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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Rapport et Bilan Scientifique - 2e Symposium sur la Politique Linguistique Familiale 2021
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In: https://hal-inalco.archives-ouvertes.fr/hal-03525635 ; [Rapport de recherche] INALCO, Sorbonne Paris-Cité (SPC). 2022 (2022)
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Defining Bilingualism during Infancy and Toddlerhood: A Scoping Review ...
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Development of the Morphological Awareness Task for Singapore: a preregistration protocol ...
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Dual Language Learners in Transition from Home to School: The Role of Parental Attitudes and Home Language Practices in Bilingual Development
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The Adaptive, Social, Communication, and Cognitive Skills of Monolingual and Bilingual Toddlers with Autism
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In: Graduate Theses and Dissertations (2021)
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Abstract:
The rates of Autism Spectrum Disorder (ASD; Center for Disease Control [CDC], 2019) and bilingual individuals are rapidly increasing in the United States (Zeigler & Camarota, 2019). Yet, research on the global development of bilingual children with ASD is limited. Despite the lack of research in this vein, educators and clinicians are tasked with the assessment and intervention planning for culturally and linguistically diverse (CLD) children with ASD (Dilly & Hall, 2019). There are mixed findings regarding the effect of bilingual exposure on the development of adaptive, social, communication, and cognitive skills of children with ASD (e.g., Hambly & Fombonne, 2012; Valicenti-McDermott et al., 2012). Research is needed in order to better understand the role that language exposure (i.e., monolingual or bilingual) plays in the overall development of children with ASD. In order to address this gap in the literature, the present study examined the extent to which language exposure (i.e., monolingual or bilingual) is related to the adaptive, social, communication, and cognitive skills of toddlers with ASD. Secondary data from 30 toddlers with ASD collected between 2019-2021 by a local Part C early intervention program were analyzed. The sample included 19 male and 11 female toddlers between 31-35 months of age (Mdn= 33 months). The toddlers were being raised either monolingually (N= 21) or bilingually (N = 9). The children were administered the Battelle Developmental Inventory-2nd Edition (BDI-2; Newborg, 2005) to measure their development of cognitive, adaptive, social, and communication skills. Based on previous research on adaptive, social, communication, and cognitive development of bilinguals with ASD, monolingual and bilingual toddlers with ASD were expected to be equally proficient across these skills. That is, nonsignificant differences between the two groups were expected and would indicate that bilingual language exposure does not negatively impact their development. First, a series of multiple regressions was conducted for the BDI-2 domain and Cognitive subdomain scores with language exposure (i.e., monolingual or bilingual) as the independent variable, while controlling for sex (i.e., male or female). Next, a series of multiple regressions was conducted for the discrete early communication skills. Although this study was underpowered, results from this study were similar to prior research demonstrating that bilingualism does not harm or delay the adaptive, social, communication, and cognitive development of toddlers with ASD. Implications from this study are discussed to improve the practice of clinicians and researchers who work with young children with ASD.
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Keyword:
bilingualism; developmental disabilities; Developmental Psychology; dual language learners; early childhood; language development
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URL: https://digitalcommons.usf.edu/cgi/viewcontent.cgi?article=10309&context=etd https://digitalcommons.usf.edu/etd/9112
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What do children think of their own bilingualism? Exploring bilingual children's attitudes and perceptions
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population ...
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Becoming a Mexican American in the U.S. South: Autobiographical Narrative of Liberation
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In: Electronic Theses and Dissertations (2020)
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Recognizing and leveraging the bilingual meaning-making potential of young people aged six to eight years old in one Australian classroom
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Probability of heritage language use at a supportive early childhood setting in Australia
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Από τις γλωσσικές πρακτικές στη γλωσσική πολιτική: Η περίπτωση ελληνικών και μεικτών ελληνικών οικογενειών στη Μ. Βρετανία ...
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Attentional Fluctuations, Cognitive Flexibility, and Bilingualism in Kindergarteners
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In: Behavioral Sciences ; Volume 9 ; Issue 5 (2019)
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Effects of a Spanish Phonological Awareness Intervention on Latino Preschoolers' Dual Language Emergent Literacy Skills
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In: Graduate Theses and Dissertations (2019)
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The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population
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The Pomeranian child in early childhood education: can I speak my language here? ; A criança pomerana na educação infantil: posso falar minha língua aqui?
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e6/ 1-19 ; 1984-6444 (2019)
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"She did say it to me!": English as a lingua franca in a Viennese kindergarten
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Early years’ provision for young children in Wales: history, challenges, and the Welsh language
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In: Teanga: The Journal of the Irish Association for Applied Linguistics, Vol 10 (2019) (2019)
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