Dual Language Learning Predicts Improved Executive Functioning in Youth with Autism

Area of Science:

• Neurodevelopmental disorders
• Cognitive science
• Linguistics

Background:

• Previous research indicates executive functioning (EF) benefits from dual language learning (DLL) in neurotypical individuals.
• Limited research exists on DLL's impact on executive functioning in youth with autism spectrum disorder (ASD).

Purpose of the Study:

• To investigate the effects of DLL and socioeconomic status (SES) on parent-reported executive functioning, verbal ability, and social-emotional functioning in youth with ASD.
• To compare executive functioning and behavioral outcomes between DLL and monolingual youth with ASD.

Main Methods:

• A comparative study involving 53 dual language learners (DLL) and 106 monolingual youth with ASD (without intellectual disability).
• Participants were matched on gender and full-scale IQ scores.
• Parent-reported measures of executive functioning, verbal ability, and social-emotional functioning were utilized, controlling for SES.

Main Results:

• Monolingual youth with ASD demonstrated superior verbal abilities compared to DLL youth.
• DLL youth with ASD exhibited fewer parent-reported executive functioning challenges and unusual behaviors.
• Socioeconomic status (SES) was controlled for in the analysis.

Conclusions:

• Dual language learning may mitigate executive functioning deficits commonly observed in youth with autism spectrum disorder.
• DLL appears to be associated with improved behavioral regulation and reduced unusual behaviors in this population.
• Further research is warranted to explore the mechanisms underlying these observed benefits.