Recent research led by Celia Romero and her colleagues from the University of Miami and UCLA has uncovered a significant link between multilingualism and improvements in core autism symptoms. The study, published in Autism Research, reveals how being multilingual can enhance executive function (EF) skills in children with Autism Spectrum Disorder (ASD), ultimately reducing some of the core challenges associated with the condition. Here’s a breakdown of what this research means and why it could reshape the way we approach language learning in children with ASD.
Understanding Autism Spectrum Disorder (ASD) and Executive Function (EF)
ASD is a developmental condition characterized by difficulties in social communication, restricted and repetitive behaviors, and challenges with perspective-taking—understanding others' thoughts and emotions. Executive function (EF) refers to cognitive processes that help individuals plan, focus attention, and manage tasks. Children with ASD often experience EF impairments, which can exacerbate their core symptoms.
The study highlights three key areas of EF that are often impacted in children with ASD:
Inhibition: The ability to control impulses and regulate behaviors.
Shifting: The ability to adapt to changes and switch focus between tasks.
Perspective-Taking: The capacity to understand another person’s viewpoint.
What Did the Study Find?
The researchers examined 116 children between the ages of 7 and 12, both with and without ASD, comparing their EF abilities and core symptoms based on whether they were monolingual or multilingual.
The findings were striking:
Multilingual children with ASD showed stronger inhibition, shifting, and perspective-taking skills compared to monolingual children with ASD.
Multilingualism had a stronger positive impact on EF skills in children with ASD than in typically developing (TD) children.
The improvements in EF skills led to better social communication and reduced repetitive behaviors in children with ASD.
These results suggest that multilingual experience can act as a protective factor, bolstering cognitive skills and reducing the severity of ASD-related challenges.
Why Does Multilingualism Help?
The study proposes several reasons why multilingualism might enhance EF skills:
Language Switching: Multilingual children regularly switch between languages, which requires inhibition of one language while activating another. This process strengthens their ability to control impulses and manage competing information.
Perspective Awareness: Speaking multiple languages exposes children to diverse cultural norms and communication styles, which may improve their ability to understand different perspectives.
Cognitive Flexibility: Multilingualism fosters cognitive flexibility—the ability to adapt to new situations and shift between tasks—a critical skill for managing everyday challenges.
Implications for Parents and Educators
One of the most important takeaways from this study is that multilingualism does not hinder language or cognitive development in children with ASD. In fact, it appears to offer significant benefits. This finding challenges a common misconception among parents and educators that introducing multiple languages to children with ASD might overwhelm them or delay language development.
Instead, the study suggests that encouraging multilingualism can:
Improve a child’s ability to control impulses.
Enhance adaptability to new situations.
Strengthen social communication skills.
Reduce repetitive behaviors associated with ASD.
For families living in multilingual environments, this research provides reassurance that maintaining multiple languages at home can be beneficial. It also highlights the importance of integrating language diversity into educational programs for children with ASD.
Potential Interventions and Future Directions
The study opens the door for new intervention strategies that leverage multilingualism to improve outcomes for children with ASD. Here are a few practical applications:
Bilingual Education Programs: Schools can create programs that encourage bilingual learning for children with ASD, recognizing the cognitive and social benefits.
Family Language Support: Educators and therapists can reassure families that speaking multiple languages at home is not only acceptable but potentially advantageous.
Community-Based Initiatives: Community programs can promote multilingual interactions to help children with ASD practice perspective-taking and social communication skills.
What Does This Mean for the Future?
While the study has some limitations—such as its focus on a specific population in Miami—the results are promising. Future research should explore the long-term impact of multilingualism on EF and core ASD symptoms across diverse populations.
For now, the message is clear: multilingualism is not a barrier but a potential booster for children with ASD. By embracing linguistic diversity, we can help these children develop essential cognitive skills and improve their quality of life.
Final Thoughts
This research underscores the importance of rethinking traditional views on language learning in children with ASD. The potential benefits of multilingualism extend beyond communication—it can shape cognitive abilities and reduce core autism symptoms. For parents, educators, and therapists, this study offers a hopeful perspective: multilingualism can be a valuable tool in supporting children with ASD to thrive in their personal and social lives.
As we move forward, it’s essential to continue advocating for inclusive, multilingual environments that nurture the unique strengths of neurodiverse individuals. Embracing language diversity can help create a world where all children—regardless of their neurodevelopmental differences—have the opportunity to reach their full potential.
Source: Romero, C.,  Goodman, Z. T.,  Kupis, L.,  Dirks, B.,  Parlade, M. V.,  Beaumont, A. L.,  Cardona, S. M.,  Nomi, J. S., Alessandri, M.,  Perry, L. K., &  Uddin, L. Q. (2024).  Multilingualism impacts children's executive function and core autism symptoms. Autism Research,  17(12),  2645–2661. https://doi.org/10.1002/aur.3260