Social Differences Between Monolingual English and Bilingual English-Spanish Children With Autism Spectrum Disorders.
Pediatr Neurol
; 100: 55-59, 2019 11.
Article
em En
| MEDLINE
| ID: mdl-31416724
ABSTRACT
OBJECTIVE:
Bilingualism is increasingly prevalent; however, research in bilingual children with autism is sparse. The purpose of this study was to compare social skills and autistic features in monolingual English and bilingual English-Spanish children with autism spectrum disorder.METHODS:
We conducted a review of the multidisciplinary evaluations done in all children aged one to six years diagnosed with autism spectrum disorder in an inner city, university-affiliated clinic from 2003 to 2013. Collected information included demographics, developmental testing, and autistic characteristics.RESULTS:
We identified 462 children; 165 were bilingual English-Spanish and 297 were monolingual English. Parents of bilingual children reported stereotyped or repetitive use of language more often (66% vs 48% P = 0.002) than monolinguals. Significant differences were not found in social interaction, use of nonverbal behaviors, peer relationships, sharing or social or emotional reciprocity, mannerisms, or autism severity.CONCLUSIONS:
Bilingualism does not seem to confer an extra vulnerability on children with autism spectrum disorder; however, differences in qualitative use of language were observed.Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Multilinguismo
/
Habilidades Sociais
/
Transtorno do Espectro Autista
Tipo de estudo:
Prognostic_studies
/
Qualitative_research
Limite:
Child, preschool
/
Female
/
Humans
/
Male
Idioma:
En
Ano de publicação:
2019
Tipo de documento:
Article