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23-11-2021 | Original Paper

Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism

Auteurs: Allison B. Ratto, Gabrielle Reimann, Nicole Nadwodny

Gepubliceerd in: Journal of Autism and Developmental Disorders

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Abstract

Previous findings show executive functioning advantages associated with dual language learning (DLL) among neurotypical individuals, yet few studies have investigated these effects in youth with autism spectrum disorder (ASD). The present study investigated effects of DLL and socioeconomic status (SES) on parent-reported executive functioning, verbal ability, and social-emotional functioning using a sample of DLL (n = 53) and monolingual (n = 106) youth with ASD without intellectual disability, matched on gender and full-scale IQ scores. After controlling for the effects of SES, results showed that monolingual youth had better outcomes on verbal ability, while DLL youth had fewer parent-reported problems with executive functioning and unusual behaviors. These findings indicate that bilingualism may mitigate executive functioning deficits in youth with ASD.
Voetnoten
1
Note: We recognize that both person-first and identity-first language are used among the autism and autistic communities of researchers, clinicians, families, and individuals. We alternate between person-first and identity-first language, in recognition of the complex ideas and priorities surrounding these decisions.
 
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Metagegevens
Titel
Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism
Auteurs
Allison B. Ratto
Gabrielle Reimann
Nicole Nadwodny
Publicatiedatum
23-11-2021
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-021-05356-3