Journal of Autism and Developmental Disorders

, Volume 42, Issue 7, pp 1499–1503

Brief Report: An Exploratory Study of Lexical Skills in Bilingual Children with Autism Spectrum Disorder

  • Jill M. Petersen
  • Stefka H. Marinova-Todd
  • Pat Mirenda
Brief Report

DOI: 10.1007/s10803-011-1366-y

Cite this article as:
Petersen, J.M., Marinova-Todd, S.H. & Mirenda, P. J Autism Dev Disord (2012) 42: 1499. doi:10.1007/s10803-011-1366-y

Abstract

Studying lexical diversity in bilingual children with autism spectrum disorders (ASD) can contribute important information to our understanding of language development in this diverse population. In this exploratory study, lexical comprehension and production and overall language skills were investigated in 14 English–Chinese bilingual and 14 English monolingual preschool-age children with ASD. Results indicated that both groups had equivalent scores on all but one measure of language and vocabulary, including English production vocabulary, conceptual production vocabulary, and vocabulary comprehension. When comparing the two languages of bilingual participants, there were no significant differences in production vocabulary size or vocabulary comprehension scores. The results provide evidence that bilingual English–Chinese preschool-age children with ASD have the capacity to function successfully as bilinguals.

Keywords

Bilingual ASD Vocabulary CDI Chinese 

Copyright information

© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  • Jill M. Petersen
    • 1
  • Stefka H. Marinova-Todd
    • 1
  • Pat Mirenda
    • 2
  1. 1.School of Audiology and Speech SciencesUniversity of British ColumbiaVancouverCanada
  2. 2.Department of Educational & Counseling Psychology and Special EducationUniversity of British ColumbiaVancouverCanada