The Influence of Bilingual Language Exposure on the Narrative, Social and Pragmatic Abilities of School-Aged Children on the Autism Spectrum

被引：2

作者：

Beauchamp, Myriam L. H. ^{[1
]}

Rezzonico, Stefano ^{[2
]}

Bennett, Terry ^{[3
]}

Duku, Eric ^{[3
]}

Georgiades, Stelios ^{[3
]}

Kerns, Connor ^{[4
]}

Mirenda, Pat ^{[4
]}

Richard, Annie ^{[5
,6
]}

Smith, Isabel M. ^{[5
,6
]}

Szatmari, Peter ^{[7
]}

Vaillancourt, Tracy ^{[8
]}

Waddell, Charlotte ^{[9
]}

Zaidman-Zait, Anat ^{[10
]}

Zwaigenbaum, Lonnie ^{[11
]}

Elsabbagh, Mayada ^{[1
]}

机构：

[1] McGill Univ, Montreal, PQ, Canada

[2] Univ Montreal, Montreal, PQ, Canada

[3] McMaster Univ, Hamilton, ON, Canada

[4] Univ British Columbia, Vancouver, BC, Canada

[5] Dalhousie Univ, Halifax, NS, Canada

[6] IWK Hlth, Halifax, NS, Canada

[7] Univ Toronto, Hosp Sick Children, Ctr Addict & Mental Hlth, Toronto, ON, Canada

[8] Univ Ottawa, Ottawa, ON, Canada

[9] Simon Fraser Univ, Burnaby, BC, Canada

[10] Tel Aviv Univ, Tel Aviv, Israel

[11] Univ Alberta, Edmonton, AB, Canada

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2023年 / 53卷 / 12期

基金：

加拿大健康研究院;

关键词：

Autism spectrum; Bilingualism; Narratives; Social skills; Pragmatic language; ORAL NARRATIVES; YOUNG-CHILDREN; ENGLISH; DISORDER; SKILLS; ACQUISITION; IMPAIRMENT; PROFILES; INPUT;

D O I：

10.1007/s10803-022-05678-w

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

We examined the narrative abilities of bilingual and monolingual children on the autism spectrum (AS), whether bilinguals presented stronger social and pragmatic language abilities compared to monolinguals, and the link between narrative, social, and pragmatic language abilities. The narrative, social, and pragmatic language skills of school-aged bilinguals (n = 54) and monolinguals (n = 80) on the AS were assessed using normed measures. Language exposure was estimated through a parent questionnaire. Bilinguals performed similarly to monolinguals on measures of narrative, social, and pragmatic language skills. However, balanced bilinguals performed better on a nonliteral language task. Overall, results indicate that bilingual children on the AS can become as proficient in using language as monolinguals and may enjoy a bilingual advantage.

引用

页码：4577 / 4590

页数：14

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