Effects of Heritage Language Use for Emergent Bilinguals With Autism Spectrum Disorder: A Synthesis (Poster 47)

• In Event: Sunday Poster Session 9:35 am
  In Poster Session: Language and Socioemotional Development of Bilingual Learners

Abstract

Purpose: This synthesis examined the influence of heritage language use within early intervention/early childhood special education (EI/ECSE) interventions for emergent bilingual children with or at risk of autism spectrum disorder (ASD) and their families. Method: To locate studies reporting outcomes related to heritage language use within EI/ECSE interventions, keyword searches were conducted in electronic databases, followed by forward and backward searches. There was a total of seven studies that met inclusion criteria and were included within this synthesis. Results: This synthesis provided evidence of reduced challenging behavior and increased social and play behaviors when heritage language was used compared to English. Additionally, evidence suggests interventionists, regardless of their language fluency, can effectively incorporate heritage language within various intervention types.

Author

• Alexis Bacon-Yates, University of Texas at Austin