Poster #12 - Language Development in Autistic Dual Language Learners

• In Event: Poster Session 19

Abstract

Background: Previous research in neurotypical populations has indicated significant cognitive and social benefits to learning multiple languages throughout life, in addition to positive impact on language development. However, within autistic populations, findings have been mixed. Most studies find minimal impact of dual-language learning on core language development in autism, with variability on outcomes related to social communication skills and overall neuropsychological profile. Most research to date has focused on comparisons of monolingual to dual-language learning autistic youth, with few studies evaluating predictors of cognitive outcomes within dual-language learners with ASD. The present study aims to assess predictors of communicative functioning and language-based learning in autistic dual language learners. Participants and Methods: This study examines archival data from a clinical database. Participants include 120 autistic individuals between the ages of 4.10 and 17.8 (M = 9.54, SD = 3.80, 24% girls). The ethnoracial breakdown of the sample is 52.7% Hispanic, 17.9% Asian, 6.3% Black, 8% white, 4.5% mixed, and 10.7% unknown. Twenty-two different languages were reported to be spoken at home with the most common languages being Spanish (70%), Mandarin (6%), and Tagolog (5%). The sample has a wide range of FSIQ (M = 87.28, SD = 20.08) and were clinically diagnosed with autism using DSM-IV-TR or DSM-V criteria by clinicians at an autism diagnostic center. Participants completed the Adaptive Behavior Assessment System, Third Edition (ABAS-3) (Harrison & Oakland, 2015) and a subset (n = 42) of the participants also completed the Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2) (Sheslow & Adams, 2003). Stepwise linear regressions were conducted to find significant predictors of ABAS-3 communication, WRAML-2 immediate recall, and WRAML-2 story recognition scores. Results: Stepwise linear regressions were used to identify predictors of adaptive outcomes, with gender, age, socioeconomic status (SES; defined using nationally normed child opportunity index), and verbal IQ entered in the model. Results indicate that Verbal IQ (β= .463, t = 5.276, p < .001) and age at test administration together (β = -.267, t = -3.043, p = .003) were significant predictors of ABAS-3 communication scaled scores, such that greater adaptive communication skills were associated with higher verbal IQ and younger age. Verbal IQ was also a significant predictor of the WRAML-2 immediate recall scores (β= .602, t = 4.774, p < .001), and WRAML story recognition scores (β= .687, t = 5.973, p < .001). Gender and SES were not significant predictors of either outcome measure. Conclusion: Results indicate that Verbal IQ is a strong predictor of ABAS-3 Communication scaled scores, WRAML-2 immediate recall scores, and WRAML story recognition scores. This finding is supported by previous findings that suggest that VIQ is correlated with overall language ability. Surprisingly, gender was not predictor of any of the language variables of interest, despite strong associations between this variables and language skills in monolingual autistic youth. This study was unable to characterize participants’ language abilities; therefore future studies can focus on longitudinal approaches to language development with a more socioeconomically diverse dual-language sample that is better characterized.

Authors

• Andrea Lopez, Children’s National Hospital
  Presenting Author

• Elodie Carel

• Alyssa Verbalis

• Lauren Kenworthy

• Allison Ratto