Comments on: Bilingualism and Autism Spectrum Disorders http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/ Speech Language Pathology Jobs, Staffing and Clinical Development Fri, 27 Jan 2012 06:00:36 -0500 hourly 1 By: Lampwik http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-1151 Lampwik Wed, 20 Apr 2011 21:52:27 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-1151 I need some direction. I am an S-LP. I am working with a family who have immigrated from India. The 3 yr. old child with ASD receives 12 hours of in-home intervention per week (Pivotal Response Therapy i.e. PRT) and attends and early education classroom 1/2 days. The mother is there throughout his in-home intervention and translates most everything. She intervenes with all behavioural situations. In PRT, the child needs to respond in English, so the language code is continually switched throughout therapy. She also attends his school classes. She sits near him and translates during classtime. I believe in family-based intervention and that L1 is fundamental to a family's fabric. However, I also believe that our ultimate objective in service-delivery is to continually work toward functional independence. I feel that the mother's involvement is limiting the child's progress. In terms of language, I can't imagine where this is going. I think I need to set up some boundaries with the translation and code-switching, but I need some guidelines. Any thoughts??? I need some direction. I am an S-LP. I am working with a family who have immigrated from India. The 3 yr. old child with ASD receives 12 hours of in-home intervention per week (Pivotal Response Therapy i.e. PRT) and attends and early education classroom 1/2 days. The mother is there throughout his in-home intervention and translates most everything. She intervenes with all behavioural situations. In PRT, the child needs to respond in English, so the language code is continually switched throughout therapy. She also attends his school classes. She sits near him and translates during classtime. I believe in family-based intervention and that L1 is fundamental to a family’s fabric. However, I also believe that our ultimate objective in service-delivery is to continually work toward functional independence. I feel that the mother’s involvement is limiting the child’s progress. In terms of language, I can’t imagine where this is going. I think I need to set up some boundaries with the translation and code-switching, but I need some guidelines. Any thoughts???

]]> By: Linda SLP http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-1134 Linda SLP Tue, 08 Feb 2011 01:09:27 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-1134 What about early intervention with Spanish speakers? My autism specialist recommended pairing Spanish and English with my 2 1/2 year old Spanish speaking client, so she could get ready for English preschool. I thought that we should stick to Spanish - and introduce English in home therapy only if she had mastered a concept. I think she will get English soon enough in preschool. Any further thoughts? What about early intervention with Spanish speakers? My autism specialist recommended pairing Spanish and English with my 2 1/2 year old Spanish speaking client, so she could get ready for English preschool. I thought that we should stick to Spanish – and introduce English in home therapy only if she had mastered a concept. I think she will get English soon enough in preschool. Any further thoughts?

]]> By: Henriette W. Langdon http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-601 Henriette W. Langdon Thu, 24 Dec 2009 02:57:31 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-601 I would like to thank all the participants in this discussion (professionals including our presenter Sofia Carias and parents ) for providing us with a framework and insights/questions on how to best work with bilingual children who have been diagnosed as being on the ASD spectrum --which in itself is a broad classification. Each child is different no matter which diagnosis he/she is given. We need to evaluate each case and collaborate with all persons that work with the child. In any event, we know from research and experience that all individuals can handle one and more languages--most the world is bilingual or even tri/ multilingual. children. Observations and emergent literature indicates that children with various language disorders can be indeed be bilingual and the exposure to more than one language DOES NOT create further problems. So families and professionals working with a child on the ASD spectrum or any other disability need to engineer the best possible ENVIRONMENT where both languages can be enhanced. What is important, is to provide the children with POSITIVE experiences where each language is nourished and respected, just as a growing plant- in a garden- Henriette W. Langdon, Ed.D. Professor, San José State University, CA, I would like to thank all the participants in this discussion (professionals including our presenter Sofia Carias and parents ) for providing us with a framework and insights/questions on how to best work with bilingual children who have been diagnosed as being on the ASD spectrum –which in itself is a broad classification. Each child is different no matter which diagnosis he/she is given. We need to evaluate each case and collaborate with all persons that work with the child.
In any event, we know from research and experience that all individuals can handle one and more languages–most the world is bilingual or even tri/ multilingual. children. Observations and emergent literature indicates that children with various language disorders can be indeed be bilingual and the exposure to more than one language DOES NOT create further problems. So families and professionals working with a child on the ASD spectrum or any other disability need to engineer the best possible ENVIRONMENT where both languages can be enhanced. What is important, is to provide the children with POSITIVE experiences where each language is nourished and respected, just as a growing plant- in a garden- Henriette W. Langdon, Ed.D. Professor, San José State University, CA,

]]> By: Nathan Cornish http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-592 Nathan Cornish Mon, 07 Dec 2009 15:33:30 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-592 Hi Nancy- thanks for posting your question! A recurring theme that I've seen in the literature (and on this blog) is that when parents speak only in a language that is less-familiar to them it limits the exposure that the child has to a strong language model, and may keep the child from participating in all the dynamics of family communication. (See Betty Yu's comment above posted on 5/26/2008). Additionally, Elizabeth Kay-Raining Bird, who published a highly-quoted study on bilingual children with mod-severe language disorders, presented a wonderful session at the ASHA convention in New Orleans last month. She talks about the ability of children with disabilities to manage more than one language, and gave some great insight into many of the dynamics involved in the process (e.g., exposure, family values, motivation for being bilingual, etc.) I highly recommend it; it may lend you some insight into working with these parents. The slides can be found online at: http://convention.asha.org/2009/handouts/1645_1693Kay-Raining_Bird_Elizabeth_071775_Nov23_2009_Time_031839PM.ppt Best of luck as you work with the parents and teachers to provide the richest communication environment possible for this student! Hi Nancy- thanks for posting your question! A recurring theme that I’ve seen in the literature (and on this blog) is that when parents speak only in a language that is less-familiar to them it limits the exposure that the child has to a strong language model, and may keep the child from participating in all the dynamics of family communication. (See Betty Yu’s comment above posted on 5/26/2008). Additionally, Elizabeth Kay-Raining Bird, who published a highly-quoted study on bilingual children with mod-severe language disorders, presented a wonderful session at the ASHA convention in New Orleans last month. She talks about the ability of children with disabilities to manage more than one language, and gave some great insight into many of the dynamics involved in the process (e.g., exposure, family values, motivation for being bilingual, etc.) I highly recommend it; it may lend you some insight into working with these parents. The slides can be found online at: http://convention.asha.org/2009/handouts/1645_1693Kay-Raining_Bird_Elizabeth_071775_Nov23_2009_Time_031839PM.ppt Best of luck as you work with the parents and teachers to provide the richest communication environment possible for this student!

]]> By: Nancy Perry http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-590 Nancy Perry Thu, 03 Dec 2009 23:34:42 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-590 I have a Vietnamese family that spoke Vietnamese to their autistic child until he was 3 years old. When he entered school at 3 years of age, the teacher told the parents to only speak English to the child. The boy is now 6 years, 8 months old and his parents are still speaking English only; however it is very broken and limited. The boy's expressive and receptive language in English is very low. Should he continue speaking in English or should he be introduced again to his primary language? Any help would be greatly appreciated. I have a Vietnamese family that spoke Vietnamese to their autistic child until he was 3 years old. When he entered school at 3 years of age, the teacher told the parents to only speak English to the child. The boy is now 6 years, 8 months old and his parents are still speaking English only; however it is very broken and limited. The boy’s expressive and receptive language in English is very low. Should he continue speaking in English or should he be introduced again to his primary language? Any help would be greatly appreciated.

]]> By: sheila http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-231 sheila Fri, 16 Oct 2009 14:52:58 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-231 I am working with autistic students and beside that I need help with a essay that I am doing rigth now Bilingual and Autistic children. I want to know if it is good for them to learn two language . They can do it. They were confused. I am working with autistic students and beside that I need help with a essay that I am doing rigth now Bilingual and Autistic children. I want to know if it is good for them to learn two language . They can do it. They were confused.

]]> By: Sancha Rolland http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-120 Sancha Rolland Thu, 30 Apr 2009 12:55:45 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-120 Hello from France ! I'm English and speak with my husband in French, my kids in English and they reply in French ! Our last son has been diagnosed with severe language impairment (just 4 yrs old). School, therapist and psychologist etc all have pushed me into stopping English. I'm reintroducing it after a few months 'just French' which has been very frustrating for me. The psy says he has an 'identity problem', not yet sure if that's slight autism or not. couldn't me speaking in French worsen that for him ? Hello from France ! I’m English and speak with my husband in French, my kids in English and they reply in French ! Our last son has been diagnosed with severe language impairment (just 4 yrs old). School, therapist and psychologist etc all have pushed me into stopping English. I’m reintroducing it after a few months ‘just French’ which has been very frustrating for me.
The psy says he has an ‘identity problem’, not yet sure if that’s slight autism or not. couldn’t me speaking in French worsen that for him ?

]]> By: Samuel L. http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-119 Samuel L. Fri, 24 Apr 2009 10:59:52 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-119 Not that I'm impressed a lot, but this is more than I expected for when I stumpled upon a link on Digg telling that the info is awesome. Thanks. Not that I’m impressed a lot, but this is more than I expected for when I stumpled upon a link on Digg telling that the info is awesome. Thanks.

]]> By: Kim http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-118 Kim Sun, 05 Apr 2009 02:40:26 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-118 I am looking for information on how I should approach teaching my 35 month old son (who is not diagnosed with ASD yet, but should be in a few days - we've been waiting for months) language and the social skills. My husband, a native English speaker, uses English with our son and daughter (14 months). I, a native speaker of a Chinese dialect (but whose dominant language is now English), have used my dialect (and signs from ASL) with both my children from their birth. Occasionally I do use French and Spanish with them, but it usually is only with singing songs or reading. More significantly, I have been using much more English because others have told me to forget the Chinese (and also signing) for fear of confusing my son and making him worse. My son had normal development until about the time my daughter was born (they are 20 months apart). By the time my daughter was born, my son was able to communicate mainly in single words (but he did use two word phrases) in Chinese and signs, but he was also beginning to show that he understood English and could also produced more and more words in English. After my daughter's birth my son showed a gradual regression in toilet training as well as social and linguistic skills. I was told by many people that it was quite common for children to regress after the birth of a sibling and a move to another home. Finally we had a developmental specialist see my son, and she recognised that he should receive an assessment/diagnosis as soon as possible. She gave us information on autism, and we have been researching as much as we can about it since then. My questions are in regards to language: 1. Should I still teach my son in my native language as I have since his birth or should I eliminate it all together? I am concerned that if I completely eliminate Chinese that it would be a shame for him to lose what he has already learned (mostly receptive language), and that he would be more alienated from my side of the family. And ss I will still use Chinese with my daughter, I think it would be difficult for me to switch back and forth. 2. If I do continue with the bilingual teaching, should I stick to Chinese and avoid using English with him, and let my husband use English with him? 3. Should I switch to English instruction, and then as his English improves, should I then reintroduce the Chinese? My concern with this approach is that it is easier for my children to learn English in this country than it is for them to learn Chinese. My reasons for bringing my children up from birth in two languages and cultures (my husband one language and me the other) are two fold: to give him more options as an adult (more synapses, perhaps more capabilites); and to be able to communicate and relate to my family. Thank you for your time. If you have any information that could help my situation, please let me know. And thank you for sharing your research and experience on working with autistic children in muliple languages. I am looking for information on how I should approach teaching my 35 month old son (who is not diagnosed with ASD yet, but should be in a few days – we’ve been waiting for months) language and the social skills.

My husband, a native English speaker, uses English with our son and daughter (14 months). I, a native speaker of a Chinese dialect (but whose dominant language is now English), have used my dialect (and signs from ASL) with both my children from their birth. Occasionally I do use French and Spanish with them, but it usually is only with singing songs or reading. More significantly, I have been using much more English because others have told me to forget the Chinese (and also signing) for fear of confusing my son and making him worse.

My son had normal development until about the time my daughter was born (they are 20 months apart). By the time my daughter was born, my son was able to communicate mainly in single words (but he did use two word phrases) in Chinese and signs, but he was also beginning to show that he understood English and could also produced more and more words in English. After my daughter’s birth my son showed a gradual regression in toilet training as well as social and linguistic skills. I was told by many people that it was quite common for children to regress after the birth of a sibling and a move to another home.

Finally we had a developmental specialist see my son, and she recognised that he should receive an assessment/diagnosis as soon as possible. She gave us information on autism, and we have been researching as much as we can about it since then.

My questions are in regards to language:
1. Should I still teach my son in my native language as I have since his birth or should I eliminate it all together? I am concerned that if I completely eliminate Chinese that it would be a shame for him to lose what he has already learned (mostly receptive language), and that he would be more alienated from my side of the family. And ss I will still use Chinese with my daughter, I think it would be difficult for me to switch back and forth.
2. If I do continue with the bilingual teaching, should I stick to Chinese and avoid using English with him, and let my husband use English with him?
3. Should I switch to English instruction, and then as his English improves, should I then reintroduce the Chinese? My concern with this approach is that it is easier for my children to learn English in this country than it is for them to learn Chinese.

My reasons for bringing my children up from birth in two languages and cultures (my husband one language and me the other) are two fold: to give him more options as an adult (more synapses, perhaps more capabilites); and to be able to communicate and relate to my family.

Thank you for your time. If you have any information that could help my situation, please let me know. And thank you for sharing your research and experience on working with autistic children in muliple languages.

]]> By: Sasha http://blog.bilingualtherapies.com/archived-posts/bilingualism-and-autism-spectrum-disorders/comment-page-1/#comment-117 Sasha Wed, 17 Dec 2008 06:51:21 +0000 http://blog.bilingualtherapies.com/bilingualism-and-autism-spectrum-disorders/#comment-117 I am a bilingual Spanish speech therapist that also specialized in children with autism. My question is posed to parents and professionals alike. I am witnessing on occasion, children with ASD starting to talk for the first time in an English developmental preschool (with Spanish speaking aids interpreting), starting to refuse to speak their home language. One little boy in particular is showing little to no receptive language in Spanish and zero expressive. He is in a 50/50 dual language program in school. I could provide services to him in Spanish but since he only used and (seemed) to understand English, I have been servicing him in English. Mom says he has been this way since he started talking, and she has always had to use his older siblings as interpreters. He is having an extremely difficult time keeping up in his Span. classroom since he does not/cannot participate. Administration wants to keep him dual language; I feel he has made his choice and for academic success, he should move to English only. Mom had expressed this as her desire; she says she is willing to (and knows she will have to) learn English if she ever want to communicate with him directly. We are loosing time with his academics. Ethically I feel I must continue to advocate for him, but am not sure where to turn for support. I don't know anyone else in my district who provides bilingual services and specializes in autism. I cannot find any research on this particular situation. I want to know if others have observed this, despite 1st language support in school? And as a professional, what would be best practice for him? Thanks! I am a bilingual Spanish speech therapist that also specialized in children with autism. My question is posed to parents and professionals alike. I am witnessing on occasion, children with ASD starting to talk for the first time in an English developmental preschool (with Spanish speaking aids interpreting), starting to refuse to speak their home language. One little boy in particular is showing little to no receptive language in Spanish and zero expressive. He is in a 50/50 dual language program in school. I could provide services to him in Spanish but since he only used and (seemed) to understand English, I have been servicing him in English. Mom says he has been this way since he started talking, and she has always had to use his older siblings as interpreters. He is having an extremely difficult time keeping up in his Span. classroom since he does not/cannot participate. Administration wants to keep him dual language; I feel he has made his choice and for academic success, he should move to English only. Mom had expressed this as her desire; she says she is willing to (and knows she will have to) learn English if she ever want to communicate with him directly. We are loosing time with his academics. Ethically I feel I must continue to advocate for him, but am not sure where to turn for support. I don’t know anyone else in my district who provides bilingual services and specializes in autism. I cannot find any research on this particular situation. I want to know if others have observed this, despite 1st language support in school? And as a professional, what would be best practice for him? Thanks!

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