Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'indexation
PER : Périodiques |
Ouvrages de la bibliothèque en indexation PER (29350)
Faire une suggestion Affiner la recherche
A Systematic Review and Meta-analysis of Social Skills Training for Adults with Autism Spectrum Disorder / Julien DUBREUCQ in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
[article]
Titre : A Systematic Review and Meta-analysis of Social Skills Training for Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Julien DUBREUCQ, Auteur ; Frédéric HAESEBAERT, Auteur ; J. PLASSE, Auteur ; M. DUBREUCQ, Auteur ; Nicolas FRANCK, Auteur Article en page(s) : p.1598-1609 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder/therapy Humans Parents Social Perception Social Skills Adults Autism spectrum disorder Social function Social skills training Index. décimale : PER Périodiques Résumé : This systematic review and meta-analysis is the first to evaluate the effects of group-based social skills training (SST) on parent-report social responsiveness in adults with autism spectrum disorder (ASD). A total of 18 studies were included in the narrative review and among them five randomized-controlled trials (n=145) were included in the meta-analysis. SST had large positive effects on social responsiveness. The narrative review identified that SST could improve patient's outcomes in adults with ASD. These results should be interpreted with caution due to the moderate quality of the existing evidence, which could have inflated effect sizes. The absence of active comparator control groups makes unclear whether improvements at post-treatment are treatment-specific or are attributable to common factors to all psychotherapies. En ligne : http://dx.doi.org/10.1007/s10803-021-05058-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1598-1609[article] A Systematic Review and Meta-analysis of Social Skills Training for Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Julien DUBREUCQ, Auteur ; Frédéric HAESEBAERT, Auteur ; J. PLASSE, Auteur ; M. DUBREUCQ, Auteur ; Nicolas FRANCK, Auteur . - p.1598-1609.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1598-1609
Mots-clés : Adult Autism Spectrum Disorder/therapy Humans Parents Social Perception Social Skills Adults Autism spectrum disorder Social function Social skills training Index. décimale : PER Périodiques Résumé : This systematic review and meta-analysis is the first to evaluate the effects of group-based social skills training (SST) on parent-report social responsiveness in adults with autism spectrum disorder (ASD). A total of 18 studies were included in the narrative review and among them five randomized-controlled trials (n=145) were included in the meta-analysis. SST had large positive effects on social responsiveness. The narrative review identified that SST could improve patient's outcomes in adults with ASD. These results should be interpreted with caution due to the moderate quality of the existing evidence, which could have inflated effect sizes. The absence of active comparator control groups makes unclear whether improvements at post-treatment are treatment-specific or are attributable to common factors to all psychotherapies. En ligne : http://dx.doi.org/10.1007/s10803-021-05058-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 A systematic review and meta-analysis of suicidality in autistic and possibly autistic people without co-occurring intellectual disability / Lucy PHILLIPS ; Chris JONES ; Ellen TOWNSEND ; Caroline RICHARDS ; Sarah CASSIDY in Molecular Autism, 14 (2023)
[article]
Titre : A systematic review and meta-analysis of suicidality in autistic and possibly autistic people without co-occurring intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Lucy PHILLIPS, Auteur ; Chris JONES, Auteur ; Ellen TOWNSEND, Auteur ; Caroline RICHARDS, Auteur ; Sarah CASSIDY, Auteur Article en page(s) : 12 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BACKGROUND: Suicidality is highly prevalent in autistic people without co-occurring intellectual disabilities, and high autistic traits are found in adults who have attempted suicide. However, prevalence rates for both autistic and possibly autistic people have not been synthesised meta-analytically. AIMS: To (1) calculate pooled prevalence estimates of suicidality in autistic people and possibly autistic people without co-occurring intellectual disability; (2) evaluate the influence of participant and study level characteristics on heterogeneity; and (3) determine the quality of evidence. METHODS: Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed. PsycINFO, Embase, MEDLINE and Web of Science were systematically searched from 1992 to January 25, 2022. Empirical quantitative studies reporting prevalence of suicidal ideation, suicide plans, or suicide attempts and behaviours were considered for inclusion. Random effects models were used to estimate pooled prevalence of each suicidality outcome with 95% confidence intervals. Heterogeneity was explored using sensitivity and moderator analyses. RESULTS: Data from 48,186 autistic and possibly autistic participants in 36 primary studies were meta-analysed. Pooled prevalence of suicidal ideation was 34.2% (95% CI 27.9-40.5), suicide plans 21.9% (13.4-30.4), and suicidal attempts and behaviours 24.3% (18.9-29.6). High levels of heterogeneity (I(2)>75) were observed in all three analyses. Estimates did not differ between autistic or possibly autistic samples. Geographical location (p=0.005), transgender or gender non-conforming samples (p<0.001) and type of report (p<0.001) significantly moderated suicidal ideation, whereas age group (p=0.001) and measure of suicidality (p=0.001) significantly moderated suicide plans. There was a significant association between the proportion of male participants and prevalence of suicide plans, with a decrease in the proportion of males for every unit change of suicide plan prevalence (p=0.013). No variables were found to moderate estimates of suicide attempts and behaviours. CONCLUSIONS: The results confirm suicidality is highly prevalent in both autistic and possibly autistic people without co-occurring intellectual disability and highlights potential moderators. Possibly autistic individuals require more attention in clinical and research considerations going forward to further understand and prevent suicide in both groups. En ligne : http://dx.doi.org/10.1186/s13229-023-00544-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Molecular Autism > 14 (2023) . - 12 p.[article] A systematic review and meta-analysis of suicidality in autistic and possibly autistic people without co-occurring intellectual disability [Texte imprimé et/ou numérique] / Lucy PHILLIPS, Auteur ; Chris JONES, Auteur ; Ellen TOWNSEND, Auteur ; Caroline RICHARDS, Auteur ; Sarah CASSIDY, Auteur . - 12 p.
Langues : Anglais (eng)
in Molecular Autism > 14 (2023) . - 12 p.
Index. décimale : PER Périodiques Résumé : BACKGROUND: Suicidality is highly prevalent in autistic people without co-occurring intellectual disabilities, and high autistic traits are found in adults who have attempted suicide. However, prevalence rates for both autistic and possibly autistic people have not been synthesised meta-analytically. AIMS: To (1) calculate pooled prevalence estimates of suicidality in autistic people and possibly autistic people without co-occurring intellectual disability; (2) evaluate the influence of participant and study level characteristics on heterogeneity; and (3) determine the quality of evidence. METHODS: Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines were followed. PsycINFO, Embase, MEDLINE and Web of Science were systematically searched from 1992 to January 25, 2022. Empirical quantitative studies reporting prevalence of suicidal ideation, suicide plans, or suicide attempts and behaviours were considered for inclusion. Random effects models were used to estimate pooled prevalence of each suicidality outcome with 95% confidence intervals. Heterogeneity was explored using sensitivity and moderator analyses. RESULTS: Data from 48,186 autistic and possibly autistic participants in 36 primary studies were meta-analysed. Pooled prevalence of suicidal ideation was 34.2% (95% CI 27.9-40.5), suicide plans 21.9% (13.4-30.4), and suicidal attempts and behaviours 24.3% (18.9-29.6). High levels of heterogeneity (I(2)>75) were observed in all three analyses. Estimates did not differ between autistic or possibly autistic samples. Geographical location (p=0.005), transgender or gender non-conforming samples (p<0.001) and type of report (p<0.001) significantly moderated suicidal ideation, whereas age group (p=0.001) and measure of suicidality (p=0.001) significantly moderated suicide plans. There was a significant association between the proportion of male participants and prevalence of suicide plans, with a decrease in the proportion of males for every unit change of suicide plan prevalence (p=0.013). No variables were found to moderate estimates of suicide attempts and behaviours. CONCLUSIONS: The results confirm suicidality is highly prevalent in both autistic and possibly autistic people without co-occurring intellectual disability and highlights potential moderators. Possibly autistic individuals require more attention in clinical and research considerations going forward to further understand and prevent suicide in both groups. En ligne : http://dx.doi.org/10.1186/s13229-023-00544-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 Systematic Review and Meta-Analysis of the Clinical Utility of the ADOS-2 and the ADI-R in Diagnosing Autism Spectrum Disorders in Children / J. B. LEBERSFELD in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : Systematic Review and Meta-Analysis of the Clinical Utility of the ADOS-2 and the ADI-R in Diagnosing Autism Spectrum Disorders in Children Type de document : Texte imprimé et/ou numérique Auteurs : J. B. LEBERSFELD, Auteur ; M. SWANSON, Auteur ; C. D. CLESI, Auteur ; S. E. O'KELLEY, Auteur Article en page(s) : p.4101-4114 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Humans ROC Curve Sensitivity and Specificity Adi-r Ados-2 Autism spectrum disorder Diagnosis Hsroc Meta-analysis Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and the Autism Diagnostic Interview, Revised (ADI-R) have high accuracy as diagnostic instruments in research settings, while evidence of accuracy in clinical settings is less robust. This meta-analysis focused on efficacy of these measures in research versus clinical settings. Articles (n = 22) were analyzed using a hierarchical summary receiver operating characteristics (HSROC) model. ADOS-2 performance was stronger than the ADI-R. ADOS-2 sensitivity and specificity ranged from .89-.92 and .81-.85, respectively. ADOS-2 accuracy in research compared with clinical settings was mixed. ADI-R sensitivity and specificity were .75 and .82, respectively, with higher specificity in research samples (Research = .85, Clinical = .72). A small number of clinical studies were identified, indicating ongoing need for investigation outside research settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04839-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4101-4114[article] Systematic Review and Meta-Analysis of the Clinical Utility of the ADOS-2 and the ADI-R in Diagnosing Autism Spectrum Disorders in Children [Texte imprimé et/ou numérique] / J. B. LEBERSFELD, Auteur ; M. SWANSON, Auteur ; C. D. CLESI, Auteur ; S. E. O'KELLEY, Auteur . - p.4101-4114.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4101-4114
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Humans ROC Curve Sensitivity and Specificity Adi-r Ados-2 Autism spectrum disorder Diagnosis Hsroc Meta-analysis Index. décimale : PER Périodiques Résumé : The Autism Diagnostic Observation Schedule, Second Edition (ADOS-2) and the Autism Diagnostic Interview, Revised (ADI-R) have high accuracy as diagnostic instruments in research settings, while evidence of accuracy in clinical settings is less robust. This meta-analysis focused on efficacy of these measures in research versus clinical settings. Articles (n = 22) were analyzed using a hierarchical summary receiver operating characteristics (HSROC) model. ADOS-2 performance was stronger than the ADI-R. ADOS-2 sensitivity and specificity ranged from .89-.92 and .81-.85, respectively. ADOS-2 accuracy in research compared with clinical settings was mixed. ADI-R sensitivity and specificity were .75 and .82, respectively, with higher specificity in research samples (Research = .85, Clinical = .72). A small number of clinical studies were identified, indicating ongoing need for investigation outside research settings. En ligne : http://dx.doi.org/10.1007/s10803-020-04839-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder / Amanda BRIGNELL in Autism & Developmental Language Impairments, 3 (January-December 2018)
[article]
Titre : A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] A systematic review and meta-analysis of the prognosis of language outcomes for individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Amanda BRIGNELL, Auteur ; Angela T. MORGAN, Auteur ; Susan WOOLFENDEN, Auteur ; Felicity KLOPPER, Auteur ; Tamara MAY, Auteur ; Vanessa SARKOZY, Auteur ; Katrina WILLIAMS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : BackgroundLanguage difficulties are common in autism spectrum disorder, yet little is known about the prognosis of language in children with autism spectrum disorder. The aim of this study was to systematically review studies reporting language outcomes in individuals with autism spectrum disorder.MethodA comprehensive search strategy with a well-established sensitive prognosis filter for Medline, adapted for five other databases, was used. Included studies observed individuals diagnosed with autism spectrum disorder for ?12 months and had ?30 participants. Risk of bias was assessed.ResultsFifty-four studies (N=5064) met inclusion criteria. Language outcomes were standardised assessments (n=35), notation of presence/absence of verbal language (n=11) or both (n=8). Age at baseline ranged from 17 months to 26 years, duration of follow-up from 1 to 38 years. Most publications (92%) were rated medium to high risk of bias. In all but one study individuals had below-average scores at baseline and follow-up. However, in most (n=24/25; 96%) studies reporting standard scores, individuals (aged???11 years at follow-up) progressed at a comparable rate to age-expected norms or demonstrated some ?catch up? over time. Meta-analyses found mean standard scores increased over time in three language domains (composite receptive language, composite expressive language and adaptive language). Nineteen to thirty percent of children aged five years and under gained verbal language. For children aged over five years 5?32% gained verbal language over the course of study. Age, baseline language scores, IQ and length of follow-up did not moderate between study differences in composite language or adaptive language growth or the acquisition of verbal language.ConclusionDespite variability in study methods, findings were consistent, with the majority of studies reporting children under 11 years on average progressed at a comparable rate to age-expected norms or with some ?catchup? over time.ImplicationsThis review provides synthesised information for families and clinicians on language development over time and on language outcomes for individuals with autism spectrum disorder. Such information can be useful for prognostic counselling and may assist planning around future resources and support needs. This review also makes recommendations regarding methodology for future studies so that prognosis can become more fine-tuned at an individual level. En ligne : https://doi.org/10.1177/2396941518767610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 A systematic review and meta-regression analysis of social functioning correlates in autism and typical development / Kristen BOTTEMA-BEUTEL in Autism Research, 12-2 (February 2019)
[article]
Titre : A systematic review and meta-regression analysis of social functioning correlates in autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; S. CROWLEY, Auteur Article en page(s) : p.152-175 Langues : Anglais (eng) Mots-clés : autism spectrum disorder executive function joint attention meta-analysis social functioning theory of mind Index. décimale : PER Périodiques Résumé : Differences in social functioning are a hallmark feature of autism spectrum disorder (ASD), and much research has been devoted to locating cognitive and developmental explanations for this domain. To sort through this literature, we conducted a systematic review and meta-analysis that quantifies the extent to which several of these candidate constructs are associated with social functioning. We gathered 881 effect sizes calculated from 133 unique participant samples, and synthesized Pearson's r correlations between social functioning and three cognitive constructs; (a) theory of mind (ToM), (b) executive function, and (c) central coherence, and five developmental constructs: (d) initiating joint attention, (e) responding to joint attention, (f) imitation, (g) pretend play, and (h) visual fixation to social stimuli. We synthesized effect sizes using robust variance estimation for each putative correlate, for populations with ASD and typical development (TD) separately. We also conducted a series of meta-regressions to determine if sample and study features moderated effect sizes. We found that, in the ASD group, effect size estimates were significant and small (<0.30) for ToM, executive function, and initiating joint attention. Effect size estimates were significant and moderate (0.30 < r < 0.50) for imitation and response to joint attention. In the TD group, effect size estimates for ToM, executive function, and initiating joint attention were significant and small. In a meta-regression collapsed across correlates, we found that effect sizes were significantly larger in the ASD group (P < 0.05) and decreased as mental age increased (P < 0.001). Autism Res 2019, 12: 152-175 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this meta-analysis, we found that correlations between social functioning and several constructs used to explain the developmental or cognitive origins of social functioning were quite low. This could mean that researchers will need to develop new theories about social functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.2055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383
in Autism Research > 12-2 (February 2019) . - p.152-175[article] A systematic review and meta-regression analysis of social functioning correlates in autism and typical development [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; S. CROWLEY, Auteur . - p.152-175.
Langues : Anglais (eng)
in Autism Research > 12-2 (February 2019) . - p.152-175
Mots-clés : autism spectrum disorder executive function joint attention meta-analysis social functioning theory of mind Index. décimale : PER Périodiques Résumé : Differences in social functioning are a hallmark feature of autism spectrum disorder (ASD), and much research has been devoted to locating cognitive and developmental explanations for this domain. To sort through this literature, we conducted a systematic review and meta-analysis that quantifies the extent to which several of these candidate constructs are associated with social functioning. We gathered 881 effect sizes calculated from 133 unique participant samples, and synthesized Pearson's r correlations between social functioning and three cognitive constructs; (a) theory of mind (ToM), (b) executive function, and (c) central coherence, and five developmental constructs: (d) initiating joint attention, (e) responding to joint attention, (f) imitation, (g) pretend play, and (h) visual fixation to social stimuli. We synthesized effect sizes using robust variance estimation for each putative correlate, for populations with ASD and typical development (TD) separately. We also conducted a series of meta-regressions to determine if sample and study features moderated effect sizes. We found that, in the ASD group, effect size estimates were significant and small (<0.30) for ToM, executive function, and initiating joint attention. Effect size estimates were significant and moderate (0.30 < r < 0.50) for imitation and response to joint attention. In the TD group, effect size estimates for ToM, executive function, and initiating joint attention were significant and small. In a meta-regression collapsed across correlates, we found that effect sizes were significantly larger in the ASD group (P < 0.05) and decreased as mental age increased (P < 0.001). Autism Res 2019, 12: 152-175 (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this meta-analysis, we found that correlations between social functioning and several constructs used to explain the developmental or cognitive origins of social functioning were quite low. This could mean that researchers will need to develop new theories about social functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.2055 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=383 Systematic Review: Distribution of Age and Intervention Modalities in Therapeutic Clinical Trials for Autism Spectrum Disorder / Alan S. LEWIS in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
PermalinkA systematic review examining caregivers' of color experiences with the diagnostic process of autism spectrum disorder / Allison P FISHER in Autism, 27-4 (May 2023)
PermalinkSystematic review investigating the relationship between autism spectrum disorder and metabolic dysfunction / Angela Y. CHIEH in Research in Autism Spectrum Disorders, 86 (August 2021)
PermalinkSystematic Review of Articles Describing Experience and Supports of Individuals with Autism Enrolled in College and University Programs / Nicholas W. GELBAR in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
PermalinkA systematic review of autistic children’s prosocial behaviour / Theresa RYAN-ENRIGHT in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkA Systematic Review of Autistic People and the Criminal Justice System: An Update of King and Murphy (2014) / J. COLLINS in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
PermalinkA systematic review of ayres sensory integration intervention for children with autism / Sarah A. SCHOEN in Autism Research, 12-1 (January 2019)
PermalinkA systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkA systematic review of brain MRI findings in monogenic disorders strongly associated with autism spectrum disorder / V. FREWER in Journal of Child Psychology and Psychiatry, 62-11 (November 2021)
PermalinkA systematic review of caregiver-child physiological synchrony across systems: Associations with behavior and child functioning / Carrie E. DEPASQUALE in Development and Psychopathology, 32-5 (December 2020)
PermalinkSystematic review of clinical guidance documents for autism spectrum disorder diagnostic assessment in select regions / M. PENNER in Autism, 22-5 (July 2018)
PermalinkSystematic review of cognitive biases in autism spectrum disorders: A neuropsychological framework towards an understanding of the high prevalence of co-occurring depression / M. Annemiek BERGMAN in Research in Autism Spectrum Disorders, 69 (January 2020)
PermalinkSystematic review of collateral effects of focused interventions for children with autism spectrum disorder / Katherine LEDBETTER-CHO in Autism & Developmental Language Impairments, 2 (January-December 2017)
PermalinkA systematic review of cultural considerations and adaptation of social skills interventions for individuals with autism spectrum disorder / Mattina DAVENPORT in Research in Autism Spectrum Disorders, 52 (August 2018)
PermalinkSystematic review of data analyses and reporting in group-based social skills intervention RCTs for youth with ASD / Christopher LOPATA in Research in Autism Spectrum Disorders, 59 (March 2019)
PermalinkSystematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
PermalinkSystematic review of disparities in health care for individuals with autism spectrum disorders in the United States / Megan K. TREGNAGO in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkA Systematic Review of Effects of Social Stories Interventions for Individuals With Autism Spectrum Disorder / Cathy H. QI in Focus on Autism and Other Developmental Disabilities, 33-1 (March 2018)
PermalinkA systematic review of emotion regulation in children with Autism Spectrum Disorder / Sara CIBRALIC in Research in Autism Spectrum Disorders, 68 (December 2019)
PermalinkSystematic review of facilitated communication 2014–2018 finds no new evidence that messages delivered using facilitated communication are authored by the person with disability / Bronwyn HEMSLEY in Autism & Developmental Language Impairments, 3 (January-December 2018)
PermalinkA systematic review of factors related to parents’ treatment decisions for their children with autism spectrum disorders / Meghan WILSON in Research in Autism Spectrum Disorders, 48 (April 2018)
PermalinkSystematic review of factors that may influence the outcomes and generalizability of parent-mediated interventions for young children with autism spectrum disorder / D. TREMBATH in Autism Research, 12-9 (September 2019)
PermalinkA Systematic Review of Family Functioning in Families of Children on the Autism Spectrum / Gwendoline DESQUENNE GODFREY in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
PermalinkA systematic review of firsthand experiences and supports for students with autism spectrum disorder in higher education / Mariya T. DAVIS in Research in Autism Spectrum Disorders, 84 (June 2021)
PermalinkA systematic review of gene-by-intervention studies of alcohol and other substance use / Zoe E. NEALE in Development and Psychopathology, 33-4 (October 2021)
PermalinkA Systematic Review of Group Social Skills Interventions, and Meta-analysis of Outcomes, for Children with High Functioning ASD / J. WOLSTENCROFT in Journal of Autism and Developmental Disorders, 48-7 (July 2018)
PermalinkA Systematic Review of Hippotherapy (horseback riding) for Individuals with Autism is the Cognitive Level Considered? / Osnat ATUN-EINY in Autism - Open Access, 7-4 ([01/08/2017])
PermalinkA systematic review of how emotional self-awareness is defined and measured when comparing autistic and non-autistic groups / C. F. HUGGINS in Research in Autism Spectrum Disorders, 77 (September 2020)
PermalinkSystematic review of intervention research with adolescents with autism spectrum disorders / T. A. MCDONALD in Research in Autism Spectrum Disorders, 7-11 (November 2013)
PermalinkA systematic review of interventions for feeding-related behaviors for individuals with autism spectrum disorders / Jennifer R. LEDFORD in Research in Autism Spectrum Disorders, 52 (August 2018)
PermalinkA Systematic Review of Interventions Used to Treat Catatonic Symptoms in People with Autistic Spectrum Disorders / Hannah DEJONG in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
PermalinkA Systematic Review of Law Enforcement Training Related to Autism Spectrum Disorder / Kirsten S. RAILEY in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
PermalinkA Systematic Review of Linguistic and Verbal Behavior Outcomes of Pivotal Response Treatment / Heather J. FORBES in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkSystematic Review of Matrix Training for Individuals With Autism Spectrum Disorder / Emily S. L. CURIEL in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
PermalinkA systematic review of parent-infant interaction in infants at risk of autism / M. W. WAN in Autism, 23-4 (May 2019)
PermalinkA systematic review of peer-mediated interventions for children with autism spectrum disorder / Ya-Chih CHANG in Research in Autism Spectrum Disorders, 27 (July 2016)
PermalinkA Systematic Review of People with Autism Spectrum Disorder and the Criminal Justice System / Claire KING in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
PermalinkA systematic review of person-centred adjustments to facilitate magnetic resonance imaging for autistic patients without the use of sedation or anaesthesia / Nikolaos STOGIANNOS in Autism, 26-4 (May 2022)
PermalinkSystematic review of prenatal exposure to endocrine disrupting chemicals and autism spectrum disorder in offspring / S. MARÍ-BAUSET in Autism, 26-1 (January 2022)
PermalinkSystematic Review of Problem Behavior Interventions: Outcomes, Demographics, and Settings / K. E. SEVERINI in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkA systematic review of problematic video-game use in people with Autism Spectrum Disorders / Francesco CRAIG in Research in Autism Spectrum Disorders, 82 (April 2021)
PermalinkA Systematic Review of Psychosocial Interventions for Adults with Autism Spectrum Disorders / Lauren BISHOP-FITZPATRICK in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
PermalinkA systematic review of quality of life of adults on the autism spectrum / M. AYRES in Autism, 22-7 (October 2018)
PermalinkA Systematic Review of Recruiting and Retaining Sociodemographically Diverse Families in Neurodevelopmental Research Studies / Sarah S. MIRE in Journal of Autism and Developmental Disorders, 54-6 (June 2024)
PermalinkSystematic review of risk and protective factors associated with substance use and abuse in individuals with autism spectrum disorders / Madelaine RESSEL in Autism, 24-4 (May 2020)
PermalinkA systematic review of school-based interventions targeting social communication behaviors for students with autism / B. M. SUTTON in Autism, 23-2 (February 2019)
PermalinkA systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / M. DEAN in Autism, 25-7 (October 2021)
PermalinkA systematic review of school-based social skills interventions and observed social outcomes for students with autism spectrum disorder in inclusive settings / Michelle DEAN in Autism, 26-7 (October 2022)
PermalinkA systematic review of screening tools for the detection of autism spectrum disorder in mainland China and surrounding regions / Ji WANG in Autism, 24-2 (February 2020)
PermalinkA systematic review of sensory-based autism subtypes / Kelle K. DEBOTH in Research in Autism Spectrum Disorders, 36 (April 2017)
PermalinkA systematic review of sensory processing interventions for children with autism spectrum disorders / Jane CASE-SMITH in Autism, 19-2 (February 2015)
PermalinkA Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder / Cathy Huaqing QI in Focus on Autism and Other Developmental Disabilities, 33-4 (December 2018)
PermalinkA Systematic Review of Social Maintenance Behavior Outcomes of Interactive Social Interventions for Children With Autism Spectrum Disorders / Cassie Ann SHORT in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
PermalinkA systematic review of social participation for adults with autism spectrum disorders: Support, social functioning, and quality of life / Megan C. TOBIN in Research in Autism Spectrum Disorders, 8-3 (March 2014)
PermalinkA systematic review of strategies and computer-based intervention (CBI) for reading comprehension of children with autism / Kamran KHOWAJA in Research in Autism Spectrum Disorders, 7-9 (September 2013)
PermalinkA Systematic Review of Tablet Computers and Portable Media Players as Speech Generating Devices for Individuals with Autism Spectrum Disorder / Elizabeth R. LORAH in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkA systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder / Shaun ZIEGENFUSZ in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkA systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder / Emily BREMER in Autism, 20-8 (November 2016)
PermalinkSystematic review of the collateral effects of behavioral sleep interventions in children and adolescents with autism spectrum disorder / Jolene E. HUNTER in Research in Autism Spectrum Disorders, 79 (November 2020)
PermalinkA systematic review of the comparative pragmatic differences in conversational skills of individuals with autism / Cheong YING SNG in Autism & Developmental Language Impairments, 3 (January-December 2018)
PermalinkA systematic review of the diagnostic stability of Autism Spectrum Disorder / Sue WOOLFENDEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkSystematic review of the effectiveness and cultural adaptation of social skills interventions for adolescents with autism spectrum disorders in Asia / Nadlada TAWANKANJANACHOT in Research in Autism Spectrum Disorders, 104 (June 2023)
PermalinkA systematic review of the effectiveness and efficacy of clinician-led psychological interventions for parents of children with ASD / Kieron MERRIMAN in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkSystematic review of the effectiveness of pharmacological treatments for adolescents and adults with autism spectrum disorder / Marita BROADSTOCK in Autism, 11-4 (July 2007)
PermalinkA systematic review of the effects of choice on academic outcomes for students with autism spectrum disorder / Colleen K. REUTEBUCH in Research in Autism Spectrum Disorders, 20 (December 2015)
PermalinkA systematic review of the experiences of autistic young people enrolled in mainstream second-level (post-primary) schools / Finbar HORGAN in Autism, 27-2 (February 2023)
PermalinkSystematic Review of the Relationship Between Autism Stigma and Informal Caregiver Mental Health / C. PAPADOPOULOS in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
PermalinkA systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions / Stephanie Y. PATTERSON in Autism, 16-5 (September 2012)
PermalinkA Systematic Review of Treatments for Anxiety in Youth with Autism Spectrum Disorders / Roma A. VASA in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
PermalinkA systematic review of weighted vests with individuals with autism spectrum disorder / Christopher J. TAYLOR in Research in Autism Spectrum Disorders, 37 (May 2017)
PermalinkA Systematic Review of What Barriers and Facilitators Prevent and Enable Physical Healthcare Services Access for Autistic Adults / D. MASON in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkA systematic review on autistic people's experiences of stigma and coping strategies / E. HAN in Autism Research, 15-1 (January 2022)
PermalinkSystematic Screening for Subtelomeric Anomalies in a Clinical Sample of Autism / Thomas H. WASSINK in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkA systematic search and appraisal of intervention characteristics used to develop varied communication functions in children with autism who use aided AAC / Kristy LOGAN in Research in Autism Spectrum Disorders, 90 (February 2022)
PermalinkSystematic social observation of children’s neighborhoods using Google Street View: a reliable and cost-effective method / Candice L. ODGERS in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)
PermalinkA systematic variant annotation approach for ranking genes associated with autism spectrum disorders / E. LARSEN in Molecular Autism, 7 (2016)
PermalinkSystématisation des interventions en dyspraxie verbale : proposition d'un modèle intégratif / Line CHARRON in Rééducation Orthophonique, 261 (mars 2015)
PermalinkSystème efférent olivocochléaire et perception auditive dans l'autisme infantile / Stéphanie KHALFA in Bulletin Scientifique de l'arapi (Le), 1 (juin 1998)
PermalinkLe système expert JPSY de la classification française des troubles mentaux de l'enfant et de l'adolescent / Christian PORTELLI in Handicap et Inadaptations, 57 (janvier-mars 1992)
PermalinkDu système D à la langue des signes / Sophie GIROIR in Déclic, 166 (Juillet-Août 2015)
PermalinkLe système de monitoring du bien-être : application à l'anxiété dans les troubles du spectre autistique / Cédric HUFNAGEL in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)
PermalinkLe système P.E.C.S.: Un système alternatif au langage / Chantal BROUSSE in Rééducation Orthophonique, 207 (Septembre 2001)
PermalinkLes systèmes de mémoire spatiale et le syndrome de Williams / M. BOSTELMANN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 160 (Juin 2019)
PermalinkSystems analysis of associations over time between maternal and sibling well-being and behavioral and emotional problems of children with autism / Richard P. HASTINGS in Research in Autism Spectrum Disorders, 8-11 (November 2014)
PermalinkSystems theory and cascades in developmental psychopathology / Martha J. COX in Development and Psychopathology, 22-3 (August 2010)
PermalinkTable de jeux basée sur l'idée des tables d'éveil pour les petits / Sarah DACENKO in Rett Info, 85 (Mars 2023)
PermalinkTable ronde des associations - Droits des personnes avec autisme. Bonnes pratiques. Bientraitance / Rita THOMASSIN in Bulletin Scientifique de l'arapi (Le), 25 (Printemps 2010)
PermalinkTable ronde avec les associations / Dominique DONNET-KAMEL in Bulletin Scientifique de l'arapi (Le), 50 (2022)
PermalinkTable ronde avec les associations de parents in Bulletin Scientifique de l'arapi (Le), 21 (Printemps 2008)
PermalinkTable ronde avec les associations : "la recherche participative au coeur du Gis : attente, enjeu et perspective" / Dominique DONNET-KAMEL in Bulletin Scientifique de l'arapi (Le), 46 (2020-2)
PermalinkTable ronde : Clôture des J.A. / Anne-Marie LATOUR in Thérapie psychomotrice et recherches, 155 (2008)
PermalinkTable ronde : Interactions des associations de familles et de la recherche, un compagnonnage vivant et fructueux / Catherine BARTHELEMY in Bulletin Scientifique de l'arapi (Le), 36 (Hiver 2015)
PermalinkLa tablette grenouille pour la toilette / Sophie DEMAISON in Déclic, 142 (Juillet-Août 2011)
PermalinkLa tablette, mode d'emploi / Esther LEBURGUE in Déclic, 155 (septembre-octobre 2013)
PermalinkTablette tactile : bien plus qu’un jeu d’enfant / Anne-Claire PREFOL in Déclic, 166 (Juillet-Août 2015)
PermalinkLes tablettes numériques au service de personnes présentant un Trouble du Spectre de l'Autisme / Michèle CERISIER-POUHET in Rééducation Orthophonique, 266 (Juin 2016)
PermalinkTablettes tactiles : la révolution? in Déclic, 147 (Mai-juin 2012)
PermalinkTAC et dyspraxie : classifications, modèles théoriques et perspective neuroscientifique pour la compréhension de l’hétérogénéité des profils du trouble des coordinations motrices / Olivier GORGY in Thérapie psychomotrice et recherches, 165 (2011)
PermalinkLa tâche de discrimination auditive comme technique de remédiation cognitive des troubles dyslexiques chez les sujets arabophones / A.O.T. AHAMI in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 136-137 (Octobre 2015)
PermalinkTâches ménagères : je ne sais pas déléguer ! / Emilie GILMER in Déclic, 134 (Mars-Avril 2010)
PermalinkTachykinins / J. E. MAGGIO in Annual Review of Neuroscience, 11 (1988)
PermalinkTackling hypo and hyper sensory processing heterogeneity in autism: From clinical stratification to genetic pathways / Julian TILLMANN ; Freddy CLIQUET ; Frédérique AMSELLEM ; Anna MARUANI ; Claire LEBLOND ; Anita BEGGIATO ; David GERMANAUD ; Anouck AMESTOY ; Myriam LY-LE MOAL ; Daniel UMBRICHT ; Christopher CHATHAM ; Lorraine MURTAGH ; Manuel BOUVARD ; Marion LEBOYER ; Tony CHARMAN ; Thomas BOURGERON ; Richard DELORME ; Guillaume DUMAS ; EU-AIMS LEAP Group in Autism Research, 16-2 (February 2023)
PermalinkTact instruction for children with autism spectrum disorder: A review / M. Y. S. BAK in Autism & Developmental Language Impairments, 6 (January-December 2021)
PermalinkTactile cortical responses and association with tactile reactivity in young children on the autism spectrum / S. ESPENHAHN in Molecular Autism, 12 (2021)
PermalinkTactile hypersensitivity and GABA concentration in the sensorimotor cortex of adults with autism / L. A. SAPEY-TRIOMPHE in Autism Research, 12-4 (April 2019)
PermalinkTactile Perception in Adults with Autism: a Multidimensional Psychophysical Study / Carissa J. CASCIO in Journal of Autism and Developmental Disorders, 38-1 (January 2008)
PermalinkTactile responsiveness patterns and their association with core features in autism spectrum disorders / Jennifer H. FOSS-FEIG in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTactual exploration by normal infants / Harvey KRAVITZ in Developmental Medicine & Child Neurology, 20-6 (December 1978)
PermalinkLa taille de la tête répartit l'autisme en deux grands sous-types in Lettre d'Autisme France (La), 94 (Octobre 2023)
PermalinkTake your mind off it: Coping style, serotonin transporter linked polymorphic region genotype (5-HTTLPR), and children's internalizing and externalizing problems / Jessie I. CLINE in Development and Psychopathology, 27-4 (Part 1) (November 2015)
PermalinkTaking drugs during pregnancy / L. J. CHRISTOPHER in Developmental Medicine & Child Neurology, 20-3 (June 1978)
PermalinkTaking stock of critical clues to understanding sex differences in the prevalence and recurrence of autism / John N. CONSTANTINO in Autism, 21-6 (August 2017)
PermalinkTaking stock of the present and looking to the future of ADHD research: a commentary on Sonuga-Barke et al. (2023) / Jessica AGNEW-BLAIS in Journal of Child Psychology and Psychiatry, 64-4 (April 2023)
PermalinkTalent and Autism - Conférence à la Société Royale de Londres / Paul TREHIN in Link Autisme-Europe, 50 (Décembre 2008)
PermalinkLes talents uniques des personnes autistes offrent un avantage compétitif potentiel pour les entreprises / Dominique DONNET-KAMEL in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)
PermalinkPermalinkTalking About Death or Suicide: Prevalence and Clinical Correlates in Youth with Autism Spectrum Disorder in the Psychiatric Inpatient Setting / L. M. HOROWITZ in Journal of Autism and Developmental Disorders, 48-11 (November 2018)
PermalinkTalking back to OCD: The program that helps kids and teens say ‘no way’ – and parents to say ‘way to go’ / Elaine CHUNG in Journal of Child Psychology and Psychiatry, 49-6 (June 2008)
PermalinkTalking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD / Amy D. SPRIGGS in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkTalking to parents of disabled children / Gerald SOLOMONS in Developmental Medicine & Child Neurology, 20-4 (August 1978)
PermalinkTalking to young children / D. J. WOOD in Developmental Medicine & Child Neurology, 24-6 (December 1982)
PermalinkTanguy et la verdure / Christelle CALLEJA in Lettre d'Autisme France (La), 56 (Août 2013)
PermalinkTania ne serait pas en haut de l'affiche... / Vanessa CORNIER in Déclic, 171 (Mai-Juin 2016)
PermalinkTant d'indifférence face à tant de différences / Evelyne FRIEDEL in Link Autisme-Europe, 66 (Décembre 2016)
PermalinkTant d’indifférence face à tant de différences / Evelyne FRIEDEL in Sésame, 204 (Décembre 2017)
PermalinkTant de maux que l’on dit, tant de maux que l’on tait / Geneviève PAROT PASSANI in Nouvelle Revue de l'AIS (La), 29 (Avril 2005)
PermalinkTant de questionnements... au foyer Sésame de Sucé sur Erdre / Isabelle LAURENT LEFORT in Sésame, 197 (Mars 2016)
PermalinkLa tapisserie d’Élisa / Isabelle MALO in Déclic, 157 (Janvier-Février 2014)
PermalinkTardive dyskinesia and the behavioral consequences of chronic neuroleptic treatment / C. Thomas GUALTIERI in Developmental Medicine & Child Neurology, 23-2 (April 1981)
PermalinkTargeted massively parallel sequencing of autism spectrum disorder-associated genes in a case control cohort reveals rare loss-of-function risk variants / Anthony J. GRISWOLD in Molecular Autism, (July 2015)
PermalinkTargeted Peer Victimization and the Construction of Positive and Negative Self-Cognitions: Connections to Depressive Symptoms in Children / David A. COLE in Journal of Clinical Child & Adolescent Psychology, 39-3 (May-June 2010)
PermalinkTargeted treatments for fragile X syndrome / Elizabeth BERRY-KRAVIS in Journal of Neurodevelopmental Disorders, 3-3 (September 2011)
PermalinkTargeted treatments in autism and fragile X syndrome / Kağan GURKAN C. in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTargeting Gamma-Related Pathophysiology in Autism Spectrum Disorder Using Transcranial Electrical Stimulation: Opportunities and Challenges / Fae B. KAYARIAN in Autism Research, 13-7 (July 2020)
PermalinkTargeting IEP Social Goals for Children with Autism in an Inclusive Summer Camp / L. K. KOEGEL in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
PermalinkTargeting of ?-catenin to postsynaptic sites through interaction with the Shank3 N-terminus / Fatemeh HASSANI NIA in Molecular Autism, 11 (2020)
PermalinkTargeting Oral Language and Listening Comprehension Development for Students with Autism Spectrum Disorder: A School-Based Pilot Study / Alyssa R. HENRY in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
PermalinkTargeting PPAR? in the rat valproic acid model of autism: focus on social motivational impairment and sex-related differences / Simona SCHEGGI in Molecular Autism, 11 (2020)
PermalinkTargeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention / Whitney J. DETAR in Focus on Autism and Other Developmental Disabilities, 35-4 (December 2020)
PermalinkTargeting the RHOA pathway improves learning and memory in adult Kctd13 and 16p11.2 deletion mouse models / Sandra MARTIN LORENZO in Molecular Autism, 12 (2021)
PermalinkTargets and Cues: Gaze-following in Children with Autism / Susan R. LEEKAM in Journal of Child Psychology and Psychiatry, 39-7 (October 1998)
PermalinkTask Dependency When Evaluating Association Between Facial Emotion Recognition and Facial Emotion Expression in Children with ASD / A. T. WIECKOWSKI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkTask dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy / Akira IWANAMI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkTask-determined strategies of visual process / Gad GEIGER in Cognitive Brain Research, 1-1 (June 1992)
PermalinkTask Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement / Joe REICHLE in Journal of Autism and Developmental Disorders, 40-6 (June 2010)
PermalinkTask engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkTask engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTask interspersal and performance of matching tasks by preschoolers with autism / Christian A. BENAVIDES in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
PermalinkTask-related default mode network modulation and inhibitory control in ADHD: effects of motivation and methylphenidate / Elizabeth B. LIDDLE in Journal of Child Psychology and Psychiatry, 52-7 (July 2011)
PermalinkTask-related functional connectivity in autism spectrum conditions: an EEG study using wavelet transform coherence / Ana CATARINO in Molecular Autism, (January 2013)
PermalinkTaste Identification in Adults with Autism Spectrum Conditions / Teresa TAVASSOLI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
PermalinkTau reduction attenuates autism-like features in Fmr1 knockout mice / Xiangyu JIANG ; Linkun HAN ; Yiru JIANG ; Yong WANG ; Jian MENG ; Xiang ZHU ; Xian ZHANG ; Hong LUO ; Yun-Wu ZHANG in Molecular Autism, 14 (2023)
PermalinkTaux d’invalidité à 80 % : quels bénéfices sociaux et fiscaux ? / Caroline GELLY in Déclic, 143 (Septembre-Octobre 2011)
PermalinkLes taux d’occupation des établissements médico-sociaux: un enjeu éthique / Sébastien DAMBRA in Sésame, 206 ([01/06/2018])
PermalinkA Taxonomy of Reported Harms in Pediatric Autism Spectrum Disorder Screening: Provider and Parent Perspectives / M. PETRUCCELLI in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkTay-Sachs disease: case reports with emphasis on chromatographic study of rectal biopsy / J. Gopinath RAO in Developmental Medicine & Child Neurology, 17-2 (April 1975)
PermalinkTCC léger et fatigue: exemple d'une prise en charge d'une adolescente de 15 ans / Catia BENI in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 174 (Novembre 2021)
PermalinkTDA/H et Asperger... Quels liens? Entretien avec le Dr Mario Speranza / Noëlie HERSART in Aspiration, 6 (Mars 2015)
PermalinkLe TDA/H, clinique et critères diagnostiques / François BANGE in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 140 (Mars 2016)
PermalinkLe TDA/H et les troubles anxieux chez les jeunes : une comorbidité fréquente mais un défi pour le diagnostic différentiel et les interventions à prioriser / Marie-Claude GUAY in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 158 (Février 2019)
PermalinkDu TDA au syndrome dysexécutif / Michèle MAZEAU in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 140 (Mars 2016)
PermalinkTDAH et TSA in Lettre d'Autisme France (La), 87 (Août 2021)
PermalinkTEACCH au Québec : l’histoire d’une grande famille / Julie COUTURE in L'Express, 1 (Printemps 2008)
PermalinkTeacher and Child Predictors of Achieving IEP Goals of Children with Autism / Lisa RUBLE in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkTeacher- and parent-reported trajectories of maladaptive behaviors among individuals with autism and non-spectrum delays / Hillary K. SCHILTZ ; Catherine LORD in Autism Research, 16-1 (January 2023)
PermalinkTeacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores / K. RIMFELD in Journal of Child Psychology and Psychiatry, 60-12 (December 2019)
PermalinkTeacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
PermalinkTeacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)
PermalinkTeacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)
PermalinkTeacher Ratings of Externalizing Behavior at School Entry for Boys and Girls: Similar Early Predictors and Different Correlates / Beverly I. FAGOT in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
PermalinkTeacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder / Courtney A. PAISLEY in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)
PermalinkTeacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home / Jacqueline PEI in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
PermalinkTeacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
PermalinkTeacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
PermalinkTeachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties / Mickaël JURY in Research in Autism Spectrum Disorders, 83 (May 2021)
PermalinkTeachers'concerns about chronically sick children: implications for paediatricians / Christine EISER in Developmental Medicine & Child Neurology, 29-1 (February 1987)
PermalinkTeachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations / Jennie N. JACKSON in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkTeachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders / Christine K. SYRIOPOULOU-DELLI in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
PermalinkTeachers’ perspectives of the sexuality of children with autism spectrum disorders / Efrosini KALYVA in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
PermalinkTeaching addition strategies to students with learning difficulties / Irene POLO-BLANCO in Autism & Developmental Language Impairments, 6 (January-December 2021)
PermalinkTeaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks / Kim M. DOTTO-FOJUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkTeaching advance movement exploration skills in water to children with autism spectrum disorders / Mehmet YANARDAG in Research in Autism Spectrum Disorders, 9 (January 2015)
PermalinkTeaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTeaching behavioral therapists to conduct brief preference assessments during therapy sessions / Michele R. BISHOP in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 8-5 (May 2014)
PermalinkTeaching caregivers to implement video modeling imitation training via iPad for their children with autism / Teresa A. CARDON in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTeaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach / Irene POLO-BLANCO ; Rocío BLANCO ; Juncal GOÑI-CERVERA in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
PermalinkTeaching children with autism how to respond to the lures of strangers / Nurgul AKMANOGLU in Autism, 15-2 (March 2011)
PermalinkTeaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkTeaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device / Derya GENC-TOSUN in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkTeaching children with Autism Spectrum Disorder to mand “What is it?” / Carole MARION in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkTeaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)
PermalinkTeaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching children with autism spectrum disorders to cooperate with injections / Binyamin BIRKAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkTeaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)
Permalink