École d'orthophonie et d'audiologie, Université de Montréal, C.P. 6128, Succursale Centre-Ville, Montréal, QC, H3C 3J7, Canada.
Centre de Recherche CHU Ste-Justine, Montréal, Canada.
J Autism Dev Disord. 2020 Dec;50(12):4433-4448. doi: 10.1007/s10803-020-04501-8.
Preschool-aged bilingual children with autism spectrum disorder (ASD) can keep pace with their monolingual peers with ASD. However, can older children with ASD continue to do so as language demands become greater? Also, can they reach language levels similar to those of neurotypically developing (ND) bilingual children? The current study compares the language abilities of 3 school-aged bilingual children with ASD to those of 2 monolingual peers, and 19 ND bilingual and 12 ND monolingual peers. Using cluster analyses, we found that bilingual children with ASD had similar language to those of monolingual children with ASD and neurotypically developing bilingual and monolingual children. Results suggest that bilingual children with ASD can keep pace with their peers with similar intellectual abilities.
患有自闭症谱系障碍 (ASD) 的学龄前双语儿童可以与患有 ASD 的单语同龄人保持同步。然而，随着语言需求的增加，年龄较大的 ASD 儿童能否继续这样做？他们能否达到与神经典型发育 (ND) 双语儿童相似的语言水平？本研究比较了 3 名学龄期 ASD 双语儿童与 2 名 ASD 单语同伴以及 19 名 ND 双语和 12 名 ND 单语同伴的语言能力。使用聚类分析，我们发现 ASD 双语儿童的语言能力与 ASD 单语儿童和神经典型发育双语和单语儿童相似。结果表明，患有 ASD 的双语儿童可以与具有相似智力能力的同龄人保持同步。
