ArticleJournal of autism and developmental disorders2022
The Impact of Bilingualism on Everyday Executive Functions of English-Arabic Autistic Children: Through a Parent-Teacher Lens.
Article in Journal of autism and developmental disorders, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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Who cites it
7 citing papers in PubMed.
- Professional Development in Autism and Multilingualism for Behavior Analysts: A Randomized Waitlist Control Trial.Journal of autism and developmental disorders · 2026Trial
- Experiences and Needs of Leaders Supporting Multilingual ABA Staff: A Qualitative Exploration.Journal of autism and developmental disorders · 2026Article
- Irony Comprehension in Monolingual and Bilingual Children With Autism Spectrum Disorder.Autism research : official journal of the International Society for Autism Research · 2026Article
- Effects of Bilingualism on Executive Function of Children with Neurodevelopmental Disorders: A Scoping Review.Children (Basel, Switzerland) · 2025Review
- Bilingualism Effects in Metaphor and Simile Comprehension and Production in Children With Autism Spectrum Disorder.Autism research : official journal of the International Society for Autism Research · 2025Article
- Multilingualism impacts children's executive function and core autism symptoms.Autism research : official journal of the International Society for Autism Research · 2024Article
- Bilingualism Predicts Affective Theory of Mind in Autistic Adults.Journal of speech, language, and hearing research : JSLHR · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There is evidence that autistic children may have reduced executive function skills, contributing to day-to-day difficulties, but much remains unknown regarding the influence of bilingualism. We investigated its influence on sustained attention, interference control, flexible switching and working memory, in Arabic-English autistic (n = 27) and typically developing peers (n = 53) children, aged 5 to 12 years old. Parents and teachers completed rating measures assessing children's daily EF abilities. Results showed generalized positive effects for bilingual autistic children relative to their monolingual peers across all EF domains, but using parent ratings only. The findings indicate that bilingualism does not negatively impact the executive function skills of autistic children, and that it might mitigate difficulties faced on a day-to-day basis.
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Registered trials
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