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01