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Poster #47 - Reduced Problems with Executive Functioning and Repetitive Behaviors among Young Dual-Language Speakers with Autism

Thu, March 21, 9:30 to 10:45am, Baltimore Convention Center, Floor: Level 1, Exhibit Hall B

Integrative Statement

Background: Parents of young children with autism spectrum disorder (ASD) are commonly cautioned against exposing their children to multiple languages (Yu, 2013). However, prior research has shown that dual-language learners (DLLs) with ASD do not have greater language impairments than their monolingual peers (Lund et al., 2017). Furthermore, research with neurotypicals has found advantages for bilinguals in executive functioning (EF), particularly flexibility and attentional control, and in social skills (Bialystok, 2018; Halle et al., 2014), which are key areas of impairment in ASD. The present study sought to investigate the effects of dual-language exposure on language, EF, and social skills in young children with ASD.

Methods: From a clinic-referred sample of over 2000 participants, a subsample (n= 224) was identified who met the following criteria: information about language exposure reported; clinical diagnosis of ASD; under age 6 years; administered Autism Diagnostic Observation Schedule-2 (ADOS-2): Toddler Module, Module 1, or Module 2. Language status was determined via parent report; an inclusive approach was used such that children with any significant exposure (>10%) to a second language were considered DLLs. The ADOS-2 and parent report measures were used to assess domains of interest, including the Behavior Rating Inventory of Executive Functioning, Preschool (BRIEF-P), the Vineland Adaptive Behavior Scales-II (Vineland-II), and the Social Responsiveness Scale-2, Preschool (SRS2-P).

Results: There were no significant differences by language exposure in gender, age, parent education, or ADOS total scores (Table 1). DLL children had significantly lower clinician-evaluated language skills as measured by the ADOS-2 item (collapsed across modules and re-scaled) “Overall Level of Language” (X2=9.09, p=.03); however, when ordinal logistic regression was used to account for the effects of age, language skills were significantly predicted by age (Wald X2=37.49, p<.0001), but not by language exposure (Wald X2=.70, p=.41) or the interaction of age and language exposure (Wald X2=.003, p=.96). There were no significant differences in parent-reported language skills on the Vineland-II (t= 1.51, p=.13). A series of t-tests was used to analyze differences in critical areas of EF on the BRIEF-P and overall social skills on the Vineland-II. ANCOVA with age as a covariate was used to assess differences in repetitive behavior and social skills on the SRS2-P, as these scores are not age-normed. The FDR procedure was used to correct for multiple comparisons. DLL children were found to have significantly fewer problems with impulse control, transitions, self-regulation, flexibility, emergent metacognition, overall executive functioning, and repetitive behaviors; however, there were no significant differences between groups in social skills (Table 2).

Conclusions: The results of the present study support prior findings that exposure to multiple languages does not negatively impact language development in young children with ASD. Furthermore, DLL children were reported to have significantly fewer daily problems than their monolingual peers with EF and repetitive behaviors, which may be related to underlying EF. Results are striking given the very young age of children and the fact that many had limited expressive language abilities. Exposure to multiple languages may in fact be advantageous for young children with ASD.

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