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Related Experiment Video

Updated: Jun 8, 2025

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Multilingualism impacts children's executive function and core autism symptoms.

Celia Romero¹, Zachary T Goodman¹, Lauren Kupis²

¹Department of Psychology, University of Miami, Coral Gables, Florida, USA.

Autism Research : Official Journal of the International Society for Autism Research

|November 7, 2024

Summary

Multilingualism benefits children with autism spectrum disorder (ASD) by enhancing executive functions like inhibition and shifting. This can positively impact social communication and reduce repetitive behaviors in ASD.

Keywords:

autism spectrum disorder bilingualism executive function inhibition multilingualism

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Area of Science:

Neurodevelopmental disorders
Cognitive neuroscience
Child psychology

Background:

Autism spectrum disorder (ASD) presents significant heterogeneity in executive function (EF) profiles.
EF components like inhibition and shifting are linked to core ASD symptoms, including social communication deficits and repetitive behaviors.
Emerging evidence suggests multilingualism may positively influence EF, particularly in children with ASD.

Purpose of the Study:

To investigate the associations between multilingualism, EF, and core ASD symptoms in children.
To explore how multilingualism impacts inhibition, shifting, perspective-taking, social communication, and repetitive behaviors in children with and without ASD.

Main Methods:

A study involving 116 children aged 7-12 years, with 53 diagnosed with ASD.
Comparison of EF and symptom-related skills between multilingual and monolingual children, with and without ASD.
Analysis of parent-reported data on inhibition, shifting, perspective-taking, social communication, and repetitive behaviors.

Main Results:

Multilingual children demonstrated superior parent-reported inhibition, shifting, and perspective-taking skills compared to monolingual peers.
A significant interaction revealed that multilingualism's positive effect on inhibition was more pronounced in children with ASD than in typically developing children.
EF skills were found to mediate the indirect effects of multilingualism on perspective taking, social communication, and repetitive behaviors.

Conclusions:

Multilingual experiences appear to support and enhance executive functions in children with ASD.
Multilingualism may offer a beneficial avenue for mitigating core symptoms associated with autism spectrum disorder.
These findings highlight the potential of multilingualism as an intervention or supportive factor for children with ASD.