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Social Communication During Play Across Language Environments in Nonvocal Preschool-Age Children with ASD from English and Non-English Speaking Families.

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Title: Social Communication During Play Across Language Environments in Nonvocal Preschool-Age Children with ASD from English and Non-English Speaking Families.
Authors: Monn, Emily (AUTHOR), Beavis, Hannah S. (AUTHOR), McComas, Jennifer J. (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p22-43. 22p.
Subjects: Autistic children, Bilingualism, Socialization, Interpersonal communication, Autism, Preschools, Linguistic context
Abstract: The purpose of this study was to examine the use of social communication acts exhibited by nonvocal preschool-aged autistic children across different language environments. Participants from English and non-English-speaking families were exposed to social interactions with a bilingual interventionist who interacted with the participant in two conditions: English and non-English (world language). Results of this study indicated that there were differences in social communication acts across participants, but not within participants across language environments. Participants did not appear to discriminate between language environments, which supports previous research suggesting that there are no harmful effects in exposing autistic children to more than one language and parents should not be discouraged from encouraging bilingualism with their autistic children. Implications of the findings, limitations, and future research directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Social Communication During Play Across Language Environments in Nonvocal Preschool-Age Children with ASD from English and Non-English Speaking Families.
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  Data: <searchLink fieldCode="AR" term="%22Monn%2C+Emily%22">Monn, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Beavis%2C+Hannah+S%2E%22">Beavis, Hannah S.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22McComas%2C+Jennifer+J%2E%22">McComas, Jennifer J.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p22-43. 22p.
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  Data: <searchLink fieldCode="DE" term="%22Autistic+children%22">Autistic children</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+communication%22">Interpersonal communication</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Preschools%22">Preschools</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+context%22">Linguistic context</searchLink>
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  Label: Abstract
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  Data: The purpose of this study was to examine the use of social communication acts exhibited by nonvocal preschool-aged autistic children across different language environments. Participants from English and non-English-speaking families were exposed to social interactions with a bilingual interventionist who interacted with the participant in two conditions: English and non-English (world language). Results of this study indicated that there were differences in social communication acts across participants, but not within participants across language environments. Participants did not appear to discriminate between language environments, which supports previous research suggesting that there are no harmful effects in exposing autistic children to more than one language and parents should not be discouraged from encouraging bilingualism with their autistic children. Implications of the findings, limitations, and future research directions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09574-4
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        Text: English
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        Type: general
      – SubjectFull: Bilingualism
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      – SubjectFull: Socialization
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      – SubjectFull: Interpersonal communication
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      – SubjectFull: Preschools
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              Text: Mar2026
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