The study indicates that multilingual children have better inhibition, shifting and perspective-taking skills, according to parents' reports. The impact of multilingualism was stronger in children with autism spectrum disorder than in those with typical development.
Autism spectrum disorder (ASD) is a condition characterized by challenges in social development, communication and the presence of repetitive behaviors.
Within this context, an important aspect to be analyzed is executive function, a set of cognitive skills that help in planning, controlling and regulating behavior.
Studies indicate that people with autism spectrum disorder have significant differences in executive function, which can impact several areas of life.
Previous research suggests that bilingual children may have an advantage in executive function compared to monolingual children. This is due to the constant need to manage two language systems, switching between them and inhibiting the language not currently in use.
However, the results of these studies are still mixed, and the influence of bilingualism on executive function in children with autism spectrum disorder is a relatively new field of investigation.
Executive function is an umbrella term that encompasses skills such as the ability to switch tasks (cognitive flexibility), control impulses (inhibition), and hold information in mind for immediate use (working memory).
These skills are essential for problem-solving, decision-making, and social interactions. People with autism spectrum disorder often have difficulties in these areas, which can influence their social interactions and their ability to cope with changes in the environment.
One of the core symptoms of autism spectrum disorder is difficulty taking another person’s perspective, that is, understanding that others have different thoughts, emotions, and knowledge from their own. This skill is fundamental for empathy and social interaction.
Studies suggest that executive function plays a crucial role in this process, as it requires the individual to inhibit their own perspective and adopt that of the other. Research suggests that bilingual children may have an advantage in this area, possibly due to the constant mental exercise involved in switching languages.
In addition, children with autism spectrum disorder often struggle with social communication, which involves both verbal and nonverbal language. The ability to inhibit automatic responses and adapt to contextual changes is essential for effective communication.
Since executive function is directly related to these processes, improving these skills may have a positive impact on the social interaction of children with autism spectrum disorder.
Another important aspect of autism spectrum disorder is restrictive and repetitive behaviors. These behaviors may include repetitive motor movements, adherence to strict routines, and intense interests in specific topics.
Some theories suggest that difficulties with inhibition and cognitive flexibility may contribute to the persistence of these behaviors. Studies indicate that interventions that improve executive function may help reduce the frequency of these behaviors in children with autism spectrum disorder.
The idea of a “bilingual advantage” in executive function is still debated among researchers. Some studies show that bilinguals tend to perform better on tasks that require cognitive control, while others have found no significant differences between monolinguals and bilinguals.
However, there is evidence that bilingualism may be especially beneficial for individuals who already have difficulties with executive function, such as children with autism spectrum disorder.
The present study seeks to better understand these relationships by investigating whether bilingual children with autism spectrum disorder perform better on executive function skills than monolingual children with autism spectrum disorder.
It also explores whether bilingualism may be associated with a reduction in core symptoms of autism spectrum disorder, such as difficulties in perspective taking, social communication and the presence of repetitive behaviors.
To this end, 112 children between the ages of 7 and 12 were analyzed, 53 of whom were diagnosed with autism spectrum disorder (21 of whom were bilingual) and 63 children with typical development (35 bilingual).
The selection criteria ensured that only children without other clinical conditions that could interfere with the results participated in the study. The data collected included tests assessing executive function and measurements of autism spectrum disorder symptoms.
The results showed that there was no significant difference in symptoms of autism spectrum disorder between bilingual and monolingual children with autism, according to the tests applied. However, further studies are needed to further explore this issue and understand the mechanisms that may be at play.
The analysis also took into account socioeconomic factors, since access to different resources can influence the development of executive function and social skills. The research suggests that bilingualism may act as a protective factor in some contexts, helping to mitigate difficulties associated with executive functions.
In conclusion, this study contributes to the understanding of the relationship between bilingualism and executive function in children with autism spectrum disorder.
Although the results are inconclusive in some aspects, they suggest that bilingualism may have a positive impact on certain cognitive skills. Future research should continue to explore these relationships to provide a clearer view of the potential benefits of multilingualism for individuals on the autism spectrum.
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Multilingualism impacts children's executive function and core autism symptoms
Celia Romero, Zachary T. Goodman, Lauren Kupis, Bryce Dirks, Meaghan V. Parlade, Amy L. Beaumont, Sandra M. Cardona, Jason S. Nomi, Michael Alessandri, Lynn K. Perry, Lucina Q. Uddin
Autism Research. Volume17, Issue12. December 2024. Pages 2645-2661
Abstract:
Autism spectrum disorder (ASD) is associated with marked heterogeneity in executive function (EF) abilities. EF components including inhibition and shifting are related to ASD core symptoms such as perspective taking, social communication, and repetitive behavior. Recent research suggests that multilingualism may have a beneficial impact on EF abilities, especially in children with ASD. However, there remains a lack of comprehensive understanding regarding the relationships between multilingualism, EF, and core symptoms in children with ASD. Here, we examined these associations in 7–12-year-old children with and without ASD (N = 116; 53 ASD, Mean age = 9.94 years). Results suggest that multilingual children have stronger parent-reported inhibition, shifting, and perspective-taking skills than monolingual children. Furthermore, we found a significant interaction between diagnosis and multilingual status on inhibition, such that the effects of multilingualism were stronger for children with ASD than typically developing (TD) children. Finally, we found indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors mediated by EF skills. These results demonstrate the supportive influences multilingual experience might have on bolstering EF and reducing ASD-related symptoms.
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