Commentary published In:
Epistemological issue: Bilingual Language Development in AutismEdited by Cristina Flores and Neal Snape
[Linguistic Approaches to Bilingualism 12:1] 2022
► pp. 71–75
Edited by Cristina Flores and Neal Snape
[Linguistic Approaches to Bilingualism 12:1] 2022
► pp. 71–75
Commentary
Pragmatic disorder of monolingual and bilingual children with autism
References (15)
Bishop, D. V. (1998). Development of the Children’s Communication Checklist (CCC): A method for assessing qualitative aspects of communicative impairment in children. The Journal of Child Psychology and Psychiatry and Allied Disciplines,
39
(
6
), 879–891. 
Kašćelan, D., Prévost, P., Serratrice, L., Tuller, L., Unsworth, S. & De Cat, C. (under review). How to Quantify Bilingual Experience? Findings from a Delphi Consensus Survey. Bilingualism: Language and Cognition.
Lord, C., Rutter, M., DiLavore, P. S. & Risi, S. (2000). Autism Diagnostic Observation Schedule: Manual. Los Angeles: Western Psychological Services.
Marinis, T., Terzi, A., Kotsopoulou, A., & Francis, K. (2013). Pragmatic abilities of high-functioning Greek-speaking children with autism. Psychology,
20
(
3
), 321–337.
Meir, N., & Novogrodsky, R. (2019). Prerequisites of third-person pronoun use in monolingual and bilingual children with autism and typical language development. Frontiers in Psychology,
10
1, 2289.
Meir, N. & Novogrodsky, R. (2020a). Semantic-Pragmatic Disorder of monolingual and bilingual children with autism. A talk presented at the 56th annual conference of the Israeli Speech Hearing and Language Association. Tel-Aviv, Israel.
(2020b). Syntactic abilities and verbal memory in monolingual and bilingual children with High Functioning Autism (HFA). First Language,
40
(
4
), 341–366.
(2021). Informativeness and definiteness of referential expressions in monolingual and bilingual children with and without Autism Spectrum Disorder (AUTISM). Journal of Child Language.
Novogrodsky, R., & Edelson, R. L. (2016). Ambiguous pronoun use in narratives of children with Autism Spectrum Disorders. Child Language Teaching and Therapy,
32
(
2
), 241–252.
Novogrodsky, R. & Meir, N. (2020). Multilingual children with special needs in early education: Communication is the key. In Schwartz, M. & Prosic-Santovac, D. (Eds). The Handbook of Early Language Education. Berlin: Springer. [URL].
Prévost, P., & Tuller, L. (2022). Bilingual language development in autism. Linguistic Approaches to Bilingualism, 12(1).
Reetzke, R., Zou, X., Sheng, L., & Katsos, N. (2015). Communicative development in bilingually exposed Chinese children with autism spectrum disorders. Journal of Speech, Language, and Hearing Research, 58(3), 813–825.
Tager-Flusberg, H. (2004). Do autism and specific language impairment represent overlapping language disorders? In. M. Rice & S. F. Warren, (Eds.), Developmental language disorders. Lawrence Erlbaum Associates.
Talbott, M. R., Nelson, C. A., & Tager-Flusberg, H. (2015). Diary reports of concerns in mothers of infant siblings of children with autism across the first year of life. Journal of Autism and Developmental Disorders,
45
1, 2187–2199.
Zimmerman, I., Steiner, V. and Pond, R. (2002). Preschool language scale (1st ed.). San Antonio, TX: The Psychological Corporation.