Exploring bilingual communication and social skills in children with autism
Official title: Dual-Language Communication and Social-Cognitive Skills in Bilingual Children with ASD
Funded at University of Massachusetts Amherst · NIH-11002339 · Data updated 2026-11-12
This study is looking at how bilingual children with autism learn to communicate in both their first language and English, especially those who don’t speak much, and it’s designed for Spanish-speaking families with kids aged 4 to 6 to help find better ways to support their language development.
Quick facts
| Grant type | NIH-funded research |
|---|---|
| Study type | NIH-funded research |
| Funding institution | University of Massachusetts Amherst NIH-funded |
| Lab location | 1 site (Hadley, United States) |
| Project start | January 1, 2023 |
| Project end | December 31, 2027 |
| Funding year | 2025 |
| Award (this year) | $151,067 |
| NIH project number | 5K23DC020224-03 |
| Project ID | NIH-11002339 on NIH RePORTER |
Who could benefit from this research
✓Could help
Ideal candidates for this research are Spanish-speaking children aged 4 to 6 with autism spectrum disorder, particularly those who are minimally verbal.
✕Less likely to help
Children who are not bilingual or do not have autism spectrum disorder may not benefit from this research.
What this research studies
This research investigates how bilingual children with autism spectrum disorder (ASD) develop communication skills in both their native language and English. It focuses on understanding the unique experiences of these children and their families, particularly those with minimal spoken language abilities. The study will involve 60 Spanish-speaking families with children aged 4 to 6, using a combination of quantitative and qualitative methods to assess language acquisition and social-cognitive skills. By identifying factors that support bilingual development, the research aims to provide insights that can help improve communication strategies for these children.
Why it matters
Potential benefit: If successful, this research could enhance bilingual communication skills and social interactions for children with autism, leading to better integration and support in both family and educational settings.
How similar studies have gone: Previous research has shown that bilingual exposure does not hinder language development in children with ASD, suggesting that this approach may yield valuable insights.
Where this research is happening
-
University of Massachusetts Amherst
Hadley, United States Active
Researchers
- Principal investigator: Gross, Megan Chaya — University of Massachusetts Amherst
- Study coordinator: Gross, Megan Chaya
About this research
- This is an active NIH-funded research project — typically early-stage science, not a clinical trial accepting patient enrollment.
- Some NIH-funded labs run parallel clinical studies or seek volunteers for related work. To check, contact the principal investigator or institution listed above.
- For full project details, budget, and progress reports, visit the official NIH RePORTER page.