Supporting Bilingual Families in ABA

Working with children and families has reminded me that communication is so much bigger than words. For many families, language is also culture, connection, and comfort. It’s a part of who they are. Throughout my experience working with bilingual families in a variety of settings, I’ve become more aware over the years of the importance of supporting children in ways that honor all parts of who they are, including the languages spoken at home.

Common Myths About Bilingualism

Myth: “Two languages will confuse my child”

Research shows that children who speak two languages are better at some things and can switch between two cultures easily. Studies have also shown that children with autism who speak two languages do as well as children who only speak one language. In fact, not letting children hear two languages might limit their ability to learn language. Some studies have even found that children with autism who speak two languages do better on tests that measure how well they communicate both verbally and non-verbally than children with autism who only speak one language (Trelles & Castro, 2019).

Myth: “Families with children with ASD should focus on one language”

Some families might worry that speaking their language at home will slow down their child’s language development. A child’s home language is very important to them. It is how they talk to their parents, grandparents and other family members. It helps them feel connected to their culture and family. For children their home language is also the language of love, comfort and family traditions. So, it is very important to support a child’s language development in a way that respects their home language.

So What Does This Mean for ABA?

In ABA, communication and behavior are connected. Children communicate in many ways, and language and cultural experiences influence how those needs and emotions are expressed. This is why communication goals are often part of a child’s treatment plan. Understanding a child’s communication style also includes understanding the environments and relationships that shape it. This is important to note because when working with bilingual families, it’s helpful to consider what context these communication skills will be used in because communication is going to look different across families. The truth is that supporting bilingual families isn’t going to look the same across the board so taking time to understand each family’s unique needs can help providers create more meaningful and collaborative care.

• Language Preferences: When providers begin working with a bilingual family, these are important questions to ask the families and themselves. What language does this family prefer to communicate in? If both parents/guardians only speak their native language, what form of communication will they utilize to give progress reports? Trying to understand their language preferences can strengthen collaboration and leads to better understanding.
• Incorporating Familiar Words and Phrases into Sessions: Even if you don’t speak the child’s native language, this could be as simple as greeting the child in their native language. This could also look like talking about their favorite animals, foods in play or counting in their native language. For program management, this could be adding a language goal or target in the child’s native language
• Being Mindful and Respectful of Cultural Practices: Although not directly related to language, this is still important to consider as language goes hand in hand with culture. This could be learning about cultural practices, such as religion, holidays and celebrations, food and dietary preferences, etc. For home sessions, this could be taking off your shoes before entering a family’s home, greeting everyone in their home, etc. Keeping cultural practices in mind strengthens the provider/family relationship, leads to stronger collaboration, and reduces any misunderstandings and miscommunications.
• Family Goals and Priorities: Families may have different goals regarding language use at home. Some families may want their child to maintain communication enough to support relationships with extended family and preserve cultural identity. This is important to note when providers are creating treatment plans with bilingual families and adjusting as needed depending on the family’s goal with language acquisition.
• Communication Across Environments: Children may use different languages or communication styles, depending on who they are communicating with or in the setting that they’re in. Understanding these differences and how they are communicating in these settings can help providers better support communication goals across environments.
• Remaining Open and Curious: Providers do not need to be experts in every language and culture. Being respectful, asking questions and remaining open and curious about a family’s culture can create partnerships. Showing a willingness to learn can go a long way.

Working with bilingual families has reinforced the idea that there’s such thing as an  no size fits all approach when it comes to language and communication. Supporting children means supporting the whole child, and the language they speak is part of who they are. By remaining culturally responsive, ABA providers can create an environment where children and families can be supported and feel heard. Our ABA team would love to answer any questions you may have. If you’re in the greater Charlotte, NC area, you can schedule a free phone consultation with a BCBA at Child & Family Development.

Citations
Trelles, M. P., & Castro, K. (2019). Bilingualism in Autism Spectrum Disorder: Finding Meaning in Translation. Journal of the American Academy of Child & Adolescent Psychiatry, 58(11), 1035–1037.