B – 77 Exploring the Presence of a Bilingual Advantage for Children with Spina Bifida

Abstract Objective To examine whether a bilingual advantage in executive functioning (EF) exists among children with Spina Bifida (SB), a population known to experience EF difficulties. While there is extensive research on a potential bilingual advantage in EF among typically developing children, little is known about this effect in children with SB. Method Sixty-three children with SB (ages 4 – 19) were grouped into bilingual (n = 31) and monolingual (n = 32) cohorts. EF was assessed using the Behavior Rating Inventory of Executive Function – Second Edition (BRIEF-2), a standardized parent-report measure, and the Tower of London – Drexel University, 2nd Edition (ToL), a performance-based task. Additional domains evaluated included intellectual functioning, attention, language, memory, visual-motor and fine motor skills, academics, adaptive behavior, and emotional/behavioral functioning. Results Bilingual children demonstrated significantly better parent-reported EF, specifically in cognitive regulation, including initiation and task-monitoring. No significant group differences emerged on the ToL or other BRIEF-2 scales. Monolingual children outperformed bilingual peers on language-based tasks, including verbal memory and academic subtests. Moderation analyses revealed no effects of age or home language on EF; however, regression analysis indicated that home language and vocabulary were significantly associated with parent-reported initiation abilities. Conclusion These findings provide partial support for a bilingual advantage in specific aspects of EF, particularly self-regulatory processes. However, this advantage did not extend to broader EF domains or performance-based measures, underscoring the complexity of EF in pediatric medical populations and the need for further research into subdomains and the role of language dominance in shaping potential bilingual advantages.