INVESTIGATING LANGUAGE AND EXECUTIVE FUNCTIONING IN BILINGUAL CHILDREN WITH ASD: A SYSTEMATIC REVIEW

Abstract

Due to the world’s increasing globalization, multilingualism is becoming more of a common phenomenon in our modern world. The rise in linguistic exchanges has also been apparent in populations with neurodevelopmental disabilities. Autism Spectrum Disorder (ASD) has been a particular area of interest due to the language delays commonly presented in this disorder. More research is needed to inform parents and professionals about raising children with ASD in bilingual environments. This systematic review examined the literature comparing the language and executive functioning skills of children with ASD, comparing monolingual and bilingual groups. The search strategy aligned with recommendations based on the The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement, 2020. The results supported previous literature indicating that bilingualism is not detrimental to children with ASD.