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Longitudinal social and communication outcomes in children with autism raised in bi/multilingual environments
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Abstract:
Globally, there are more bilingual speakers than monolingual speakers; however, scant research evidence exists regarding social communication development and outcomes for bilingual children with autism spectrum disorder (ASD). A stronger evidence base will facilitate health professionals and educators providing accurate recommendations regarding language use. This study employed a longitudinal cohort design to compare social and communication skills, at baseline and over 12 months, for 60 monolingual and 60 bilingual children with ASD receiving community based early intervention. We found few differences at intake, and no difference in the magnitude of change over 12 months for this cohort. Findings support the notion that there is no basis on which to discourage home language use with bilingual children with ASD.
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URL: https://centaur.reading.ac.uk/100971/
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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss
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The perspectives of students involved in a classroom-based oral language intervention in their first formal year of schooling
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In: Journal of Clinical Practice in Speech-Language Pathology, Vol. 21, no. 2 (2019), pp. 94-99 (2019)
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students ...
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Predicting Expressive Language Change in Children With Autism Spectrum Disorder
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Telehealth and autism: A systematic search and review of the literature
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Should We Use Sentence- or Text-Level Tasks to Measure Oral Language Proficiency in Year-One Students following Whole-Class Intervention?
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Promoting language and social communication development in babies through an early storybook reading intervention
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Evaluating the effectiveness of PrepSTART for promoting oral language and emergent literacy skills in disadvantaged preparatory students
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What do speech-language pathologists think parents expect when treating their children with autism spectrum disorder?
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The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme
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Reading instruction for children with ASD: Getting the story straight
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Translating research to practice in prelinguistic communication
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Changing the way we diagnose autism: Implications for policy and practice
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Problematic but predictive: Individual differences in children with autism spectrum disorders
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The Impact of Workplace Factors on Evidence-Based Speech-Language Pathology Practice for Children with Autism Spectrum Disorders
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