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Performanta Scolara La Copiii Cu Autism
Performanta Scolara La Copiii Cu Autism
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Claudia Coja
Karlsruhe University of Applied Sciences
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This study investigates the relationship between multilingualism and social skills, linguistic
abilities and school performance of children diagnosed with TSA.
The instruments used were the Social Communication Questionnaire (SCQ), to which were
added seven questions extracted from the Interview-Revised Diagnostic Autism Tool (ADI-R)
and a question about school performance of children.
The quantitative analysis has shown that there are no statistically significant differences between
monolingual and multilingual children in terms of social skills and early language development.
Thus, it can be concluded that exposure to a multilingual environment does not represent a
disadvantage for children with ASD in the early stages of language development. Moreover, the
results highlight a positive association between exposure to the multilingual environment and
school performance.
The qualitative study complements the results of the quantitative study and confirms the results
regarding social competences and school performance. It also indicates good to very good
communication skills in a foreign language in children with ASD exposed to a multilingual
environment, as well as the affinity for a particular language, which may be other than their
mother tongue.
Although the influence of multilingualism in the development of the child with ASD has been
little studied, the interest shown in its impact on the functioning of the child is increased. Within
certain limits, some of the results obtained after completing this study have not reached the
threshold of statistical significance, but can be considered as an important starting point for
future studies.
Key words: autism, autism spectrum disorders, multilingualism, language skills. school
performance, social skills.
REZUMAT
Cercetarea are o abordare metodologică mixtă, cu un design explanatoriu secvenţial, care constă
în două studii diferite realizate succesiv, unul cantitativ şi unul calitativ.
Instrumentele utilizate au fost Social Communication Questionnaire (SCQ), la care s-au adăugat
şapte întrebări extrase din instrumentul Autism Diagnostic Interview-Revised (ADI-R) şi o
întrebare referitoare la performanţa şcolară a copiilor.
Studiul cantitativ a arătat că nu există diferenţe semnificative statistic între copii monolingvi,
respectiv, multilingvi în ceea ce priveşte competențele sociale şi dezvoltarea limbajului timpuriu.
Astfel, se poate concluziona că expunerea la un mediu multilingv nu reprezintă un dezavantaj
pentru copiii cu TSA în stadiile timpurii de dezvoltare a limbajului. Mai mult decât atât,
rezultatele evidențiază o asociere pozitivă între expunerea la mediul multilingv şi performanţa
şcolară.
Concluziile studiului calitativ, care indică existența unor abilităti foarte bune de comunicare
într-o limbă străină la copii cu TSA expuşi la un mediu multilingv, precum și afinitatea pentru o
anumită limbă, care poate fi alta decât cea maternă, pot fi considerate idei și ipoteze pentru studii
viitoare.