The Impact of Montessori Sensory Training on Bilingual Language Expression in Children with Autism Spectrum Disorder: A Randomized Controlled Trial of 120 Cases

Abstract

Children with autism spectrum disorder (ASD) in bilingual environments commonly experience an “input-output disconnect” dilemma. Traditional instruction relies predominantly on auditory channels, neglecting their tactile processing strengths, resulting in effective classroom attention spans of less than 8 minutes and active communication initiations fewer than 2 times per lesson. This study innovatively constructs a “Montessori Sensory-Bilingual Fusion Model” (MS-BLM), integrating Montessori materials such as sandpaper letters and sensory puzzles with bilingual vocabulary and syntax through a “tactile-language association” mechanism to resolve expressive difficulties. Employing a randomized controlled trial design, 120 children with ASD aged 6–9 years were recruited and assigned to experimental (n=60) and control (n=60) groups for a 6-month, 130-hour intervention. The experimental group utilized modified bilingual sandpaper cards, while the control group received conventional picture-based instruction. Results demonstrated that the experimental group achieved a 60% improvement in bilingual expression completeness (from 0.8 to 2.1 points), compared to 25% in the control group (Drysdale, H., van der Meer, L., & Kagohara, D., 2022). Tactile attention duration accounted for 68% of the mediation effect, with active communication frequency increasing to 4.2 times per lesson and sustained attention extending to 18.5 minutes. Maintenance rate reached 80% at 3-month follow-up. This study validates the causal role of tactile channels in bilingual intervention for children with special needs and yields a comprehensive toolkit (including lesson plans, material blueprints, and assessment scales) with per-student costs under $200, providing an evidence-based, scalable solution for inclusive education settings.