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Auteur Julia PARISH-MORRIS |
Documents disponibles écrits par cet auteur (29)
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Natural language markers of social phenotype in girls with autism / A. SONG in Journal of Child Psychology and Psychiatry, 62-8 (August 2021)
[article]
Titre : Natural language markers of social phenotype in girls with autism Type de document : Texte imprimé et/ou numérique Auteurs : A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.949-960 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960[article] Natural language markers of social phenotype in girls with autism [Texte imprimé et/ou numérique] / A. SONG, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; V. PETRULLA, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - p.949-960.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-8 (August 2021) . - p.949-960
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Child Female Humans Language Male Motivation Phenotype Autism spectrum condition language pronouns sex differences social phenotype Index. décimale : PER Périodiques Résumé : BACKGROUND: Girls with autism spectrum condition (ASC) are chronically underdiagnosed compared to boys, which may be due to poorly understood sex differences in a variety of domains, including social interest and motivation. In this study, we use natural language processing to identify objective markers of social phenotype that are easily obtained from a brief conversation with a nonexpert. METHODS: 87 school-aged children and adolescents with ASC (17 girls, 33 boys) or typical development (TD; 15 girls, 22 boys) were matched on age (mean = 11.35 years), IQ estimates (mean = 107), and - for ASC participants - level of social impairment. Participants engaged in an informal 5-min 'get to know you' conversation with a nonexpert conversation partner. To measure attention to social groups, we analyzed first-person plural pronoun variants (e.g., 'we' and 'us') and third-person plural pronoun variants (e.g., 'they' and 'them'). RESULTS: Consistent with prior research suggesting greater social motivation in autistic girls, autistic girls talked more about social groups than did ASC boys. Compared to TD girls, autistic girls demonstrated atypically heightened discussion of groups they were not a part of ('they', 'them'), indicating potential awareness of social exclusion. Pronoun use predicted individual differences in the social phenotypes of autistic girls. CONCLUSIONS: Relatively heightened but atypical social group focus is evident in autistic girls during spontaneous conversation, which contrasts with patterns observed in autistic boys and TD girls. Quantifying subtle linguistic differences in verbally fluent autistic girls is an important step toward improved identification and support for this understudied sector of the autism spectrum. En ligne : http://dx.doi.org/10.1111/jcpp.13348 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 Olfactory Dysfunction in Neurodevelopmental Disorders: A Meta-analytic Review of Autism Spectrum Disorders, Attention Deficit/Hyperactivity Disorder and Obsessive-Compulsive Disorder / Andrew J. D. CROW in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Olfactory Dysfunction in Neurodevelopmental Disorders: A Meta-analytic Review of Autism Spectrum Disorders, Attention Deficit/Hyperactivity Disorder and Obsessive-Compulsive Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Andrew J. D. CROW, Auteur ; Jennica M. JANSSEN, Auteur ; Kayci L. VICKERS, Auteur ; Julia PARISH-MORRIS, Auteur ; Paul J. MOBERG, Auteur ; David R. ROALF, Auteur Article en page(s) : p.2685-2697 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorders Meta-analysis Obsessive–compulsive disorder Olfaction Index. décimale : PER Périodiques Résumé : Olfactory dysfunction is recognized in neurodevelopmental disorders and may serve as an early indicator of global dysfunction. The present meta-analysis measures olfaction effect sizes in attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorders (ASDs), and obsessive-compulsive disorder (OCD). Meta-analysis included 320 ADHD, 346 ASD, and 208 OCD individuals as compared to 910 controls. Olfactory performance deficits were small-to-moderate and heterogeneous (d?=??-?0.42, 95% CI?=??-?0.59????-?0.25). Meta-analytic results indicate that olfactory dysfunction is evident in individuals with ASD and OCD, with small-to-negligible effects in ADHD. These findings imply olfactory dysfunction is related to clinical phenotype in ASD and OCD, but not ADHD, and warrant inclusion in clinical assessment and evaluation of certain neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-020-04376-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2685-2697[article] Olfactory Dysfunction in Neurodevelopmental Disorders: A Meta-analytic Review of Autism Spectrum Disorders, Attention Deficit/Hyperactivity Disorder and Obsessive-Compulsive Disorder [Texte imprimé et/ou numérique] / Andrew J. D. CROW, Auteur ; Jennica M. JANSSEN, Auteur ; Kayci L. VICKERS, Auteur ; Julia PARISH-MORRIS, Auteur ; Paul J. MOBERG, Auteur ; David R. ROALF, Auteur . - p.2685-2697.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2685-2697
Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorders Meta-analysis Obsessive–compulsive disorder Olfaction Index. décimale : PER Périodiques Résumé : Olfactory dysfunction is recognized in neurodevelopmental disorders and may serve as an early indicator of global dysfunction. The present meta-analysis measures olfaction effect sizes in attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorders (ASDs), and obsessive-compulsive disorder (OCD). Meta-analysis included 320 ADHD, 346 ASD, and 208 OCD individuals as compared to 910 controls. Olfactory performance deficits were small-to-moderate and heterogeneous (d?=??-?0.42, 95% CI?=??-?0.59????-?0.25). Meta-analytic results indicate that olfactory dysfunction is evident in individuals with ASD and OCD, with small-to-negligible effects in ADHD. These findings imply olfactory dysfunction is related to clinical phenotype in ASD and OCD, but not ADHD, and warrant inclusion in clinical assessment and evaluation of certain neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1007/s10803-020-04376-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 Personal victimization experiences of autistic and non-autistic children / Natalie LIBSTER in Molecular Autism, 13 (2022)
[article]
Titre : Personal victimization experiences of autistic and non-autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Natalie LIBSTER, Auteur ; Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur Article en page(s) : 51 p. Langues : Anglais (eng) Mots-clés : Humans Male Child Female Autistic Disorder Crime Victims Bullying Peer Group Cognition Autism spectrum disorder Autism symptom severity Bullying victimization Sex differences Social affect Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children report higher levels of bullying victimization than their non-autistic peers. However, autistic children with fewer social difficulties, as measured on the Autism Diagnostic Observation Schedule (ADOS), are more likely to report being bullied. Autistic children with stronger social skills may not only be more likely to identify and report incidents of bullying, but they may also be more likely to interact with their non-autistic peers, increasing their likelihood of being victimized. Autistic girls may be especially at-risk of experiencing bullying victimization, as a growing body of research suggests that autistic girls demonstrate fewer social difficulties and are more socially motivated than autistic boys. Here, we explored reported problems with peers and bullying victimization among a carefully matched sample of autistic and non-autistic boys and girls. Qualitative methods were further implemented to gain a more holistic understanding of the social experiences of autistic boys and girls. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Within each diagnostic group, boys and girls were matched on ADOS severity score. We compared reported problems with peers and bullying victimization across sex and diagnosis. Among autistic children, we further examined whether ADOS social affect (SA), restricted repetitive behaviors, and severity scores predicted problems with peers and bullying victimization. We then identified themes related to personal experiences of victimization. RESULTS: Autistic children were more likely than non-autistic children to have experienced bullying victimization, and autistic children with lower ADOS severity and SA scores were more likely to report having been bullied. While autistic boys and girls reported similar levels of bullying victimization, qualitative analyses revealed sex differences in the underlying causes of peer conflict. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their peer relationships, and variations in follow-up questions may have influenced children's responses. CONCLUSIONS: Although autism symptomatology places autistic children at greater risk for bullying victimization compared to their non-autistic peers, greater social challenges among autistic children are associated with lower rates of victimization. This study further highlights the importance of using mixed-methods approaches to discover nuances in the social experiences of autistic girls and boys that may become opportunities for support. En ligne : http://dx.doi.org/10.1186/s13229-022-00531-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Molecular Autism > 13 (2022) . - 51 p.[article] Personal victimization experiences of autistic and non-autistic children [Texte imprimé et/ou numérique] / Natalie LIBSTER, Auteur ; Azia KNOX, Auteur ; Selin ENGIN, Auteur ; Daniel GESCHWIND, Auteur ; Julia PARISH-MORRIS, Auteur ; Connie KASARI, Auteur . - 51 p.
Langues : Anglais (eng)
in Molecular Autism > 13 (2022) . - 51 p.
Mots-clés : Humans Male Child Female Autistic Disorder Crime Victims Bullying Peer Group Cognition Autism spectrum disorder Autism symptom severity Bullying victimization Sex differences Social affect Index. décimale : PER Périodiques Résumé : BACKGROUND: Autistic children report higher levels of bullying victimization than their non-autistic peers. However, autistic children with fewer social difficulties, as measured on the Autism Diagnostic Observation Schedule (ADOS), are more likely to report being bullied. Autistic children with stronger social skills may not only be more likely to identify and report incidents of bullying, but they may also be more likely to interact with their non-autistic peers, increasing their likelihood of being victimized. Autistic girls may be especially at-risk of experiencing bullying victimization, as a growing body of research suggests that autistic girls demonstrate fewer social difficulties and are more socially motivated than autistic boys. Here, we explored reported problems with peers and bullying victimization among a carefully matched sample of autistic and non-autistic boys and girls. Qualitative methods were further implemented to gain a more holistic understanding of the social experiences of autistic boys and girls. METHODS: This mixed-methods study analyzed the transcribed clinical evaluations of 58 autistic children (29 girls) matched to 42 non-autistic children (21 girls) on age and IQ. Within each diagnostic group, boys and girls were matched on ADOS severity score. We compared reported problems with peers and bullying victimization across sex and diagnosis. Among autistic children, we further examined whether ADOS social affect (SA), restricted repetitive behaviors, and severity scores predicted problems with peers and bullying victimization. We then identified themes related to personal experiences of victimization. RESULTS: Autistic children were more likely than non-autistic children to have experienced bullying victimization, and autistic children with lower ADOS severity and SA scores were more likely to report having been bullied. While autistic boys and girls reported similar levels of bullying victimization, qualitative analyses revealed sex differences in the underlying causes of peer conflict. LIMITATIONS: This study was a secondary data analysis. The standardized set of questions on the ADOS limited the amount of information that children provided about their peer relationships, and variations in follow-up questions may have influenced children's responses. CONCLUSIONS: Although autism symptomatology places autistic children at greater risk for bullying victimization compared to their non-autistic peers, greater social challenges among autistic children are associated with lower rates of victimization. This study further highlights the importance of using mixed-methods approaches to discover nuances in the social experiences of autistic girls and boys that may become opportunities for support. En ligne : http://dx.doi.org/10.1186/s13229-022-00531-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 Safety and Feasibility of an Immersive Virtual Reality Intervention Program for Teaching Police Interaction Skills to Adolescents and Adults with Autism / Joseph P. MCCLEERY in Autism Research, 13-8 (August 2020)
[article]
Titre : Safety and Feasibility of an Immersive Virtual Reality Intervention Program for Teaching Police Interaction Skills to Adolescents and Adults with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Joseph P. MCCLEERY, Auteur ; Ashley ZITTER, Auteur ; Rita SOLORZANO, Auteur ; Sinan TURNACIOGLU, Auteur ; Judith S. MILLER, Auteur ; Vijay RAVINDRAN, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.1418-1424 Langues : Anglais (eng) Mots-clés : adolescents adults autism spectrum disorder feasibility immersive virtual reality intervention safety Index. décimale : PER Périodiques Résumé : Low-cost, wireless immersive virtual reality (VR) holds significant promise as a flexible and scalable intervention tool to help individuals with autism spectrum disorder (ASD) learn and develop critical practical life skills, including interacting safely and effectively with police officers. Previous research suggests that VR is a motivating intervention platform, but many individuals with ASD also exhibit anxiety and sensory sensitivities which might make it difficult to tolerate VR experiences. Here, we describe the results of a relatively large-scale, National Institutes of Health-funded systematic examination of the safety, feasibility, and usability of an immersive VR training program in adolescents and adults with ASD, aged 12 and older. Sixty verbally fluent individuals with no personal or immediate family history of seizures or migraines participated in either one (n = 30) or three 45-min (n = 30) VR sessions using a lightweight wireless headset, and were monitored for side effects. Participants also reported on system usability, enjoyment, and willingness to engage in further VR sessions. Results confirm that immersive VR is safe, feasible, and highly usable for verbally fluent adolescents and adults with ASD. LAY SUMMARY: Immersive virtual reality (VR) holds promise as a means to provide social skills interventions for individuals with autism spectrum disorder (ASD), but it is unclear whether associated anxiety and sensory symptoms might limit feasibility. Here, we report data that indicate that immersive VR is both safe and feasible for use in verbally fluent adolescents and adults with ASD, for up to three 45-min sessions. Autism Res 2020, 13: 1418-1424. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Autism Research > 13-8 (August 2020) . - p.1418-1424[article] Safety and Feasibility of an Immersive Virtual Reality Intervention Program for Teaching Police Interaction Skills to Adolescents and Adults with Autism [Texte imprimé et/ou numérique] / Joseph P. MCCLEERY, Auteur ; Ashley ZITTER, Auteur ; Rita SOLORZANO, Auteur ; Sinan TURNACIOGLU, Auteur ; Judith S. MILLER, Auteur ; Vijay RAVINDRAN, Auteur ; Julia PARISH-MORRIS, Auteur . - p.1418-1424.
Langues : Anglais (eng)
in Autism Research > 13-8 (August 2020) . - p.1418-1424
Mots-clés : adolescents adults autism spectrum disorder feasibility immersive virtual reality intervention safety Index. décimale : PER Périodiques Résumé : Low-cost, wireless immersive virtual reality (VR) holds significant promise as a flexible and scalable intervention tool to help individuals with autism spectrum disorder (ASD) learn and develop critical practical life skills, including interacting safely and effectively with police officers. Previous research suggests that VR is a motivating intervention platform, but many individuals with ASD also exhibit anxiety and sensory sensitivities which might make it difficult to tolerate VR experiences. Here, we describe the results of a relatively large-scale, National Institutes of Health-funded systematic examination of the safety, feasibility, and usability of an immersive VR training program in adolescents and adults with ASD, aged 12 and older. Sixty verbally fluent individuals with no personal or immediate family history of seizures or migraines participated in either one (n = 30) or three 45-min (n = 30) VR sessions using a lightweight wireless headset, and were monitored for side effects. Participants also reported on system usability, enjoyment, and willingness to engage in further VR sessions. Results confirm that immersive VR is safe, feasible, and highly usable for verbally fluent adolescents and adults with ASD. LAY SUMMARY: Immersive virtual reality (VR) holds promise as a means to provide social skills interventions for individuals with autism spectrum disorder (ASD), but it is unclear whether associated anxiety and sensory symptoms might limit feasibility. Here, we report data that indicate that immersive VR is both safe and feasible for use in verbally fluent adolescents and adults with ASD, for up to three 45-min sessions. Autism Res 2020, 13: 1418-1424. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.2352 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Sex Differences in Autism: Examining Intrinsic and Extrinsic Factors in Children and Adolescents Enrolled in a National ASD Cohort / Emily F. DILLON in Journal of Autism and Developmental Disorders, 53-4 (April 2023)
[article]
Titre : Sex Differences in Autism: Examining Intrinsic and Extrinsic Factors in Children and Adolescents Enrolled in a National ASD Cohort Type de document : Texte imprimé et/ou numérique Auteurs : Emily F. DILLON, Auteur ; Stephen KANNE, Auteur ; Rebecca J. LANDA, Auteur ; Robert ANNETT, Auteur ; Raphael BERNIER, Auteur ; Catherine BRADLEY, Auteur ; Laura CARPENTER, Auteur ; So Hyun KIM, Auteur ; Julia PARISH-MORRIS, Auteur ; Robert T. SCHULTZ, Auteur ; Ericka L. WODKA, Auteur ; Ericka L. WODKA, Auteur ; Spark consortium THE, Auteur Article en page(s) : p.1305-1318 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Discernment of possible sex-based variations in presentations of autism spectrum disorder (ASD) symptoms is limited by smaller female samples with ASD and confounds with ASD ascertainment. A large national cohort of individuals with autism, SPARK, allowed parent report data to be leveraged to examine whether intrinsic child characteristics and extrinsic factors differentially impact males and females with ASD. Small but consistent sex differences in individuals with ASD emerged related to both intrinsic and extrinsic factors, with different markers for males and females. Language concerns in males may make discernment of ASD more straightforward, while early motor concerns in females may hamper diagnosis as such delays are not identified within traditional ASD diagnostic criteria. En ligne : https://doi.org/10.1007/s10803-021-05385-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1305-1318[article] Sex Differences in Autism: Examining Intrinsic and Extrinsic Factors in Children and Adolescents Enrolled in a National ASD Cohort [Texte imprimé et/ou numérique] / Emily F. DILLON, Auteur ; Stephen KANNE, Auteur ; Rebecca J. LANDA, Auteur ; Robert ANNETT, Auteur ; Raphael BERNIER, Auteur ; Catherine BRADLEY, Auteur ; Laura CARPENTER, Auteur ; So Hyun KIM, Auteur ; Julia PARISH-MORRIS, Auteur ; Robert T. SCHULTZ, Auteur ; Ericka L. WODKA, Auteur ; Ericka L. WODKA, Auteur ; Spark consortium THE, Auteur . - p.1305-1318.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-4 (April 2023) . - p.1305-1318
Index. décimale : PER Périodiques Résumé : Discernment of possible sex-based variations in presentations of autism spectrum disorder (ASD) symptoms is limited by smaller female samples with ASD and confounds with ASD ascertainment. A large national cohort of individuals with autism, SPARK, allowed parent report data to be leveraged to examine whether intrinsic child characteristics and extrinsic factors differentially impact males and females with ASD. Small but consistent sex differences in individuals with ASD emerged related to both intrinsic and extrinsic factors, with different markers for males and females. Language concerns in males may make discernment of ASD more straightforward, while early motor concerns in females may hamper diagnosis as such delays are not identified within traditional ASD diagnostic criteria. En ligne : https://doi.org/10.1007/s10803-021-05385-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 Sex differences in friendships and loneliness in autistic and non-autistic children across development / Azia KNOX ; Selin ENGIN ; Daniel GESCHWIND ; Julia PARISH-MORRIS ; Connie KASARI in Molecular Autism, 14 (2023)
PermalinkSex differences in social and emotional insight in youth with and without autism / Meredith COLA ; Kimberly G. TENA ; Azia KNOX ; Alison RUSSELL ; Maggie Rose PELELLA ; Aili HAUPTMANN ; Maxine COVELLO ; Julia PARISH-MORRIS ; Joseph P. MCCLEERY in Molecular Autism, 14 (2023)
PermalinkSex differences in the first impressions made by girls and boys with autism / Meredith L. COLA in Molecular Autism, 11 (2020)
PermalinkSex differences in the temporal dynamics of autistic children's natural conversations / Meredith COLA ; Azia KNOX ; Maggie Rose PELELLA ; Alison RUSSELL ; Aili HAUPTMANN ; Maxine COVELLO ; Christopher CIERI ; Mark LIBERMAN ; Robert T. SCHULTZ ; Julia PARISH-MORRIS in Molecular Autism, 14 (2023)
PermalinkSocial and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism / Clare HARROP in Autism Research, 13-5 (May 2020)
PermalinkSocial language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms / Emily F. FERGUSON in Autism, 24-5 (July 2020)
PermalinkThe broad autism phenotype predicts child functioning in autism spectrum disorders / C. R. MAXWELL in Journal of Neurodevelopmental Disorders, 5-1 (December 2013)
PermalinkUsing percentiles in the interpretation of Patient-Reported Outcomes Measurement Information System scores: Guidelines for autism / Julia SCHUCHARD in Autism Research, 15-12 (December 2022)
PermalinkVisual attention to faces in children with autism spectrum disorder: are there sex differences? / C. HARROP in Molecular Autism, 10 (2019)
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