An Exploratory Longitudinal Study of Social and Language Outcomes in Children with Autism in Bilingual Home Environments

Autor/inn/en	Zhou, Vanessa; Munson, Jeffrey A.; Greenson, Jessica; Hou, Yan; Rogers, Sally; Estes, Annette M.
Titel	An Exploratory Longitudinal Study of Social and Language Outcomes in Children with Autism in Bilingual Home Environments
Quelle	In: Autism: The International Journal of Research and Practice, 23 (2019) 2, S.394-404 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361317743251
Schlagwörter	Bilingualism; Early Intervention; Autism; Pervasive Developmental Disorders; Case Studies; Longitudinal Studies; Interpersonal Competence; Correlation; Family Environment; Language Skills; Infants; Toddlers; Nonverbal Communication; Nonverbal Ability; Monolingualism; Comparative Analysis; Social Development; Second Language Learning; Language Acquisition; Language Usage; Adjustment (to Environment); Behavior Rating Scales; Children; Cognitive Ability; Young Children; Motor Development; Measures (Individuals); Family Characteristics; Parent Attitudes; Vineland Adaptive Behavior Scales; Mullen Scales of Early Learning; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Bilingualismus; Autismus; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Korrelation; Familienmilieu; Language skill; Sprachkompetenz; Infant; Toddler; Toddlers; Kleinkind; Infants; Non-verbal communication; Nonverbale Kommunikation; Soziale Entwicklung; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Sprachgebrauch; Child; Kind; Kinder; Denkfähigkeit; Frühe Kindheit; Motorische Entwicklung; Messdaten; Elternverhalten
Abstract	Little is known about outcomes of early intervention for children with autism spectrum disorder reared in bilingual homes. There are concerns that social communication deficits among children with autism spectrum disorder may reduce the developmental benefits of early intervention for children with autism spectrum disorder raised in bilingual environments. We conducted an exploratory analysis of cross-sectional and longitudinal data from a larger study to explore associations between home language environment and language ability and social skills in response to early autism spectrum disorder intervention. Participants, aged 12-26 months when recruited, were a subset of a larger 2-year, randomized intervention trial (ClinicalTrials.gov identifier: NCT00698997). Children from bilingual homes (n = 13) began intervention with lower gesture use but otherwise demonstrated equal baseline language and social abilities as compared with age and nonverbal IQ-matched children from monolingual homes (n = 24). Significant language growth was exhibited by children from both language groups and there was no moderating effect of home language environment. The bilingual home group demonstrated increased gesture use over the course of intervention as compared with the monolingual home group. Preliminary data revealed no basis for concerns regarding negative impact of a bilingual home environment on language or social development in young children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01