Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Mapping Review of Individuals Who are Bilingual with Autism Spectrum Disorders

Valeria Yllades, M.Ed. BCBA, Lauren Pierson, Lisa Bowman-Perrott, Ph.D., Claudia Dunn
  • Valeria Yllades, M.Ed. BCBA (Author) Texas A&M University image/svg+xml
    Valeria Yllades, BCBA, is a doctoral candidate at Texas A&M University in the Department of Educational Psychology. She is a graduate research assistant and teaching assistant. Her research focuses on communication interventions for students from culturally and linguistically diverse backgrounds who are diagnosed with disabilities. I am part of a grant funded Parent Directed Treatment Project as a coordinator to help parents teach their children to communicate using a multimodal approach.
  • Lauren Pierson (Author) Texas A&M University image/svg+xml
    Lauren Pierson is a doctoral candidate at Texas A&M University in the Department of Educational Psychology. Her work focuses on assessments and interventions for students with developmental disabilities.
  • Lisa Bowman-Perrott, Ph.D. (Author) Texas A&M University image/svg+xml
    Lisa Bowman-Perrott, Ph.D. is an Associate Professor in the Department of Educational Psychology at Texas A&M University. She teaches undergraduate, masters, and doctoral courses in the Special Education Division. Her research focuses on academic and behavioral interventions for students with or at-risk for emotional and behavioral disorders, as well as effective interventions for English language learners. Dr. Bowman-Perrott examines the efficacy of widely used interventions through meta-analysis of single-case research as an extension of her work implementing interventions in schools.
  • Claudia Dunn (Author) Texas A&M University image/svg+xml
    Claudia Dunn is a PhD student of Special Education at Texas A&M University and her work and research ties directly into examining evidence-based classroom interventions for Latino youth with or at risk of Emotional and Behavioral Disorders (EBD) and to develop interventions culturally adapted for this population. She is also interested in examining effective ways to improve outcomes for Spanish-speaking adolescents of immigrants through examining case law supporting English language learners and their families in special education.
DOI
https://doi.org/10.64546/jaasep.482
Abstract
This systematic mapping review summarized findings from 54 studies focused on individuals who are bilingual with autism spectrum disorders (ASD). Currently, there is a scarcity of research, which provides strategies for this population. The purpose of this study was to review literature to provide information, both qualitative (narrative) and quantitative (research studies) about the outcomes for intervention, the issues faced with this population, and identify best practices. The current review encompassed research for 725 participants’ ages 2 to 35 years old. Findings indicated that the majority of the studies, 28, were concerned with issues and interventions for this population. The remaining articles, 26, reported on bilingual exposure on language delay, although no significant results for language delay were found based on bilingual exposure, and parent beliefs regarding their children with ASD.
Keywords
Autism, Bilingualism, Children, Cultural Influences, English Language Learners, Family Influence
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How to Cite
Yllades, V., Pierson, L., Bowman-Perrott, L., & Dunn, C. (2022). Mapping Review of Individuals Who are Bilingual with Autism Spectrum Disorders. Journal of the American Academy of Special Education Professionals, 17(1), 85-106. https://doi.org/10.64546/jaasep.482

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