Bilingualism, Narrative, Social and Pragmatic Skills in Children on the Autism Spectrum
The language used in the description reflects the language of the session.
Myriam L. H. Beauchamp, M.S. SLP, PhD, McGill University; Stefano Rezzonico, PhD, Université de Montréal; Mayada Elsabbagh, PhD, McGill University; Eric Duku, PhD, McMaster University; Peter Szatmari, PhD, Centre for Addition and Mental Health, University of Toronto, The Hospital for Sick Children; Isabel Smith, PhD, Dalhousie University and Isaak Walton Killam Children’s Hospital; Connor Kerns, PhD, University of British Columbia; Lonnie Zwaigenbaum, PhD, University of Alberta; Patricia Mirenda, PhD, University of British Columbia; Terry Bennett, PhD, McMaster University.
Narrative skills are important for effective communication and academic achievement. However, difficulties with narratives are often reported in children on the autism spectrum (AS), and may stem from challenges with social and pragmatic skills. On the other hand, bilingual children on the AS may present stronger social skill when compared to their monolingual peers.
The current study compares the narrative, social and pragmatic skills of bilingual and monolingual school-aged children on the AS, and the relationship between these variables. The clinical implications of the findings from this study are also discussed.