Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention

Ya-Chih Chang; Stephanie Shire; Wendy Shih; Connie Kasari

doi:10.1007/s10803-022-05765-y

Brief Report: An Exploratory Study of Young Dual Language Learners with Autism in a School-Based Intervention

J Autism Dev Disord. 2022 Oct 13. doi: 10.1007/s10803-022-05765-y. Online ahead of print.

Authors

Ya-Chih Chang¹, Stephanie Shire², Wendy Shih³, Connie Kasari³

Affiliations

¹ California State University, Los Angeles, USA. ychang27@calstatela.edu.
² University of Oregon, Eugene, USA.
³ University of California, Los Angeles, USA.

PMID: 36227446
DOI: 10.1007/s10803-022-05765-y

Abstract

Due to core challenges in social communication experienced by many young children with autism, children on the spectrum who are also dual language learners (DLLs) may benefit from developmentally-appropriate language supports in school settings. The current study examined whether home language status moderated the effect of a play-based intervention, JASPER, delivered in the classroom, in children with autism. Fifty-nine preschool children with autism received JASPER over eight weeks. Children who received JASPER improved significantly more in their language skills from entry to exit than children in preschool as usual. Home language status moderated the effect of treatment on receptive language where children of diverse linguistic backgrounds made greater gains in receptive language.

Keywords: JASPER; autism; dual language learners; school-based intervention; social communication.

Abstract

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