Often Encountered but Rarely Reported: Challenges in Selecting Language(s) for Intervention in Bi/Multilingual Children with Autism Spectrum Disorder

IF 0.3 Q4 PEDIATRICS Journal of Child Science Pub Date : 2022-01-01 DOI:10.1055/s-0042-1743492
M. Srikar, Reny Raju, Nikita Dadlani, D. Swaminathan, P. Vaidhyanathan, S. Meera
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引用次数: 1

Abstract

India is a socioculturally and linguistically diverse country. Most often individuals grow up exposed to more than one language. Apart from exposure to native and community languages, there is a growing preference for English as the language of formal education and employment. Previous studies demonstrated that bilingual children with autism spectrum disorder (ASD) develop language similar to their monolingual nonverbal IQ-matched ASD peers. However, most of these studies have been conducted in countries in which English is the primary language for majority of the population. Although existing studies support a bilingual environment for children with ASD, professionals still seem to advise families' use of a monolingual approach. This paper reviews and discusses factors that influence the selection of language(s) for intervention in young children with ASD in bi/multilingual environments. These are discussed under three areas namely, (1) language environment of the child, (2) parent/caregivers' perspectives regarding bi/multilingual exposure, and (3) medium of education and availability of intervention services. This paper also highlights the complexities involved in the language selection process for intervention using four case vignettes. Based on the review and findings from the case vignettes, it is evident that there is a need for (1) sensitizing fellow professionals regarding the increasing shift toward a bi/multilingual approach, (2) formulating guidelines for this decision-making process, and (3) continuing to develop an evidence base for adopting multilingual approach for intervention in a socioculturally and linguistically diverse country like India.
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双语/多语儿童自闭症谱系障碍干预中语言选择的挑战
印度是一个社会文化和语言多样化的国家。大多数情况下,一个人在成长过程中接触的语言不止一种。除了接触本地语言和社区语言外,越来越多的人倾向于将英语作为正规教育和就业的语言。先前的研究表明,患有自闭症谱系障碍(ASD)的双语儿童的语言发展与他们的单语非语言智商匹配的ASD同龄人相似。然而,这些研究大多是在以英语为主要语言的国家进行的。虽然现有的研究支持自闭症儿童的双语环境,但专业人士似乎仍然建议家庭使用单语方法。本文综述并讨论了影响双/多语环境下幼儿ASD干预中语言选择的因素。这些问题在三个方面进行了讨论,即:(1)儿童的语言环境,(2)父母/照顾者对双语/多语接触的看法,以及(3)教育媒介和干预服务的可用性。本文还使用四个案例来强调干预语言选择过程的复杂性。基于对案例小插图的回顾和发现,很明显,有必要(1)提高专业人士对双语/多语方法日益转变的认识,(2)为这一决策过程制定指导方针,(3)继续为在印度这样一个社会文化和语言多样化的国家采用多语方法进行干预提供证据基础。
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CiteScore
0.50
自引率
0.00%
发文量
19
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