Graduation Year

2016

Date of Submission

4-2016

Document Type

Campus Only Senior Thesis

Degree Name

Bachelor of Arts

Department

Psychology

Reader 1

Marjorie H. Charlop

Rights Information

© 2016 Nataly Lim

Abstract

The present study assessed the effects of differential language (English vs. heritage language) social skills in bilingual children with autism spectrum disorder (ASD). Four bilingual children with ASD (three Korean-American, and one Latino-American) participated in this study. Baseline consisted of 5-minute free-play sessions conducted in English. Intervention consisted of two alternating conditions: 5-minute play sessions conducted either in English or in the participant’s heritage language. A play-related instruction, contextually appropriate comment, and verbal praise were made every 30s during intervention. Dependent measures were play and social verbal behavior. Results demonstrated that participants displayed more play behaviors in heritage than English language sessions. No clear differences were found for social verbal behavior. Results are discussed in terms of the potential that the use of heritage language has in enhancing social skills interventions for children with ASD.

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