Universität zu Köln

Peristeri, Eleni, Baldimtsi, Eleni, Andreou, Maria and Tsimpli, Ianthi Maria (2020). The impact of bilingualism on the narrative ability and the executive functions of children with autism spectrum disorders. J. Commun. Disord., 85. NEW YORK: ELSEVIER SCIENCE INC. ISSN 1873-7994

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Abstract

While there is ample evidence that monolingual children with Autism Spectrum Disorders (ASD) face difficulties with narrative story-telling and executive functions (EF), there is considerable uncertainty about how bilingualism impacts these skills in autism. The current study explores the effect of bilingualism on the narrative and EF skills of forty 7-to-12-year-old bilingual and monolingual children with ASD, as well as forty age-matched bilingual and monolingual children of typical development (TD). Narrative production data were elicited using the Edmonton Narrative Norms Instrument (ENNI; Schneider et al., 2005), which was developed to measure narrative production at a microstructural and macrostructural level. The same children were administered two EF tasks, namely, a global-local visual attention task and a 2-back working memory task. In story-telling, bilingual children with ASD achieved higher scores than monolingual children with ASD on story structure complexity and use of adverbial clauses, and they tended to use significantly fewer ambiguous referential forms than their monolingual peers with ASD. In the global-local task, bilingual children with ASD were faster and more accurate in global trials than monolingual children with ASD, who tended to be more susceptible to interference from locally presented information than the other experimental groups. Higher accuracy and faster response times were also observed for bilingual children with ASD in the 2-back task. Further correlation analyses between the story-telling and EF tasks revealed that bilingual children with ASD drew on a broader range of EF in narrative production than their monolingual peers. The overall findings reveal that bilingual children with ASD outperformed their monolingual peers with ASD in both the microstructure and macrostructure of their narrative production, as well as in their visual attention and working memory skills.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Peristeri, Eleni UNSPECIFIED UNSPECIFIED UNSPECIFIED Baldimtsi, Eleni UNSPECIFIED UNSPECIFIED UNSPECIFIED Andreou, Maria UNSPECIFIED UNSPECIFIED UNSPECIFIED Tsimpli, Ianthi Maria UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-334943
DOI:	10.1016/j.jcomdis.2020.105999
Journal or Publication Title:	J. Commun. Disord.
Volume:	85
Date:	2020
Publisher:	ELSEVIER SCIENCE INC
Place of Publication:	NEW YORK
ISSN:	1873-7994
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language INTERNAL-STATE-LANGUAGE; WORKING-MEMORY; COMMUNICATIVE DEVELOPMENT; PRAGMATIC LANGUAGE; INHIBITORY CONTROL; GENDER-DIFFERENCES; ADULTS; ADOLESCENTS; COMPETENCE; ATTENTION Multiple languages Audiology & Speech-Language Pathology; Linguistics; Rehabilitation Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/33494