Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-07-2012 | Brief Report

Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder

Auteurs: Jill M. Petersen, Stefka H. Marinova-Todd, Pat Mirenda

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2012

Abstract

Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals.

vorige artikel Erratum to: The Prevalence of Autism Spectrum Disorders in Toddlers: A Population Study of 2-Year-Old Swedish Children

volgende artikel Brief Report: Selective Social Anhedonia in High Functioning Autism

A minimum of 30 words was selected because it is at about this point in early language development that typically-developing children’s vocabularies begin to include both nouns and verbs rather than nouns only.

When these data were collected, the only available standardized measure of Chinese vocabulary that was equivalent to the English PPVT had been developed and standardized in Taiwan. Together with language development experts who were also native speakers of both Mandarin and Cantonese, we examined every item on the test and assured that it would be appropriate for children speaking Cantonese. On this basis, we deemed it appropriate to rely on standard scores as comparison guidelines for the four Cantonese-speaking participants in our study, but the interpretations should be treated with caution.

Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press.CrossRef

Chawarska, K., Paul, R., Klin, A., Hanninger, S., Dichtel, L., & Volkmar, F. (2007). Parental recognition of developmental problems in toddlers with autism spectrum disorders. Journal of Autism and Developmental Disorders, 37, 62–72.PubMedCrossRef

Condouris, K., Meyer, E., & Tager-Flusberg, H. (2003). The relationship between standardization measures of language and measures of spontaneous speech in children with autism. American Journal of Speech-Language Pathology, 12, 249–358.CrossRef

Dunn, L. M., & Dunn, L. M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.

Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., et al. (1993). MacArthur communicative development inventory: Users guide and technical manual. San Diego, CA: Singular Publishing Company.

Hambly, C., & Fombonne, E. (2009). The impact of bilingual exposure on the expressive language of children with autism spectrum disorders. Poster presented at the annual meeting of the International Society for Autism Research, Chicago, IL.

Kay-Raining Bird, E., Trudeau, N., Thordardottir, E., Sutton, A., & Thorpe, A. (2005). The language abilities of bilingual children with Down syndrome. American Journal of Speech-Language Pathology, 14, 187–199.CrossRef

Kohnert, K. (2007). Language disorders in bilingual children and adults. San Diego, CA: Plural Publishing Inc.

Kremer-Sadlik, T. (2005). To be or not to be bilingual: Autistic children from multilingual families. In J. Cohen, K. T. McAlister, K. Rolstad, & J. MacSwan (Eds.), Proceedings of the 4th international symposium on bilingualism (pp. 1225–1234). Somerville, MA: Cascadilla Press.

Leadbitter, K., Hudry, K., & Temple, K. (2009). Does bilingualism affect language development in young children with autism? Poster session presented at the annual meeting of the International Society for Autism Research, Chicago, IL.

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2001). The autism diagnostic observation schedule. Los Angeles, CA: Western Psychological Services.

Lu, L., & Liu, H. H. (1994). The Peabody picture vocabulary test–revised. Taipei, Taiwan: Psychological Press.

Macnamara, J. (1966). Bilingualism and primary education. Edinburgh, UK: Edinburgh University Press.

Mirenda, P., Bopp, K., Smith, V., Kavanagh, P., & Zaidman-Zait, A. (2005). Outcomes of autism early intervention in British Columbia, Canada. In Proceedings of the Autism Society of America annual conference (pp. 25–30). Nashville, TN: Autism Society of America.

Mullen, E. (1995). Mullen scales of early learning. Circle Pines, MN: American Guidance Service.

Pearson, B. Z., Fernandez, S. C., & Oller, R. E. (1993). Lexical development in bilingual infants and toddlers: Comparison to monolingual norms. Language Learning, 43, 93–120.CrossRef

Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism diagnostic interview (rev. ed. ed.). Los Angeles: Western Psychological Services.

Schopler, E., Reichler, R. J., & Rochen-Renner, B. (1988). The childhood autism rating scale. Los Angeles: Western Psychological Services.

Seung, H., Siddiql, S., & Elder, J. H. (2006). Intervention outcomes of a bilingual child with autism. Journal of Medical Speech-Language Pathology, 14, 53–63.

Tardif, T., & Fletcher, P. (2008). User’s guide and manual for the Chinese communicative development inventories (Putonghua and Cantonese). Beijing, China: Peking University Medical Press.

Thordardottir, E. T., Ellis Weismer, S., & Smith, M. E. (1997). Vocabulary learning in bilingual and monolingual clinical intervention. Child Language Teaching and Therapy, 13, 215–227.CrossRef

Thordardottir, E., Rothenberg, A., Rivard, M., & Naves, R. (2006). Bilingual assessment: Can overall proficiency be estimated from separate measurement of two languages? Journal of Multilingual Communication Disorders, 4, 1–21.CrossRef

Valicenti-McDermott, M. D., Schouls, M., Molly, G., Tarshis, N., Seijo, R., & Shulman, L. H. (2008). Language skills in young children with autism spectrum disorder (ASD): Are there differences between monolingual English and bilingual English-Spanish toddlers? Poster presented at the annual meeting of the International Society for Autism Research, London.

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (1992). Preschool language scale (3rd ed.). San Antonio, TX: Psychological Corporation.

Titel: Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder
Auteurs: Jill M. Petersen
Stefka H. Marinova-Todd
Pat Mirenda
Publicatiedatum: 01-07-2012
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 7/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-011-1366-y

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 7/2012

Association of GTF2i in the Williams-Beuren Syndrome Critical Region with Autism Spectrum Disorders

Brief Report: Platelet-Poor Plasma Serotonin in Autism

Depression Symptoms in Boys with Autism Spectrum Disorder and Comparison Samples

The Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders

Brief Report: Selective Social Anhedonia in High Functioning Autism

Sex Differences in Autism Spectrum Disorder: Evidence from a Large Sample of Children and Adolescents