Associations Between Second-Language Proficiency and Executive Functions in Autistic and Neurotypical Children

Abstract Bilingualism is a complex experience that may enhance executive functions (EF). This potential benefit could be particularly relevant for autistic children, given that they tend to present EF difficulties. Some studies find bilingualism benefits in attention, inhibitory control, cognitive flexibility, and memory, in neurotypical and autistic children while others do not. These inconsistencies may arise from oversimplifying the operationalization of bilingualism, obscuring the mechanisms underlying its effects on EF. This study used continuous measures to operationalize bilingualism and test its links with EF. Bayesian multilevel modeling showed that higher second language proficiency in 168 autistic (M = 8;3) and 262 neurotypical (M = 7;8) children was associated with better attention and working memory in neurotypical children and better attention, short-term memory, working memory, and shifting abilities in autistic children.