An exploratory longitudinal study of vocabulary development in
bilingually exposed children with autism spectrum disorder (ASD) in
the United Arab Emirates
Saleh Shaalan | Mohammed Bin Rashid Center for Special Education -
Operated by The New England Center for Children©
Kerry Egan | Mohammed Bin Rashid Center for Special Education -
Operated by The New England Center for Children©
Daniel Gould | Mohammed Bin Rashid Center for Special Education -
Operated by The New England Center for Children©
Pam Olsen | Mohammed Bin Rashid Center for Special Education -
Operated by The New England Center for Children©
This is a longitudinal study of the vocabulary
development of 29 children with autism spectrum disorder (ASD) in
the UAE, who are aged 44 to 77 months and enrolled in a bilingual
intensive intervention program. These children were assessed at
entry, 6 months, 12 months, 18 months, and 30 months using receptive
and expressive vocabulary tests in Arabic and English. MANOVA
results and follow-up tests showed significant increases in
vocabulary skills across times and in both languages. Pearson
correlation coefficients showed strong positive correlations between
the four vocabulary tests. Results confirmed findings of no
detrimental effects of bilingual intervention reported in other
languages. Moreover, results showed that speaking abilities at the
start of the program did not correlate with their expressive
vocabulary at the end of the study. We discuss limitations of this
study and some considerations when conducting similar research in
the future.
Article outline
- 1.Introduction
- 1.1Autism spectrum disorder
- 1.2Autism spectrum disorder and bilingualism
- 2.Methods
- 2.1Participants
- 2.1.1Speaking ability criteria and participants’ bilingual
exposure
- 2.2Procedures
- 2.2.1Measures
- 2.2.2About the intervention program
- 3.Results
- 3.1Descriptive statistics
- 3.2Correlations between the four vocabulary tests
- 3.3Multivariate analysis of variance (MANOVA)
- 3.4Variability in children with autism: Results based on speaking abilities
- 3.4.1The non-speaking group
- 3.4.2Minimally speaking children
- 3.4.3Speaking children
- 4.Discussion and analysis
- 5.Limitations and future directions
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Note
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References
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Appendix