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Sarah M. Hutchison, Natalia DiazPinzon, Tim F. Oberlander, Grace Iarocci
(2025).
What Is the Impact of Second Language Exposure and Intellectual Disability Status on Executive Function and Functional Communication Outcomes in Children and Adolescents With and Without Autism Spectrum Disorder (ASD )?.
Autism Research, 18(9), 1805-1816.
Wiley.
- Publication date
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30 Jun 2025
- Identifier
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10.1002/aur.70070
- Authors
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Sarah M. Hutchison,
Natalia DiazPinzon,
Tim F. Oberlander,
Grace Iarocci
- Source
- Autism Research
- Details
- 18(9), 1805-1816
- Reference type
- article
- Publisher
- Wiley
- Metadata source
- crossref
Abstract
ABSTRACT Over the past 10 years, research has suggested no negative effect on second language exposure in children with autism spectrum disorder (ASD), yet, parents and professionals may be concerned that using a second language with a child with ASD may negatively impact their communication and cognitive skills, especially if the child also has an intellectual disability. In this study, 396 children and adolesents (5–16 years) with and without ASD and with and without second language exposure participated in the study. Parents reported on language exposure and rated executive function (EF) and functional communication (FC) skills using a standardized questionnaire. IQ was directly measured using the WASI‐II and children were classified as having an intellectual disability if they had a full‐scale score of less than 70. The sample included 18 children with ASD and an intellectual disability (10 without second language exposure, 8 with second language exposure). Results showed that children with ASD and second language exposure had significantly better EF skills and were significantly less likely to have executive dysfunction in the clinical range than children with ASD with no second language exposure. Second language exposure also did not have a negative impact on EF skills in children with ASD even when an intellectual disability was present. For FC skills, we failed to find significant difference between children with ASD with and without second language exposure. For children with ASD and intellectual disability, there was no significant difference on FC skills between children with and without second language exposure. As our sample of children with ASD and intellectual disability was small, additional research with a larger sample is urgently needed.
Study authors in this cited reference