Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms / Naomi O. DAVIS ; Marina SPANOS ; Maura SABATOS-DEVITO ; Rachel AIELLO ; Grace T. BARANEK ; Scott N. COMPTON ; Helen Link EGGER ; Lauren FRANZ ; Soo-Jeong KIM ; Bryan H. KING ; Alexander KOLEVZON ; Christopher J. MCDOUGLE ; Kevin B. SANDERS ; Jeremy VEENSTRA-VANDERWEELE ; Linmarie SIKICH ; Scott H KOLLINS ; Geraldine DAWSON in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Titre : Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms Type de document : texte imprimé Auteurs : Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen Link EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin B. SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H KOLLINS, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.3559-3566 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] Adaptive Behavior in Young Autistic Children: Associations with Irritability and ADHD Symptoms [texte imprimé] / Naomi O. DAVIS, Auteur ; Marina SPANOS, Auteur ; Maura SABATOS-DEVITO, Auteur ; Rachel AIELLO, Auteur ; Grace T. BARANEK, Auteur ; Scott N. COMPTON, Auteur ; Helen Link EGGER, Auteur ; Lauren FRANZ, Auteur ; Soo-Jeong KIM, Auteur ; Bryan H. KING, Auteur ; Alexander KOLEVZON, Auteur ; Christopher J. MCDOUGLE, Auteur ; Kevin B. SANDERS, Auteur ; Jeremy VEENSTRA-VANDERWEELE, Auteur ; Linmarie SIKICH, Auteur ; Scott H KOLLINS, Auteur ; Geraldine DAWSON, Auteur . - p.3559-3566. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3559-3566 Index. décimale : PER Périodiques Résumé : Attention-deficit/hyperactivity disorder (ADHD) symptoms affect 40-60% of autistic children and have been linked to differences in adaptive behavior. It is unclear whether adaptive behavior in autistic youth is directly impacted by co-occurring ADHD symptoms or by another associated feature of both autism and ADHD, such as increased irritability. The current study examined relationships between irritability, ADHD symptoms, and adaptive behavior in 3- to 7-year-old autistic children. Results suggest that, after adjusting for co-occurring ADHD symptoms, higher levels of irritability are associated with differences in social adaptive behavior specifically. Understanding relationships between irritability, ADHD, and adaptive behavior in autistic children is critical because measures of adaptive behavior, such as the Vineland Scales of Adaptive Functioning, are often used as a proxy for global functioning, as well as for developing intervention plans and measuring outcomes as primary endpoints in clinical trials. En ligne : https://doi.org/10.1007/s10803-022-05753-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition / Connie KASARI in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Titre : Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition Type de document : texte imprimé Auteurs : Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan H. KING, Auteur Article en page(s) : p.171-179 Langues : Anglais (eng) Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Children with autism spectrum disorder and social skills groups at school: a randomized trial comparing intervention approach and peer composition [texte imprimé] / Connie KASARI, Auteur ; Michelle DEAN, Auteur ; Mark KRETZMANN, Auteur ; Wendy SHIH, Auteur ; Felice ORLICH, Auteur ; Rondalyn WHITNEY, Auteur ; Rebecca LANDA, Auteur ; Catherine LORD, Auteur ; Bryan H. KING, Auteur . - p.171-179. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.171-179 Mots-clés : Social skills groups  autism spectrum disorders  inclusion  peer relationships  teacher child relationship  social networks Index. décimale : PER Périodiques Résumé : Background Peer relationships improve for children with autism spectrum disorder (ASD) in clinic-based social skills groups but rarely generalize to real world contexts. This study compares child outcomes of two social skills interventions conducted in schools with children in Kindergarten through fifth grade. Method Children with ASD were randomized to one of two interventions that varied on group composition (mixed typical and ASD vs. all ASD or social difficulties) and intervention approach (didactic SKILLS based vs. activity-based ENGAGE groups). Interventions were implemented at school for 8 weeks (16 sessions) with an 8-week follow-up. Innovative measures of peer nomination and playground peer engagement, as well as teacher reports of child behavior problems and teacher–child relationship were analyzed for 137 children with ASD across four sites. Results On the primary outcome of social network connections from the peer nomination measure, there was no main effect of treatment, but there were moderator effects. Children with low teacher–child closeness or high conflict improved more in their social connections if they received the SKILLS intervention, whereas children with higher teacher–child closeness improved more if they received the ENGAGE intervention. Only two secondary outcome measures yielded significant effects of treatment. Children in the SKILLS groups increased peer engagement and decreased isolation during recess. Child behavior problems and teacher–child closeness moderated peer engagement such that children with higher behavior problems and lower closeness benefitted more from SKILLS groups. Conclusions These findings suggest that social skills groups conducted at school can affect both peer engagement during recess as well as peer acceptability. Child characteristics and teacher–child relationship prior to intervention yield important information on who might benefit from a specific social skills intervention. En ligne : http://dx.doi.org/10.1111/jcpp.12460 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Design and Subject Characteristics in the Federally-Funded Citalopram Trial in Children with Pervasive Developmental Disorders / Lawrence SCAHILL in Journal of Autism and Developmental Disorders, 42-3 (March 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.460-467 Titre : Design and Subject Characteristics in the Federally-Funded Citalopram Trial in Children with Pervasive Developmental Disorders Type de document : texte imprimé Auteurs : Lawrence SCAHILL, Auteur ; James T. MCCRACKEN, Auteur ; Karen E. BEARSS, Auteur ; Fay ROBINSON, Auteur ; Eric HOLLANDER, Auteur ; Bryan H. KING, Auteur ; Joel D. BREGMAN, Auteur ; Lin SIKICH, Auteur ; Kimberly DUKES, Auteur ; Lisa SULLIVAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Craig DONNELLY, Auteur ; Young Shin KIM, Auteur ; Louise RITZ, Auteur ; Deborah HIRTZ, Auteur ; Ann WAGNER, Auteur Année de publication : 2012 Article en page(s) : p.460-467 Langues : Anglais (eng) Mots-clés : Autism  Asperger syndrome  Life history  Neuropathology  Adult Index. décimale : PER Périodiques Résumé : Despite recent interest in the pathogenesis of the autism spectrum disorders (pervasive developmental disorders), neuropathological descriptions of brains of individuals with well documented clinical information and without potentially confounding symptomatology are exceptionally rare. Asperger syndrome differs from classic autism by lack of cognitive impairment or delay in expressive language acquisition. We examined the 1,570 g brain of a 63 year old otherwise healthy mathematician with an Autistic Spectrum Disorder of Asperger subtype. Except for an atypical gyral pattern and megalencephaly, we detected no specific neuropathologic abnormality. Taken together, the behavioral data and pathological findings in this case are compatible with an early neurodevelopmental process affecting multiple neuroanatomic networks, but without a convincing morphologic signature detectable with routine neuropathologic technology. En ligne : http://dx.doi.org/10.1007/s10803-011-1259-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] Design and Subject Characteristics in the Federally-Funded Citalopram Trial in Children with Pervasive Developmental Disorders [texte imprimé] / Lawrence SCAHILL, Auteur ; James T. MCCRACKEN, Auteur ; Karen E. BEARSS, Auteur ; Fay ROBINSON, Auteur ; Eric HOLLANDER, Auteur ; Bryan H. KING, Auteur ; Joel D. BREGMAN, Auteur ; Lin SIKICH, Auteur ; Kimberly DUKES, Auteur ; Lisa SULLIVAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Craig DONNELLY, Auteur ; Young Shin KIM, Auteur ; Louise RITZ, Auteur ; Deborah HIRTZ, Auteur ; Ann WAGNER, Auteur . - 2012 . - p.460-467. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.460-467 Mots-clés : Autism  Asperger syndrome  Life history  Neuropathology  Adult Index. décimale : PER Périodiques Résumé : Despite recent interest in the pathogenesis of the autism spectrum disorders (pervasive developmental disorders), neuropathological descriptions of brains of individuals with well documented clinical information and without potentially confounding symptomatology are exceptionally rare. Asperger syndrome differs from classic autism by lack of cognitive impairment or delay in expressive language acquisition. We examined the 1,570 g brain of a 63 year old otherwise healthy mathematician with an Autistic Spectrum Disorder of Asperger subtype. Except for an atypical gyral pattern and megalencephaly, we detected no specific neuropathologic abnormality. Taken together, the behavioral data and pathological findings in this case are compatible with an early neurodevelopmental process affecting multiple neuroanatomic networks, but without a convincing morphologic signature detectable with routine neuropathologic technology. En ligne : http://dx.doi.org/10.1007/s10803-011-1259-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

Exploring the Manifestations of Anxiety in Children with Autism Spectrum Disorders / Victoria HALLETT in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2341-2352 Titre : Exploring the Manifestations of Anxiety in Children with Autism Spectrum Disorders Type de document : texte imprimé Auteurs : Victoria HALLETT, Auteur ; Luc LECAVALIER, Auteur ; Denis G. SUKHODOLSKY, Auteur ; Noreen CIPRIANO, Auteur ; Michael G. AMAN, Auteur ; James T. MCCRACKEN, Auteur ; Christopher J. MCDOUGLE, Auteur ; Elaine TIERNEY, Auteur ; Bryan H. KING, Auteur ; Eric HOLLANDER, Auteur ; Linmarie SIKICH, Auteur ; Joel D. BREGMAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Craig DONNELLY, Auteur ; Lily KATSOVICH, Auteur ; Kimberly DUKES, Auteur ; Benedetto VITIELLO, Auteur ; Kenneth D. GADOW, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.2341-2352 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Anxiety  Measurement  Clinical Trials Index. décimale : PER Périodiques Résumé : This study explores the manifestation and measurement of anxiety symptoms in 415 children with ASDs on a 20-item, parent-rated, DSM-IV referenced anxiety scale. In both high and low-functioning children (IQ above vs. below 70), commonly endorsed items assessed restlessness, tension and sleep difficulties. Items requiring verbal expression of worry by the child were rarely endorsed. Higher anxiety was associated with functional language, IQ above 70 and higher scores on several other behavioral measures. Four underlying factors emerged: Generalized Anxiety, Separation Anxiety, Social Anxiety and Over-arousal. Our findings extend our understanding of anxiety across IQ in ASD and provide guidance for improving anxiety outcome measurement. En ligne : http://dx.doi.org/10.1007/s10803-013-1775-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Exploring the Manifestations of Anxiety in Children with Autism Spectrum Disorders [texte imprimé] / Victoria HALLETT, Auteur ; Luc LECAVALIER, Auteur ; Denis G. SUKHODOLSKY, Auteur ; Noreen CIPRIANO, Auteur ; Michael G. AMAN, Auteur ; James T. MCCRACKEN, Auteur ; Christopher J. MCDOUGLE, Auteur ; Elaine TIERNEY, Auteur ; Bryan H. KING, Auteur ; Eric HOLLANDER, Auteur ; Linmarie SIKICH, Auteur ; Joel D. BREGMAN, Auteur ; Evdokia ANAGNOSTOU, Auteur ; Craig DONNELLY, Auteur ; Lily KATSOVICH, Auteur ; Kimberly DUKES, Auteur ; Benedetto VITIELLO, Auteur ; Kenneth D. GADOW, Auteur ; Lawrence SCAHILL, Auteur . - p.2341-2352. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2341-2352 Mots-clés : Autism spectrum disorders  Anxiety  Measurement  Clinical Trials Index. décimale : PER Périodiques Résumé : This study explores the manifestation and measurement of anxiety symptoms in 415 children with ASDs on a 20-item, parent-rated, DSM-IV referenced anxiety scale. In both high and low-functioning children (IQ above vs. below 70), commonly endorsed items assessed restlessness, tension and sleep difficulties. Items requiring verbal expression of worry by the child were rarely endorsed. Higher anxiety was associated with functional language, IQ above 70 and higher scores on several other behavioral measures. Four underlying factors emerged: Generalized Anxiety, Separation Anxiety, Social Anxiety and Over-arousal. Our findings extend our understanding of anxiety across IQ in ASD and provide guidance for improving anxiety outcome measurement. En ligne : http://dx.doi.org/10.1007/s10803-013-1775-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder / Monali CHOWDHURY in Autism, 20-5 (July 2016)  

Public ISBD [article]  inAutism > 20-5 (July 2016) . - p.528-537 Titre : Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Monali CHOWDHURY, Auteur ; Michael G. AMAN, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur ; Naomi SWIEZY, Auteur ; James T. MCCRACKEN, Auteur ; Bryan H. KING, Auteur ; Christopher J. MCDOUGLE, Auteur ; Karen E. BEARSS, Auteur ; Yanhong DENG, Auteur ; Lawrence SCAHILL, Auteur Article en page(s) : p.528-537 Langues : Anglais (eng) Mots-clés : non-compliance  psychometric properties Index. décimale : PER Périodiques Résumé : Previously, we adapted the Home Situations Questionnaire to measure behavioral non-compliance in everyday settings in children with pervasive developmental disorders. In this study, we further revised this instrument for use in autism spectrum disorder and examined its psychometric properties (referred to as the Home Situations Questionnaire-Autism Spectrum Disorder). To cover a broader range of situations and improve reliability, we prepared seven new items describing situations in which children with autism spectrum disorder might display non-compliance. Parents completed ratings of 242 children with autism spectrum disorder with accompanying disruptive behaviors (ages 4–14 years) participating in one of two randomized clinical trials. Results from an exploratory factor analysis indicated that the Home Situations Questionnaire-Autism Spectrum Disorder consists of two 12-item factors: Socially Inflexible (α = 0.84) and Demand Specific (α = 0.89). One-to-two-week test–retest reliability was statistically significant for all scored items and also for subscale totals. The pattern of correspondence between the Home Situations Questionnaire-Autism Spectrum Disorder and parent-rated problem behavior, clinician-rated repetitive behavior, adaptive behavior, and IQ provided evidence for concurrent and divergent validity of the Home Situations Questionnaire-Autism Spectrum Disorder. Overall, the results suggest that the Home Situations Questionnaire-Autism Spectrum Disorder is an adequate measure for assessing non-compliance in a variety of situations in this population, and use of its two subscales will likely provide a more refined interpretation of ratings. En ligne : http://dx.doi.org/10.1177/1362361315593941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Factor structure and psychometric properties of the revised Home Situations Questionnaire for autism spectrum disorder: The Home Situations Questionnaire-Autism Spectrum Disorder [texte imprimé] / Monali CHOWDHURY, Auteur ; Michael G. AMAN, Auteur ; Luc LECAVALIER, Auteur ; Tristram SMITH, Auteur ; Cynthia JOHNSON, Auteur ; Naomi SWIEZY, Auteur ; James T. MCCRACKEN, Auteur ; Bryan H. KING, Auteur ; Christopher J. MCDOUGLE, Auteur ; Karen E. BEARSS, Auteur ; Yanhong DENG, Auteur ; Lawrence SCAHILL, Auteur . - p.528-537. Langues : Anglais (eng) in Autism > 20-5 (July 2016) . - p.528-537 Mots-clés : non-compliance  psychometric properties Index. décimale : PER Périodiques Résumé : Previously, we adapted the Home Situations Questionnaire to measure behavioral non-compliance in everyday settings in children with pervasive developmental disorders. In this study, we further revised this instrument for use in autism spectrum disorder and examined its psychometric properties (referred to as the Home Situations Questionnaire-Autism Spectrum Disorder). To cover a broader range of situations and improve reliability, we prepared seven new items describing situations in which children with autism spectrum disorder might display non-compliance. Parents completed ratings of 242 children with autism spectrum disorder with accompanying disruptive behaviors (ages 4–14 years) participating in one of two randomized clinical trials. Results from an exploratory factor analysis indicated that the Home Situations Questionnaire-Autism Spectrum Disorder consists of two 12-item factors: Socially Inflexible (α = 0.84) and Demand Specific (α = 0.89). One-to-two-week test–retest reliability was statistically significant for all scored items and also for subscale totals. The pattern of correspondence between the Home Situations Questionnaire-Autism Spectrum Disorder and parent-rated problem behavior, clinician-rated repetitive behavior, adaptive behavior, and IQ provided evidence for concurrent and divergent validity of the Home Situations Questionnaire-Autism Spectrum Disorder. Overall, the results suggest that the Home Situations Questionnaire-Autism Spectrum Disorder is an adequate measure for assessing non-compliance in a variety of situations in this population, and use of its two subscales will likely provide a more refined interpretation of ratings. En ligne : http://dx.doi.org/10.1177/1362361315593941 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders / Lindsey STERLING in Autism Research, 6-5 (October 2013)  

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Genetic and epigenetic signatures associated with plasma oxytocin levels in children and adolescents with autism spectrum disorder / Stephen K. SIECINSKI in Autism Research, 16-3 (March 2023)  

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Measuring Anxiety as a Treatment Endpoint in Youth with Autism Spectrum Disorder / Luc LECAVALIER in Journal of Autism and Developmental Disorders, 44-5 (May 2014)  

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Measuring repetitive behaviors as a treatment endpoint in youth with autism spectrum disorder / Lawrence SCAHILL in Autism, 19-1 (January 2015)  

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Mice Exposed to Diagnostic Ultrasound In Utero Are Less Social and More Active in Social Situations Relative to Controls / Abbi M. MCCLINTIC in Autism Research, 7-3 (June 2014)  

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Pharmacological Interventions / Bryan H. KING ; Debbie SPAIN ; Francisco M. MUSICH ; Susan W. WHITE

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Severity of ASD symptoms and their correlation with the presence of copy number variations and exposure to first trimester ultrasound / Sara Jane WEBB in Autism Research, 10-3 (March 2017)  

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Stereotypy and Self-Injury / Lindsey STERLING

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STX209 (Arbaclofen) for Autism Spectrum Disorders: An 8-Week Open-Label Study / Craig ERICKSON in Journal of Autism and Developmental Disorders, 44-4 (April 2014)  

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The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)  

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