Cognitive, Social Communication and Social Skills Development in Monolingual and Bilingual Children with Autism Spectrum Disorders in a Multi Ethnic-Lingual Context – A Comparative Study

By : Sunitha Sendhilnathan, Shyamala, K. Chengappa

Page No: 47-68

Abstract
The study investigated the effect of language intervention on equal numbers of participants (n=20) in both study groups, monolingual (English only) and bilingual (English and anyone of the Mother Tongue Language) children with Autism Spectrum Disorders, aged between 4.0 and 6.11 years, in Singapore. Each participant received language intervention for six months. The total raw score of cognitive, social communication and social skills in AEPS were computed at the baseline, after twenty-four weeks of language intervention and at week 27. The results revealed statistically significant improvement in the developmental skills in both the study groups, but no significance was indicated between the groups. The study indicated that bilingual exposure in children with Autism Spectrum Disorders does not have any negative impact in their cognitive, social communication and social development.

Authors :
Sunitha Sendhilnathan : Ph.D Student (External Candidate), Head, Speech and Language – Pathology Dept. Cerebral Palsy Alliance Singapore, Singapore 519529.
Shyamala, K. Chengappa : (Retd.) Professor in Language Pathology, Dept. of Speech and Language Pathology, All India Institute of Speech and Hearing, Mysuru – 570 006.
 

DOI: https://doi.org/10.32381/JPR.2020.15.01.4