A Review of Recommendations for Families Raising Multilingual Children With Autism With Implications for California and Other States

Abstract

Purpose: This review article explores the relationship between diagnosis of autism spectrum disorder and the recommendation to provide monolingual input. Method: A two-stage systematic search and review of the literature was performed. First, a computerized database search of EBSCO was conducted using terms: bilingualism AND autism. Next, the reference lists of each retained article were reviewed for consideration and inclusion. Included journal articles had been peer-reviewed; were published in English between 2012 and 2022; and used the search terms in the title, abstract, key words, or body. Articles were excluded if the primary focus was on developmental disabilities other than autism or on skills unrelated to communication and/or if studies were non-empirical in nature (however, articles cited within reference lists of included articles were considered). Results: Two themes were identified through review of the literature: (1) Articles explored biases regarding bilingualism (with two subthemes: (a) biases of parents and professionals and (b) the role of context), and (2) articles explored the effects of bilingualism (with three subthemes: (a) no detrimental effect to communication development, (b) benefits of bilingualism, and (c) negative effects of limiting bilingualism in obligatory contexts). Conclusions: In areas with probilingual policies, practitioners have been found to endorse bilingualism at higher rates. While states such as California, Massachusetts, Georgia, North Carolina, and Utah have undergone recent shifts in policy favoring bilingualism, no studies were found in the search of EBSCO that reported practitioner or parent perspectives since the adoption of these state policies. This is an area of unique need.