Romero Celia, Uddin Lucina Q
Department of Psychology, University of Miami, Coral Gables, FL, USA.
Neuroscience Program, University of Miami Miller School of Medicine, Miami, FL, USA.
Neurobiol Lang (Camb). 2021 Dec 23;2(4):513-531. doi: 10.1162/nol_a_00057. eCollection 2021.
(ASD) is associated with marked heterogeneity with respect to the development of executive function abilities. The refers to the observation that individuals who speak two languages perform better on executive function tasks than monolinguals under some circumstances. There is not yet consensus, however, as to whether this advantage can be reliably demonstrated, nor is there consensus regarding under which conditions it emerges. Bilingual and monolingual children with ASD have comparable developmental outcomes, particularly in the areas of core ASD symptoms, cognitive function, and language. Still, despite the potential advantages that bilingualism may confer, clinicians commonly advise against providing a bilingual environment for children with ASD. The purpose of the present review is to provide an up-to-date assessment of the limited literature on bilingualism in children with ASD in order to inform evidence-based practice. Studies suggest a potential bilingual advantage in ASD in the areas of nonverbal intelligence quotient, adaptive functioning, and expressive vocabulary. A limited yet growing literature provides preliminary evidence for enhanced executive function ability in some children with ASD. Taken together, current evidence suggests that although a bilingual advantage may not be universally present in typical development, it may manifest under specific circumstances, conferring advantage for populations in which executive function is compromised. Further work is needed to develop consistent, evidence-based guidelines around language recommendations for families of children with ASD and to better understand the cognitive and brain mechanisms giving rise to the bilingual advantage in clinical developmental populations.
自闭症谱系障碍（ASD）在执行功能能力发展方面存在显著的异质性。这指的是一种观察结果，即在某些情况下，说两种语言的个体在执行功能任务上的表现优于只说一种语言的人。然而，对于这种优势是否能得到可靠证明，以及在何种条件下会出现，目前尚无共识。患有ASD的双语儿童和单语儿童具有相当的发育结果，特别是在ASD核心症状、认知功能和语言等方面。尽管如此，尽管双语可能带来潜在优势，但临床医生通常建议不要为患有ASD的儿童提供双语环境。本综述的目的是对关于患有ASD的儿童双语情况的有限文献进行最新评估，以便为循证实践提供参考。研究表明，在非言语智商、适应性功能和表达性词汇方面，ASD儿童可能具有双语优势。虽然文献有限但在不断增加，为一些患有ASD的儿童执行功能能力增强提供了初步证据。总体而言，目前的证据表明，虽然双语优势在典型发育中可能并非普遍存在，但在特定情况下可能会显现出来，为执行功能受损的人群带来优势。需要进一步开展工作，围绕为患有ASD的儿童家庭提供语言建议制定一致的循证指南，并更好地理解导致临床发育人群中双语优势的认知和大脑机制。
