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• Hsia, T. H., McCabe, H., & Li, B.J. (2003) People’s Republic of China: Cultural issues and service provision in rural area.  In S. L. Odom, M. J. Hanson, J. A. Blackman, & S. Kaul (Eds.). Early intervention: Practices from around the world (pp. 27-47). Baltimore: Paul H. Brookes Publishing Co.

• Yu, B. (2016). Bilingualism as Conceptualized and Bilingualism as Lived: A Critical Examination of the Monolingual Socialization of a Child with Autism in a Bilingual Family. Journal of autism and developmental disorders, 46(2), 424-435. 
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This is an ethnographic and discourse analytic case study of a bilingual, minority-language family of a six-year-old child with autism whose family members were committed to speaking English with him. Drawing on family language policy , the study examines the tensions between the family members’ stated beliefs, management efforts, and their actual practices around language use with their child. 

• Yu, B. (2016). Code-switching as a communicative resource within routine, bilingual family interactions for a child on the autism spectrum. Perspectives of the ASHA Special Interest Groups, 1(14), 17-28. 
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This study is a conversation analysis of the code-switching behaviors of a bilingual child on the autism spectrum as he engaged in routine interactions with family members. The findings reveal that code-switching was used by this child strategically and systematically as a unique pragmatic resource.

• Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication. Augmentative and Alternative Communication, 30(1), 83-92. 
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In this paper, we discuss general considerations and future research needs relevant to the use of Augmentative and alternative communication (AAC) strategies and techniques with bilingual children, specifically, issues related to the scaffolding of communication and language development in more than one language, and the selection and customization of AAC systems for bilingual children. 

• Yu, B. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22(1), 10-24. 
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This study investigated the language practices of 10 bilingual, Chinese/English-speaking, immigrant mothers with their children with autism spectrum disorders. The findings showed that the parents adopted language practices that they perceived to be advantageous to intervention access and wellness. For example, they valued Chinese language but did not pursue it if they believed it hindered their children’s development. All of the mothers believed that bilingualism made learning more challenging. Many believed that it caused confusion or exacerbated disabilities, a view that was commonly reinforced by professionals. The findings also showed that language strategies that were not aligned with families’ natural communication patterns were difficult to maintain.