Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism

Autor/inn/en	Ratto, Allison B.; Reimann, Gabrielle; Nadwodny, Nicole
Titel	Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 11, S.5007-5017 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ratto, Allison B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05356-3
Schlagwörter	Autism Spectrum Disorders; Executive Function; Second Language Learning; Socioeconomic Status; Verbal Ability; Interpersonal Competence; Emotional Response; Monolingualism; Bilingualism; Youth; Behavior Problems; Predictor Variables + Suchen Sie Ihr Suchwort? Autism; Autismus; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Mündliche Leistung; Interpersonale Kompetenz; Emotionales Verhalten; Bilingualismus; Jugend; Jugendlicher; Jugendalter; Prädiktor
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01