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Social-cognitive mechanisms in the cycle of violence: Cognitive and affective theory of mind, and externalizing psychopathology in children and adolescents / Charlotte HELENIAK in Development and Psychopathology, 32-2 (May 2020)
[article]
Titre : Social-cognitive mechanisms in the cycle of violence: Cognitive and affective theory of mind, and externalizing psychopathology in children and adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte HELENIAK, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.735-750 Langues : Anglais (eng) Mots-clés : adversity aggression externalizing theory of mind violence Index. décimale : PER Périodiques Résumé : Children who are victims of interpersonal violence have a markedly elevated risk of engaging in aggressive behavior and perpetrating violence in adolescence and adulthood. Although alterations in social information processing have long been understood as a core mechanism underlying the link between violence exposure and externalizing behavior, scant research has examined more basic social cognition abilities that might underlie this association. To that end, this study examined the associations of interpersonal violence exposure with cognitive and affective theory of mind (ToM), core social-cognitive processes that underlie many aspects of social information processing. In addition, we evaluated whether difficulties with ToM were associated with externalizing psychopathology. Data were collected in a community-based sample of 246 children and adolescents aged 8-16 who had a high concentration of exposure to interpersonal violence. Violence exposure was associated with lower accuracy during cognitive and affective ToM, and the associations persisted after adjusting for co-occurring forms of adversity characterized by deprivation, including poverty and emotional neglect. Poor ToM performance, in turn, was associated with externalizing behaviors. These findings shed light on novel pathways that increase risk for aggression in children who have experienced violence. En ligne : http://dx.doi.org/10.1017/s0954579419000725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Development and Psychopathology > 32-2 (May 2020) . - p.735-750[article] Social-cognitive mechanisms in the cycle of violence: Cognitive and affective theory of mind, and externalizing psychopathology in children and adolescents [Texte imprimé et/ou numérique] / Charlotte HELENIAK, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.735-750.
Langues : Anglais (eng)
in Development and Psychopathology > 32-2 (May 2020) . - p.735-750
Mots-clés : adversity aggression externalizing theory of mind violence Index. décimale : PER Périodiques Résumé : Children who are victims of interpersonal violence have a markedly elevated risk of engaging in aggressive behavior and perpetrating violence in adolescence and adulthood. Although alterations in social information processing have long been understood as a core mechanism underlying the link between violence exposure and externalizing behavior, scant research has examined more basic social cognition abilities that might underlie this association. To that end, this study examined the associations of interpersonal violence exposure with cognitive and affective theory of mind (ToM), core social-cognitive processes that underlie many aspects of social information processing. In addition, we evaluated whether difficulties with ToM were associated with externalizing psychopathology. Data were collected in a community-based sample of 246 children and adolescents aged 8-16 who had a high concentration of exposure to interpersonal violence. Violence exposure was associated with lower accuracy during cognitive and affective ToM, and the associations persisted after adjusting for co-occurring forms of adversity characterized by deprivation, including poverty and emotional neglect. Poor ToM performance, in turn, was associated with externalizing behaviors. These findings shed light on novel pathways that increase risk for aggression in children who have experienced violence. En ligne : http://dx.doi.org/10.1017/s0954579419000725 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder / K. IBRAHIM in Autism Research, 14-12 (December 2021)
[article]
Titre : Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur Article en page(s) : p.2495-2511 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450
in Autism Research > 14-12 (December 2021) . - p.2495-2511[article] Social cognitive skills groups increase medial prefrontal cortex activity in children with autism spectrum disorder [Texte imprimé et/ou numérique] / K. IBRAHIM, Auteur ; L. V. SOORYA, Auteur ; Danielle B. HALPERN, Auteur ; M. GORENSTEIN, Auteur ; P. M. SIPER, Auteur ; A. Ting WANG, Auteur . - p.2495-2511.
Langues : Anglais (eng)
in Autism Research > 14-12 (December 2021) . - p.2495-2511
Mots-clés : Autism Spectrum Disorder/diagnostic imaging Brain Child Cognition Humans Prefrontal Cortex/diagnostic imaging Social Skills Asd eye gaze fMRI irony medial prefrontal cortex social cognitive skills groups Index. décimale : PER Périodiques Résumé : Few studies have examined the neural mechanisms of change following social skills interventions for children with autism spectrum disorder (ASD). This study examined the neural effects of social cognitive skills groups during functional MRI (fMRI) tasks of irony comprehension and eye gaze processing in school-aged children with ASD. Verbally fluent children (ages 8-11) were randomized to social cognitive skills groups or facilitated play comparison groups. Behavioral assessments and fMRI scans were obtained at baseline and endpoint (12?weeks). During fMRI, children completed two separate tasks to engage social cognition circuitry: comprehension of potentially ironic scenarios (n =?34) and viewing emotionally expressive faces with direct or averted gaze (n =?24). Whole-brain analyses were conducted to examine neural changes following treatment. Regression analyses were also conducted to explore the relationship between neural and behavioral changes. When comparing the two groups directly, the social cognitive skills group showed greater increases in activity in the medial prefrontal cortex (mPFC), implicated in theory of mind, relative to the comparison group for both irony comprehension and gaze processing tasks. Increased mPFC activity during the irony task was associated with improvement in social functioning on the Social Responsiveness Scale across both groups. Findings indicate that social cognitive skills interventions may increase activity in regions associated with social cognition and mentalizing abilities. LAY SUMMARY: Social skills groups are a common intervention for school-aged children with ASD. However, few studies have examined the neural response to social skills groups in school-aged children with ASD. Here, we report on a study evaluating neural outcomes from an empirically supported social cognitive skills training curriculum using fMRI. This study seeks to understand the effects of targeting emotion recognition and theory of mind on the brain circuitry involved in social cognition in verbally fluent children ages 8-11. Results indicate increased neural activity in the mPFC, a region considered to be a central hub of the "social brain," in children randomized to social cognitive skills groups relative to a comparison group that received a high-quality, child-directed play approach. In addition, increased activation in the mPFC during an irony comprehension task was associated with gains in social functioning across both groups from pre- to post-treatment. This is the first fMRI study of social skills treatment outcomes following a randomized trial with an active treatment condition in school-aged children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2603 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 Social communication and emotion difficulties and second to fourth digit ratio in a large community-based sample / Manuela BARONA in Molecular Autism, (December 2015)
[article]
Titre : Social communication and emotion difficulties and second to fourth digit ratio in a large community-based sample Type de document : Texte imprimé et/ou numérique Auteurs : Manuela BARONA, Auteur ; Radha KOTHARI, Auteur ; David SKUSE, Auteur ; Nadia MICALI, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Recent research investigating the extreme male brain theory of autism spectrum disorders (ASD) has drawn attention to the possibility that autistic type social difficulties may be associated with high prenatal testosterone exposure. This study aims to investigate the association between social communication and emotion recognition difficulties and second to fourth digit ratio (2D:4D) and circulating maternal testosterone during pregnancy in a large community-based cohort: the Avon Longitudinal Study of Parents and Children (ALSPAC). A secondary aim is to investigate possible gender differences in the associations. En ligne : http://dx.doi.org/10.1186/s13229-015-0063-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277
in Molecular Autism > (December 2015) . - p.1-11[article] Social communication and emotion difficulties and second to fourth digit ratio in a large community-based sample [Texte imprimé et/ou numérique] / Manuela BARONA, Auteur ; Radha KOTHARI, Auteur ; David SKUSE, Auteur ; Nadia MICALI, Auteur . - p.1-11.
Langues : Anglais (eng)
in Molecular Autism > (December 2015) . - p.1-11
Index. décimale : PER Périodiques Résumé : Recent research investigating the extreme male brain theory of autism spectrum disorders (ASD) has drawn attention to the possibility that autistic type social difficulties may be associated with high prenatal testosterone exposure. This study aims to investigate the association between social communication and emotion recognition difficulties and second to fourth digit ratio (2D:4D) and circulating maternal testosterone during pregnancy in a large community-based cohort: the Avon Longitudinal Study of Parents and Children (ALSPAC). A secondary aim is to investigate possible gender differences in the associations. En ligne : http://dx.doi.org/10.1186/s13229-015-0063-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=277 Social communication deficits following early-life deprivation and relation to psychopathology: a randomized clinical trial of foster care / Mark WADE in Journal of Child Psychology and Psychiatry, 61-12 (December 2020)
[article]
Titre : Social communication deficits following early-life deprivation and relation to psychopathology: a randomized clinical trial of foster care Type de document : Texte imprimé et/ou numérique Auteurs : Mark WADE, Auteur ; Charles H. ZEANAH, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur Article en page(s) : p.1360-1369 Langues : Anglais (eng) Mots-clés : Institutional rearing foster care intervention maltreatment psychopathology severe early neglect social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Children reared in institutions experience profound deprivation that is linked to impairments in social communication (SC). However, little is known about the long-term consequences of institutional rearing on SC through adolescence, and how SC deficits relate to broad-spectrum psychopathology. It is also unclear whether early removal from deprivation and placement into socially enriched environments remediates these difficulties. METHODS: Children reared in Romanian institutions from the Bucharest Early Intervention Project were randomly assigned to care as usual or foster care intervention in early childhood. An age- and sex-matched group of never-institutionalized children was also recruited. SC data from 208 children at age 8 and 129 children at 16 were collected using the Social Communication Questionnaire. Psychopathology was assessed as saved factor scores for general (P) and specific internalizing (INT) and externalizing (EXT) problems. We examined (a) whether institutional rearing is associated with continued SC deficits into adolescence; (b) whether early placement into foster care mitigates risk for SC problems; and (c) associations between SC and psychopathology from middle childhood (age 8) to adolescence (age 16). RESULTS: Findings suggest that: (a) institutionally-reared children have significantly more SC problems than never-institutionalized children at age 16; (b) children placed into foster care early in life have fewer problems with reciprocal social interaction compared to those with prolonged institutional rearing; and (c) deficits in SC at age 8 partially account for the link between institutional rearing and general psychopathology at age 16. CONCLUSIONS: Early deprivation is associated with impairments in SC that persist into adolescence, with evidence for the remedial benefit of family-based care in the domain of reciprocal social interaction. Moreover, deficits in SC among ever-institutionalized children in middle childhood may increase the risk of broad-spectrum psychopathology in adolescence, thus providing one putative target for early intervention to safeguard against later psychiatric problems. En ligne : http://dx.doi.org/10.1111/jcpp.13222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434
in Journal of Child Psychology and Psychiatry > 61-12 (December 2020) . - p.1360-1369[article] Social communication deficits following early-life deprivation and relation to psychopathology: a randomized clinical trial of foster care [Texte imprimé et/ou numérique] / Mark WADE, Auteur ; Charles H. ZEANAH, Auteur ; Nathan A. FOX, Auteur ; Charles A. NELSON, Auteur . - p.1360-1369.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-12 (December 2020) . - p.1360-1369
Mots-clés : Institutional rearing foster care intervention maltreatment psychopathology severe early neglect social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: Children reared in institutions experience profound deprivation that is linked to impairments in social communication (SC). However, little is known about the long-term consequences of institutional rearing on SC through adolescence, and how SC deficits relate to broad-spectrum psychopathology. It is also unclear whether early removal from deprivation and placement into socially enriched environments remediates these difficulties. METHODS: Children reared in Romanian institutions from the Bucharest Early Intervention Project were randomly assigned to care as usual or foster care intervention in early childhood. An age- and sex-matched group of never-institutionalized children was also recruited. SC data from 208 children at age 8 and 129 children at 16 were collected using the Social Communication Questionnaire. Psychopathology was assessed as saved factor scores for general (P) and specific internalizing (INT) and externalizing (EXT) problems. We examined (a) whether institutional rearing is associated with continued SC deficits into adolescence; (b) whether early placement into foster care mitigates risk for SC problems; and (c) associations between SC and psychopathology from middle childhood (age 8) to adolescence (age 16). RESULTS: Findings suggest that: (a) institutionally-reared children have significantly more SC problems than never-institutionalized children at age 16; (b) children placed into foster care early in life have fewer problems with reciprocal social interaction compared to those with prolonged institutional rearing; and (c) deficits in SC at age 8 partially account for the link between institutional rearing and general psychopathology at age 16. CONCLUSIONS: Early deprivation is associated with impairments in SC that persist into adolescence, with evidence for the remedial benefit of family-based care in the domain of reciprocal social interaction. Moreover, deficits in SC among ever-institutionalized children in middle childhood may increase the risk of broad-spectrum psychopathology in adolescence, thus providing one putative target for early intervention to safeguard against later psychiatric problems. En ligne : http://dx.doi.org/10.1111/jcpp.13222 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=434 Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment / Jenny GIBSON in Journal of Child Psychology and Psychiatry, 54-11 (November 2013)
[article]
Titre : Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Jenny GIBSON, Auteur ; Catherine ADAMS, Auteur ; Elaine LOCKTON, Auteur ; Jonathan GREEN, Auteur Article en page(s) : p.1186-1197 Langues : Anglais (eng) Mots-clés : Social communication disorder high functioning autism language impairment pragmatics restricted and repetitive behaviours and interests social functioning diagnosis Index. décimale : PER Périodiques Résumé : Background Developmental disorders of language and communication present considerable diagnostic challenges due to overlapping of symptomatology and uncertain aetiology. We aimed to further elucidate the behavioural and linguistic profile associated with impairments of social communication occurring outside of an autism diagnosis. Methods Six to eleven year olds diagnosed with pragmatic language impairment (PLI), high functioning autism (HFA) or specific language impairment (SLI) were compared on measures of social interaction with peers (PI), restricted and repetitive behaviours/interests (RRBIs) and language ability. Odds ratios (OR) from a multinomial logistic regression were used to determine the importance of each measure to diagnostic grouping. MANOVA was used to investigate differences in subscale scores for the PI measure. Results Greater degrees of PI difficulties (OR = 1.22, 95% CI = 1.05–1.41), RRBI (OR = 1.23, 95% CI = 1.06–1.42) and expressive language ability (OR = 1.16, 95% CI = 1.03–1.30) discriminated HFA from PLI. PLI was differentiated from SLI by elevated PI difficulties (OR = 0.82, 95% CI = 0.70–0.96) and higher expressive language ability (OR = 0.88, 95% CI = 0.77–0.98), but indistinguishable from SLI using RRBI (OR = 1.01, 95% CI=0.94–1.09). A significant effect of group on PI subscales was observed (? = 1.38, F(4, 56) = 19.26, p .01) and PLI and HFA groups shared a similar PI subscale profile. Conclusions Results provide empirical support for a conceptualisation of PLI as a developmental impairment distinguishable from HFA by absence of RRBIs and by the presence of expressive language difficulties. PI difficulties appear elevated in PLI compared with SLI, but may be less pervasive than in HFA. Findings are discussed with reference to the proposed new category of ‘social communication disorder’ in DSM-5. En ligne : http://dx.doi.org/10.1111/jcpp.12079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217
in Journal of Child Psychology and Psychiatry > 54-11 (November 2013) . - p.1186-1197[article] Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment [Texte imprimé et/ou numérique] / Jenny GIBSON, Auteur ; Catherine ADAMS, Auteur ; Elaine LOCKTON, Auteur ; Jonathan GREEN, Auteur . - p.1186-1197.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-11 (November 2013) . - p.1186-1197
Mots-clés : Social communication disorder high functioning autism language impairment pragmatics restricted and repetitive behaviours and interests social functioning diagnosis Index. décimale : PER Périodiques Résumé : Background Developmental disorders of language and communication present considerable diagnostic challenges due to overlapping of symptomatology and uncertain aetiology. We aimed to further elucidate the behavioural and linguistic profile associated with impairments of social communication occurring outside of an autism diagnosis. Methods Six to eleven year olds diagnosed with pragmatic language impairment (PLI), high functioning autism (HFA) or specific language impairment (SLI) were compared on measures of social interaction with peers (PI), restricted and repetitive behaviours/interests (RRBIs) and language ability. Odds ratios (OR) from a multinomial logistic regression were used to determine the importance of each measure to diagnostic grouping. MANOVA was used to investigate differences in subscale scores for the PI measure. Results Greater degrees of PI difficulties (OR = 1.22, 95% CI = 1.05–1.41), RRBI (OR = 1.23, 95% CI = 1.06–1.42) and expressive language ability (OR = 1.16, 95% CI = 1.03–1.30) discriminated HFA from PLI. PLI was differentiated from SLI by elevated PI difficulties (OR = 0.82, 95% CI = 0.70–0.96) and higher expressive language ability (OR = 0.88, 95% CI = 0.77–0.98), but indistinguishable from SLI using RRBI (OR = 1.01, 95% CI=0.94–1.09). A significant effect of group on PI subscales was observed (? = 1.38, F(4, 56) = 19.26, p .01) and PLI and HFA groups shared a similar PI subscale profile. Conclusions Results provide empirical support for a conceptualisation of PLI as a developmental impairment distinguishable from HFA by absence of RRBIs and by the presence of expressive language difficulties. PI difficulties appear elevated in PLI compared with SLI, but may be less pervasive than in HFA. Findings are discussed with reference to the proposed new category of ‘social communication disorder’ in DSM-5. En ligne : http://dx.doi.org/10.1111/jcpp.12079 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 Social communication effects of peer-mediated recess intervention for children with autism / Brandon MCFADDEN in Research in Autism Spectrum Disorders, 8-12 (December 2014)
PermalinkSocial communication impairments in children and adolescents with Asperger syndrome: Slow response time and the impact of prompting / Nils KALAND in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkSocial communication in children with autism spectrum disorder (asd): Correlation between DSM-5 and autism classification system of functioning—social communication (ACSF:SC) / Francesco CRAIG in Autism Research, 10-7 (July 2017)
PermalinkSocial Communication Profiles of Children with Autism Spectrum Disorders Late in the Second Year of Life / Amy M. WETHERBY in Journal of Autism and Developmental Disorders, 37-5 (May 2007)
PermalinkSocial-communicative abilities and language in preschoolers with autism spectrum disorders: Associations differ depending on language age / Sara VAN DER PAELT in Research in Autism Spectrum Disorders, 8-5 (May 2014)
PermalinkSocial-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / D. LAISTER in Autism, 25-6 (August 2021)
PermalinkSocial-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / Dominik LAISTER in Autism, 26-6 (August 2022)
PermalinkSocial Competence and Social Skills Training and Intervention for Children with Autism Spectrum Disorders / Albert J. COTUGNO in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkSocial competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades / Marc H. BORNSTEIN in Development and Psychopathology, 22-4 (November 2010)
PermalinkA social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders / Yen-Ting YU ; Ming-Hsuan LIU ; Ching-Chiau KUO ; Ching-Lin HSIEH ; Kuan-Lin CHEN in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkSocial competence in autism: A structural equation modeling approach / G. L. SIMMONS in Autism Research, 17-4 (April 2024)
PermalinkSocial Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
PermalinkSocial Competence Intervention for Parents (SCI-P): Comparing Outcomes for a Parent Education Program Targeting Adolescents with ASD / Tia SCHULTZ in Autism Research and Treatment, (December 2011)
PermalinkA social competence intervention for young children with high functioning autism and Asperger syndrome: a pilot study / Elizabeth Portman MINNE in Autism, 16-6 (November 2012)
PermalinkSocial Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 40-9 (September 2010)
PermalinkSocial competence with an unfamiliar peer in children and adolescents with high functioning autism: Measurement and individual differences / Lauren V. USHER in Research in Autism Spectrum Disorders, 17 (September 2015)
PermalinkSocial complexity and the early social environment affect visual social attention to faces / T. TSANG in Autism Research, 12-3 (March 2019)
PermalinkSocial conformity and autism spectrum disorder: A child-friendly take on a classic study / Abdul-Fattah YAFAI in Autism, 18-8 (November 2014)
PermalinkSocial Conformity in Autism / S. C. LAZZARO in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
PermalinkSocial connectedness and adolescent suicide risk / David BRENT ; Jacqueline GRUPP-PHELAN ; Bradley J. BARNEY ; Anthony SPIRITO ; Megan M. MROCZKOWSKI ; Rohit SHENOI ; Melinda MAHABEE-GITTENS ; T. Charles CASPER ; Cheryl KING ; in collaboration with the Pediatric Emergency Care Applied Research NETWORK in Journal of Child Psychology and Psychiatry, 69-6 (June 2024)
PermalinkSocial Connectedness and Loneliness Mediate the Association Between Autistic Traits and Internalizing Symptoms Among Young Adults / L. V. STICE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
PermalinkSocial context in stress and autism: comparing physiological profiles across two social paradigms in youth with and without autism spectrum disorder / Rachael A. MUSCATELLO in Research in Autism Spectrum Disorders, 112 (April 2024)
PermalinkSocial contextual links to emotion regulation in an adolescent psychiatric inpatient population: do gender and symptomatology matter? / Molly ADRIAN in Journal of Child Psychology and Psychiatry, 50-11 (November 2009)
PermalinkSocial conversation skill improvements associated with the Social Tools And Rules for Teens program for adolescents with autism spectrum disorder: Results of a randomized controlled trial / J. A. KO in Autism, 23-5 (July 2019)
PermalinkSocial Decision Making in Autistic Adolescents: The Role of Theory of Mind, Executive Functioning and Emotion Regulation / Kate Anne WOODCOCK in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkSocial determinants of mental health during a year of the COVID-19 pandemic / Amy ORBEN ; Annabel SONGCO ; Elaine FOX ; Cecile D. LADOUCEUR ; Louise MEWTON ; Michelle MOULDS ; Jennifer H. PFEIFER ; Anne-Laura VAN HARMELEN ; Susanne SCHWEIZER in Development and Psychopathology, 35-4 (October 2023)
PermalinkA social-development model of the evolution of depressive symptoms from age 13 to 30 / Joseph P. ALLEN in Development and Psychopathology, 36-1 (February 2024)
PermalinkSocial difficulties in youth with autism with and without anxiety and ADHD symptoms / A. J. MCVEY in Autism Research, 11-12 (December 2018)
PermalinkSocial–ecological predictors of externalizing behavior trajectories in at-risk youth / Caleb J. FIGGE in Development and Psychopathology, 30-1 (February 2018)
PermalinkSocial-Emotional and Behavioural Difficulties in Children with Neurodevelopmental Disorders: Emotion Perception in Daily Life and in a Formal Assessment Context / Marja-Leena LAAKSO ; Kerttu HUTTUNEN in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
PermalinkSocial-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder / Nicole M. RUSSO-PONSARAN in Autism Research, 8-5 (October 2015)
PermalinkSocial-Emotional Inhibition of Return in Children with Autism Spectrum Disorder Versus Typical Development / Ligia ANTEZANA in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkSocial-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children / Clark MCKOWN in Journal of Clinical Child & Adolescent Psychology, 38-6 (November-December 2009)
PermalinkSocial encounters in daily life and 2-year changes in metabolic risk factors in young women / Kharah ROSS in Development and Psychopathology, 23-3 (August 2011)
PermalinkSocial endophenotypes in autism spectrum disorder: A scoping review / Gabrielle M. TIEDE in Development and Psychopathology, 33-4 (October 2021)
PermalinkSocial engagement with parents in 11-month-old siblings at high and low genetic risk for autism spectrum disorder / Susan B. CAMPBELL in Autism, 19-8 (November 2015)
PermalinkSocial experiences and youth psychopathology during the COVID-19 pandemic: A longitudinal study / Alexandra M. RODMAN in Development and Psychopathology, 36-1 (February 2024)
PermalinkSocial Function and Communication in Optimal Outcome Children and Adolescents with an Autism History on Structured Test Measures / Alyssa J. ORINSTEIN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkSocial Functioning in Children with a Chronic Illness / Susan A. MEIJER in Journal of Child Psychology and Psychiatry, 41-3 (March 2000)
PermalinkSocial identities and mental well-being in autistic adults / C. A. MAITLAND in Autism, 25-6 (August 2021)
PermalinkSocial identities and mental well-being in autistic adults / Cameron A. MAITLAND in Autism, 26-6 (August 2022)
PermalinkSocial Impairments in Chromosome 22q11.2 Deletion Syndrome (22q11.2DS): Autism Spectrum Disorder or a Different Endophenotype? / Kathleen ANGKUSTSIRI in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkSocial Inferences in Agenesis of the Corpus Callosum and Autism: Semantic Analysis and Topic Modeling / T. RENTERIA-VAZQUEZ in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkSocial Information Processing in Children: Specific Relations to Anxiety, Depression, and Affect / Aaron M. LUEBBE in Journal of Clinical Child & Adolescent Psychology, 39-3 (May-June 2010)
PermalinkSocial information processing in infants at risk for ASD at 5 months of age: The influence of a familiar face and direct gaze on attention allocation / Dewaele NELE in Research in Autism Spectrum Disorders, 17 (September 2015)
PermalinkSocial Information Processing in Preschool Children Diagnosed with Autism Spectrum Disorder / Yair ZIV in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkSocial Interaction and Repetitive Motor Behaviors / Rachel L. LOFTIN in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
PermalinkSocial interaction links active musical rhythm engagement and expressive communication in autistic toddlers / Noah R. FRAM in Autism Research, 17-2 (February 2024)
PermalinkSocial Interaction Profiles Among Youth with Intellectual Disabilities: Associations with Indicators of Psychosocial Adjustment / Alexandre J. S. MORIN ; István TÓTH-KIRÁLY ; Elizabeth OLIVIER ; Danielle TRACEY ; Victoria Smodis MCCUNE ; Rhonda G. CRAVEN ; Christophe MAIANO in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
PermalinkSocial Interaction Skill Intervention for Autistic Adults with Intellectual Disability and Limited Language: A Pilot of the SKILL Program / Emily F. FERGUSON in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkSocial Interaction Style of Children and Adolescents with High-Functioning Autism Spectrum Disorder / Anke M. SCHEEREN in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
PermalinkSocial Interactions Between 24-Month-Old Children and Their Older Sibling with Autism Spectrum Disorder: Characteristics and Association with Social-Communicative Development / C. BONTINCK in Journal of Autism and Developmental Disorders, 48-12 (December 2018)
PermalinkSocial Interest in High-Functioning Adults With Autism Spectrum Disorders / Sue FLETCHER-WATSON in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)
PermalinkSocial interpretation inflexibility moderates emotional reactions to social situations in children and adolescents / Audrey EDELMAN ; Jonas EVERAERT ; Reuma GADASSI POLACK ; Jutta JOORMANN ; Hedy KOBER ; Marcia QUESTEL ; Sophia VINOGRADOV in Development and Psychopathology, 35-5 (December 2023)
PermalinkSocial involvement of children with autism spectrum disorders in elementary school classrooms / Erin ROTHERAM-FULLER in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
PermalinkSocial language opportunities for preschoolers with autism: Insights from audio recordings in urban classrooms / Emily F. FERGUSON in Autism, 24-5 (July 2020)
PermalinkSocial maturity and theory of mind in typically developing children and those on the autism spectrum / Candida C. PETERSON in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
PermalinkSocial Media and Cyber-Bullying in Autistic Adults / Paraskevi TRIANTAFYLLOPOULOU in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
PermalinkSocial Media Use, Friendship Quality, and the Moderating Role of Anxiety in Adolescents with Autism Spectrum Disorder / Gerrit I. VAN SCHALKWYK in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
PermalinkSocial Motivation Across Multiple Measures: Caregiver-Report of Children with Autism Spectrum Disorder / Emily NEUHAUS in Autism Research, 14-2 (February 2021)
PermalinkSocial motivation and implicit theory of mind in children with autism spectrum disorder / Kimberly BURNSIDE in Autism Research, 10-11 (November 2017)
PermalinkSocial motivation by self- and caregiver-report: Reporter concordance and social correlates among autistic and neurotypical youth / Raphael A. BERNIER ; Sara Jane WEBB in Autism Research, 17-1 (January 2024)
PermalinkSocial motivation in infancy is associated with familial recurrence of ASD / Natasha MARRUS in Development and Psychopathology, 36-1 (February 2024)
PermalinkSocial-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD / Shahar BAR YEHUDA in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
PermalinkSocial Motor Synchronization: Insights for Understanding Social Behavior in Autism / Paula FITZPATRICK in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
PermalinkSocial network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)
PermalinkSocial network isolation mediates associations between risky symptoms and substance use in the high school transition / Andrea M. HUSSONG in Development and Psychopathology, 32-2 (May 2020)
PermalinkSocial network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
PermalinkSocial Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
PermalinkSocial orienting and initiated joint attention behaviors in 9 to 12 month old children with autism spectrum disorder: A family home movies study / Ruben PALOMO in Autism Research, 15-6 (June 2022)
PermalinkSocial origins of self-regulated attention during infancy and their disruption in autism spectrum disorder: Implications for early intervention / Michael S. GAFFREY in Development and Psychopathology, 32-4 (October 2020)
PermalinkSocial Outcome of Handicapped Children as Adults / J. KOKKONEN in Developmental Medicine & Child Neurology, 33-12 (December 1991)
PermalinkSocial Participation Among Young Adults with an Autism Spectrum Disorder / Gael I. ORSMOND in Journal of Autism and Developmental Disorders, 43-11 (November 2013)
PermalinkSocial participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school / Julie LOUNDS TAYLOR in Autism Research, 10-4 (April 2017)
PermalinkSocial partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? / M. FREETH in Autism, 23-2 (February 2019)
PermalinkSocial peers rescue autism-relevant sociability deficits in adolescent mice / Mu YANG in Autism Research, 4-1 (February 2011)
PermalinkSocial perception in children born at very low birthweight and its relationship with social/behavioral outcomes / Kathryn E. WILLIAMSON in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
PermalinkSocial Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches / Rita JORDAN in Autism, 7-4 (December 2003)
Permalink"Social policy and intelligence" Redux: a tribute to Edward Zigler / Robert J. STERNBERG in Development and Psychopathology, 33-2 (May 2021)
PermalinkSocial (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification / Yael BRUKNER-WERTMAN in Journal of Autism and Developmental Disorders, 46-8 (August 2016)
PermalinkSocial (Pragmatic) Communication Disorder: Another name for the Broad Autism Phenotype? / J. FLAX in Autism, 23-8 (November 2019)
PermalinkSocial (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category / L. B. SWINEFORD in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)
PermalinkSocial-Pragmatic Inferencing, Visual Social Attention and Physiological Reactivity to Complex Social Scenes in Autistic Young Adults / K. DINDAR in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
PermalinkSocial Referencing Gaze Behavior During a Videogame Task: Eye Tracking Evidence from Children With and Without ASD / Erinn H. FINKE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
PermalinkSocial referencing skills in children with autism spectrum disorder: A systematic review / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 72 (April 2020)
PermalinkSocial Responsiveness and Competence in Prader-Willi Syndrome: Direct Comparison to Autism Spectrum Disorder / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 43-1 (January 2013)
PermalinkSocial responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model / Amy C. BARRETT in Research in Autism Spectrum Disorders, 71 (March 2020)
PermalinkSocial Responsiveness Scale (SRS) in Relation to Longitudinal Cortical Thickness Changes in Autism Spectrum Disorder / M. B. D. PRIGGE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkSocial reward processing in individuals with autism spectrum disorder: A systematic review of the social motivation hypothesis / Summer BOTTINI in Research in Autism Spectrum Disorders, 45 (January 2018)
PermalinkSocial Robots as Embedded Reinforcers of Social Behavior in Children with Autism / Elizabeth S. KIM in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkA social score for kwashiorkor / Tony WATERSON in Developmental Medicine & Child Neurology, 21-5 (October 1979)
PermalinkA social score for kwashiorkor / J. C. MARCUS in Developmental Medicine & Child Neurology, 21-6 (December 1979)
PermalinkA social score for kwashiorkor: explaining the look in the child's eyes / Janet GOODALL in Developmental Medicine & Child Neurology, 21-3 (June 1979)
PermalinkSocial self-efficacy and mental well-being in autistic adults: Exploring the role of social identity / Lorna CAMUS in Autism, 28-5 (May 2024)
PermalinkSocial services support and expenditure for children with autism / Andrew BEBBINGTON in Autism, 11-1 (January 2007)
PermalinkSocial skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study / Mojtaba HABIBI ASGARABAD in Journal of Child Psychology and Psychiatry, 64-7 (July 2023)
PermalinkSocial Skills as Precursors of Cannabis Use in Young Adolescents: A Trails Study / Merel F. H. GRIFFITH-LENDERING in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
PermalinkSocial Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS / Hui-Ting WANG in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
PermalinkSocial Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)
PermalinkSocial Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research / Susan W. WHITE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
PermalinkSocial skills group training in high-functioning autism: A qualitative responder study / Nora CHOQUE OLSSON in Autism, 20-8 (November 2016)
PermalinkSocial skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 / E. I. PIERPONT in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
PermalinkSocial Skills Intervention Participation and Associated Improvements in Executive Function Performance / S. E. CHRIST in Autism Research and Treatment, 2017 (2017)
PermalinkSocial Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations / Patricia A. RAO in Journal of Autism and Developmental Disorders, 38-2 (February 2008)
PermalinkSocial Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework / Brian REICHOW in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
PermalinkSocial Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism / Jeanie TSE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
PermalinkSocial skills training for children with autism spectrum disorder using a robotic behavioral intervention system / Sang-Seok YUN in Autism Research, 10-7 (July 2017)
PermalinkSocial Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study / Alexander GANTMAN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkSocial Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology / Caitlin MCMAHON NICHOLS in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkSocial Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / P. GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkSocial Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design / Linda M. QUIRMBACH in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkSocial stories or social control? / Phil S. MOORE in Good Autism Practice - GAP, 8-2 (October 2007)
PermalinkSocial Stories™ to improve social skills in children with autism spectrum disorder: A systematic review / Mohammad KARKHANEH in Autism, 14-6 (November 2010)
PermalinkSocial Story Based Toothbrushing Education Versus Video-Modeling Based Toothbrushing Training on Oral Hygiene Status Among Male Students Aged 7-15 Years Old with Autism Spectrum Disorders in Tehran, Iran: A Quasi-Randomized Controlled Trial / Hedieh PIRANEH in Journal of Autism and Developmental Disorders, 53-10 (October 2023)
PermalinkSocial Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability / Georgina REYNHOUT in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)
PermalinkSocial Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis / Anastasia KOKINA in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
PermalinkSocial stress and the oxytocin receptor gene interact to predict antisocial behavior in an at-risk cohort / Erica L. SMEARMAN in Development and Psychopathology, 27-1 (February 2015)
PermalinkSocial support and depression of autistic children?s caregivers: The mediating role of caregivers' self-esteem / Huilun LI in Research in Autism Spectrum Disorders, 108 (October 2023)
PermalinkSocial support and links to quality of life among middle-aged and older autistic adults / Rebecca A. CHARLTON in Autism, 27-1 (January 2023)
PermalinkSocial Support and Well-being at Mid-Life Among Mothers of Adolescents and Adults with Autism Spectrum Disorders / Leann E. SMITH in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
PermalinkSocial Support as Mediator and Moderator of the Relationship Between Parenting Stress and Life Satisfaction Among the Chinese Parents of Children with ASD / M. H. LU in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
PermalinkSocial Support, Discrimination, and Coping as Predictors of Posttraumatic Stress Reactions in Youth Survivors of Hurricane Katrina / Armando A. PINA in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)
PermalinkSocial synchronization during joint attention in children with autism spectrum disorder / Q. LIU in Autism Research, 14-10 (October 2021)
PermalinkSocial Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkSocial-valence-related increased attention in rett syndrome cynomolgus monkeys: An eye-tracking study / B. ZHANG in Autism Research, 12-11 (November 2019)
PermalinkSocial validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)
PermalinkSocial Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkSocial Validation of the New England Center for Children-Core Skills Assessment / Chata A. DICKSON in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkSocial Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism / Lindsey M. WEILER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)
PermalinkSocial Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
PermalinkSocial validity of behavioral practices in the treatment of autism—A review of the Super Nanny / Melissa J. KING in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkSocial Validity of Evidence-Based Practices and Emerging Interventions in Autism / Kevin CALLAHAN in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)
PermalinkSocial Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults / Patrick DWYER ; Kaitlynn M. P. BAIDEN ; Zachary J. WILLIAMS ; Mian WANG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
PermalinkSocial validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkSocial vulnerability and bullying in children with Asperger syndrome / Kate SOFRONOFF in Autism, 15-3 (May 2011)
PermalinkSocial 'wanting' dysfunction in autism: neurobiological underpinnings and treatment implications / G. KOHLS in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)
PermalinkSocial withdrawal in children moderates the association between parenting styles and the children's own socioemotional development / Maryam ZARRA-NEZHAD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkSocial workers' knowledge of autism and self-efficacy in its diagnosis and interventions / Yael KARNI-VISEL in Research in Autism Spectrum Disorders, 108 (October 2023)
PermalinkSocialisation plurielle et réseau personnel chez les enfants de 4-5 ans / Ania BEAUMATIN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)
PermalinkSocialization processes within adolescents' relationships with parents and peers predicting couples' intimate partner violence in adulthood: A social learning perspective / Thao HA in Development and Psychopathology, 35-1 (February 2023)
PermalinkSocially anxious mothers' narratives to their children and their relation to child representations and adjustment / Lynne MURRAY in Development and Psychopathology, 26-4 (Part 2) (November 2014)
PermalinkSocially indiscriminate attachment behavior in the Strange Situation: Convergent and discriminant validity in relation to caregiving risk, later behavior problems, and attachment insecurity / Karlen LYONS-RUTH in Development and Psychopathology, 21-2 (May 2009)
PermalinkSocietal Attitudes Towards Autism (SATA): Validation of the Greek Version in the General Population / Vasiliki ZAROKANELLOU in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkSocietal costs of subclinical depressive symptoms in Dutch adolescents: a cost-of-illness study / Denise H. M. BODDEN in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
PermalinkSociété Serbe d'Autisme / Vesna PETROVIC in Link Autisme-Europe, 47 (Juin 2007)
PermalinkSocio-Behavioral Characteristics of Children with Rubinstein-Taybi Syndrome / Cédric GALERA in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkSocio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study / Matthew D. LERNER in Autism, 15-1 (January 2011)
PermalinkSocio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)
PermalinkSocio-emotional determinants of depressive symptoms in adolescents and adults with autism spectrum disorder: A systematic review / Isaac C. SMITH in Autism, 24-4 (May 2020)
PermalinkSocio-sexual functioning in autism spectrum disorder: A systematic review and meta-analyses of existing literature / Grace I. P. HANCOCK in Autism Research, 10-11 (November 2017)
PermalinkSociocultural context and autistics' quality of life: A comparison between Québec and France / Vicky CARON in Autism, 26-4 (May 2022)
PermalinkSociocultural Influences and Body Image in 9- to 12-Year-Old Girls: The Role of Appearance Schemas / Levina CLARK in Journal of Clinical Child & Adolescent Psychology, 36-1 (January-March 2007)
PermalinkSociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up / Meena K. KHOWAJA in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkSociodemographic Disparities in Intervention Service Utilization in Families of Children with Autism Spectrum Disorder / Cathina T. NGUYEN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
PermalinkSociodemographic risk factors associated with autism spectrum disorders and intellectual disability / Judith PINBOROUGH-ZIMMERMAN in Autism Research, 4-6 (December 2011)
PermalinkSociodemographic Risk Factors for Autism in a US Metropolitan Area / Tanya KARAPURKAR BHASIN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkSociodemographic risk, parenting, and inhibitory control in early childhood: the role of respiratory sinus arrhythmia / Steven J. HOLOCHWOST in Journal of Child Psychology and Psychiatry, 59-9 (September 2018)
PermalinkSocioeconomic and sex inequalities in parent-reported adolescent mental ill-health: time trends in four British birth cohorts / Eoin MCELROY in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)
PermalinkSocioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms / Patricia COHEN in Development and Psychopathology, 20-2 (Spring 2008)
PermalinkSocioeconomic disadvantage and high-effort coping in childhood: evidence of skin-deep resilience / Sarah M. LYLE ; Kelsey L. CORALLO ; Julie M. BRISSON ; Elizabeth R. WIGGINS ; Tianyi YU ; Edith CHEN ; Gregory E. MILLER ; Gene H. BRODY in Journal of Child Psychology and Psychiatry, 65-3 (March 2023)
PermalinkSocioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm / Rachel E. LEAN in Development and Psychopathology, 35-3 (August 2023)
PermalinkSocioeconomic factors and autism among 16- to 30-month-old children: Evidence from a national survey of China / Muqing CAO in Autism, 27-5 (July 2023)
PermalinkSocioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings / Mireia ROSA in Autism, 20-8 (November 2016)
PermalinkSocioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study / Yasmin AHMADZADEH ; Daniel L. WECHSLER ; Torkild H. LYNGSTAD ; Christopher RAYNER ; Espen M. EILERTSEN ; Helena M.S. ZAVOS ; Eivind YSTROM ; Tom A. MCADAMS in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)
PermalinkSocioeconomic Status and the Risk of Suspected Autism Spectrum Disorders Among 18-Month-Old Toddlers in Japan: A Population-Based Study / Takeo FUJIWARA in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
PermalinkSocioeconomic status mediates the genetic contribution of the dopamine receptor D4 and serotonin transporter linked promoter region repeat polymorphisms to externalization in preadolescence / Maria NOBILE in Development and Psychopathology, 19-4 (Fall 2007)
PermalinkSocioemotional profiles of autism spectrum disorders, attention deficit hyperactivity disorder, and disinhibited and reactive attachment disorders: a symptom comparison and network approach / Barry COUGHLAN in Development and Psychopathology, 35-3 (August 2023)
PermalinkSociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
PermalinkSociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder / Amie K. SENLAND in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
PermalinkSodium valproate and acute hepatic failure / G. M. ADDISON in Developmental Medicine & Child Neurology, 22-2 (April 1980)
PermalinkSodium valproate and acute hepatic failure / P. M. JEAVONS in Developmental Medicine & Child Neurology, 22-4 (August 1980)
PermalinkSodium valproate in the treatment of intractable childhood epilepsy / S. E. BARNES in Developmental Medicine & Child Neurology, 17-2 (April 1975)
PermalinkSodium valproate in the treatment of intractable childhood epilepsy / M. G. COULTHARD in Developmental Medicine & Child Neurology, 17-4 (August 1975)
PermalinkSoeur de Marie-Agnès, autiste très profonde, au fil de l'enfance, de l'adolescence et de la vie / Sylvaine RIBADEAU DUMAS in Sésame, 192 (Décembre 2014)
PermalinkSoft signs and MBD / B. C. L. TOUWEN in Developmental Medicine & Child Neurology, 21-4 (August 1979)
PermalinkSoigner les troubles anorexiques... par un régime! / Senta DEPUYDT in Aspiration, 7 (Septembre 2015)
PermalinkSoigneur animalier: un métier pour lui ? / Isabelle MALO in Déclic, 159 (Mai-Juin 2014)
PermalinkLes soins dentaires en 5 questions / Isabelle MALO in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSoins dentaires et médicaux : l'apport des outils de communication / Liliane BRUNET in Sésame, 172 (4e Trimestre 2009)
PermalinkSoins, détente et progrès : le tiercé gagnant de l' équithérapie in Aspiration, 4 (Mars 2014)
PermalinkLes soins ? Je n’en veux plus ! / Emilie GILMER in Déclic, 133 (Janvier-Février 2010)
PermalinkLes soins médicaux aux adultes avec autisme / Dominique FIARD in Bulletin Scientifique de l'arapi (Le), 29 (Juillet 2012)
PermalinkSoins orthophoniques en Ehpad / Emilie LORRAIN in Rééducation Orthophonique, 295 (Septembre 2023)
PermalinkLes soins palliatifs dans les études d'orthophonie? / Brigitte MARCOTTE in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoins Palliatifs : définition, historique et structures de soins palliatifs / Agnès BRABANT in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoins palliatifs : les défis psychologiques, les complications du Covid et la qualité de vie de l'orthophoniste / Christiane STEFFENS-DHAUSSY in Rééducation Orthophonique, 290 (Juin 2022)
PermalinkSoins palliatifs et psychomotricité / Jocelyne VAYSSE in Evolutions psychomotrices, 19-75 (Mars 2007)
PermalinkSoins palliatifs et psychomotricité / Odile GAUCHER-HAMOUDI in Thérapie psychomotrice et recherches, 156 (2008)
Permalink"Les soins qui piquent" : vers une hygiène langagière des soignants ? / Jacques AUGER in Rééducation Orthophonique, 290 (Juin 2022)
PermalinkSoins et rééducations : exigez une prise en charge / Laurence MERLAND in Déclic, 132 (Novembre-Décembre 2009)
PermalinkLes Soins de Support / Chantal BAUCHETET-DELAN in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoirée de Gala au Musée de l'Aventure Peugeot / Josette VIDAL in Sésame, 199 (Octobre 2016)
PermalinkDu sol au fauteuil in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSOLACE: A Psychosocial Stigma Protection Intervention to Improve the Mental Health of Parents of Autistic Children-A Feasibility Randomised Controlled Trial / Annemarie LODDER in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
PermalinkSOLEIL'AME a ouvert ses portes à Laragne (05) / Blandine LOUVET in Sésame, 158 (Avril 2006)
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