Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan / Emma PRITCHARD-ROWE in Autism, 29-1 (January 2025)  

Public ISBD [article]  inAutism > 29-1 (January 2025) . - p.64-75 Titre : Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan Type de document : texte imprimé Auteurs : Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.64-75 Langues : Anglais (eng) Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544 [article] Autistic adults' perspectives and experiences of diagnostic assessments that include play across the lifespan [texte imprimé] / Emma PRITCHARD-ROWE, Auteur ; Carmen DE LEMOS, Auteur ; Katie HOWARD, Auteur ; Jenny L. GIBSON, Auteur . - p.64-75. Langues : Anglais (eng) in Autism > 29-1 (January 2025) . - p.64-75 Mots-clés : assessment  autism  autistic perspectives  diagnosis  neurodiversity  play Index. décimale : PER Périodiques Résumé : Play is often included in autism diagnostic assessments. These tend to focus on 'deficits' and non-autistic interpretation of observable behaviours. In contrast, a neurodiversity-affirmative assessment approach involves centring autistic perspectives and focusing on strengths, differences and needs. Accordingly, this study was designed to focus on autistic perspectives of diagnostic assessments that incorporate play. Autism community stakeholders were consulted on the design of the study. Semi-structured interviews were conducted with 22 autistic adults aged 18-57 years who live in the United Kingdom. Interpretative phenomenological analysis was used to identify themes. Autistic adults highlighted the varying ways in which play was included in their diagnostic assessments, such as via the Autism Diagnostic Observation Schedule. Our findings highlight the importance of better adapting assessment to the heterogeneity of autism. For example, our findings question the extent to which play is useful for assessing autistic women and girls who mask. Our findings also suggest that holistic, neurodiversity-affirmative assessment practices should be adopted. Our findings support the importance of adopting a personalised approach to diagnostic assessments that use play, in addition to assessing strengths and differences as well as needs.Lay abstractPlay is often included in autism diagnostic assessments. These assessments tend to focus on negatives and how people who are not autistic interpret observable behaviours. It is important to take a neurodiversity-affirmative assessment approach. This involves focusing on what autistic people say and looking at strengths and needs. We wanted to find out how autistic adults experience diagnostic assessments that include play. We asked autistic and non-autistic people to help us design our study and interview questions. We then interviewed 22 autistic adults to find out what they think about the use of play in assessments. We used a qualitative method called interpretative phenomenological analysis to analyse the data. Autistic adults told us about the different ways play was included in their diagnostic assessments. For example, some completed a diagnostic tool called the Autism Diagnostic Observation Schedule. Autistic adults also talked about the importance of considering how autistic people are different to each other. For example, we found that play may not be useful for assessing women or girls who mask. This suggests that professionals should adopt a personalised approach to diagnostic assessments that use play catering to each person s needs. Our findings also suggested that professionals should assess strengths and differences as well as needs. En ligne : https://dx.doi.org/10.1177/13623613241257601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=544

Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys / Gill Althia FRANCIS in Research in Autism Spectrum Disorders, 58 (February 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Titre : Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys Type de document : texte imprimé Auteurs : Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny L. GIBSON, Auteur Article en page(s) : p.68-82 Langues : Anglais (eng) Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 [article] Do Tangible User Interfaces promote social behaviour during free play? A comparison of autistic and typically-developing children playing with passive and digital construction toys [texte imprimé] / Gill Althia FRANCIS, Auteur ; William FARR, Auteur ; Silvana MAREVA, Auteur ; Jenny L. GIBSON, Auteur . - p.68-82. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 58 (February 2019) . - p.68-82 Mots-clés : Autism  Tangible user interface  Free play  Social interaction Index. décimale : PER Périodiques Résumé : Background Little is known about the extent to which embodied digital mediation may support social engagement between children with or without autism (ASD) in free play settings. This study draws on Affordance theory and Constructionism to investigate social play behaviours associated with use of a Tangible User Interface (TUI) during free play. Method The study used a detailed observational and descriptive design. Two groups of children with ASD and two groups of typically developing (TD) children were filmed during a 20-minute play session with either a passive toy, or a digital toy with a TUI. Behaviours were coded according to a scheme based on Parten’s Play States. Data were described in terms of duration, frequency and the likelihood of transition to another state, given the current state. Results For TD children, Parallel and Associative were the most frequently observed Play States across both conditions. For those with ASD, Parallel Play and Non-Play-Related Conversation were the most frequent states in the passive condition, while Parallel and Associative Play were the most common in the TUI condition. This group demonstrated a longer duration of co-operative play with the TUI toy compared to TD children. Both groups showed higher frequencies of social play in the TUI condition. Conclusions Social play states can be effectively mediated by TUIs for both TD and ASD groups. For the ASD group, repetitive behaviour with a TUI may not be inhibitory to social engagement. Practitioners may consider making TUI enabled toys available during free play opportunities. En ligne : https://doi.org/10.1016/j.rasd.2018.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379

‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis / David Ariel SHER in Autism, 29-11 (November 2025)  

Public ISBD [article]  inAutism > 29-11 (November 2025) . - p.2756-2773 Titre : ‘It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur Article en page(s) : p.2756-2773 Langues : Anglais (eng) Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] â€˜It feels like a blessing’ – The experience of Hebrew-English bilingualism among autistic children: An interpretative phenomenological analysis [texte imprimé] / David Ariel SHER, Auteur ; Nicole Wendy SHER, Auteur ; Jenny L. GIBSON, Auteur ; Hannah Ella SHER, Auteur . - p.2756-2773. Langues : Anglais (eng) in Autism > 29-11 (November 2025) . - p.2756-2773 Mots-clés : autism  autistic  bilingualism  Hebrew  Jewish  qualitative Index. décimale : PER Périodiques Résumé : Over half the world’s population are bilingual. Despite this, practitioners often advise parents of autistic children to teach their child one dominant national language and limit their child’s exposure to community languages. Limited research with autistic children’s carers has shown that this monolingual approach impoverishes children’s experiences in communal, familial, religious, and social contexts. There is very little research on this topic from the first-person perspectives of autistic children themselves. There is no research exploring the perspectives of Hebrew-English bilingual autistic children. This study aimed to explore the perspectives and experiences of autistic children on Hebrew-English bilingualism. In accord with the interpretative phenomenological analysis (IPA) methodological framework, semi-structured interviews were conducted to explore the experiences of 13 Hebrew-English bilingual autistic children. The IPA clustering process resulted in two overarching group experiential themes (GETs). The first GET was ‘Bilingualism aids religious, educational, and social integration and connection’. The second GET was ‘Preference of bilingualism and dislike of monolingual approach’. Recommendations include training for practitioners regarding potential positive outcomes of bilingualism, alongside the way their advice to adopt a monolingual approach impacts upon autistic children. We also argue the importance of autistic children’s views being considered whenever bilingual decision-making is made.Lay abstract Over half the world’s population speak two or more languages. Despite this, practitioners often advise parents of autistic children to teach their child one main national language and not expose their child to additional community languages. Limited research with autistic children’s carers has shown that this approach negatively impacts autistic children’s communal, family, religious, and social experiences. There is very little research on this topic from the first-hand perspectives of autistic children themselves. There is no research exploring the perspectives of autistic children who speak both Hebrew and English. This study aimed to explore the views of autistic children who have ability in the Hebrew and English languages. Using the interpretative phenomenological analysis (IPA) research approach, we conducted interviews to explore the experiences of 13 autistic children who have ability in both the Hebrew and English languages. The research resulted in two overarching themes. The first theme was ‘Bilingualism aids religious, educational, and social integration and connection’. The second theme was ‘Preference of bilingualism, and dislike of monolingual approach’. Our recommendations include training practitioners to be more aware of the way the advice they give for autistic children to only learn one language can negatively impact autistic children. We also argue that whenever decision-making about an autistic child learning two or more languages is made, autistic children’s views should be considered. En ligne : https://dx.doi.org/10.1177/13623613251367244 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

"It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children / David Ariel SHER in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4440-4473 Titre : "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children Type de document : texte imprimé Auteurs : David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Wendy V. BROWNE, Auteur Article en page(s) : p.4440-4473 Langues : Anglais (eng) Mots-clés : Autism  Bilingualism  English  Hebrew  Jewish  Monolingualism Index. décimale : PER Périodiques Résumé : Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners ('practitioners') and parents of Hebrew-English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05314-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] "It's Like Stealing What Should be Theirs." An Exploration of the Experiences and Perspectives of Parents and Educational Practitioners on Hebrew-English Bilingualism for Jewish Autistic Children [texte imprimé] / David Ariel SHER, Auteur ; Jenny L. GIBSON, Auteur ; Wendy V. BROWNE, Auteur . - p.4440-4473. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4440-4473 Mots-clés : Autism  Bilingualism  English  Hebrew  Jewish  Monolingualism Index. décimale : PER Périodiques Résumé : Parents of autistic children are routinely advised to raise them monolingually, despite potential negative effects of monolingualism and no evidence of harm from bilingualism. There is, however, limited research on this topic. This study explored experiences and perspectives of educational practitioners ('practitioners') and parents of Hebrew-English bilingual autistic children on bilingualism and monolingualism. Using interpretative phenomenological analysis, we explored the experiences of 22 parents and 31 practitioners using both oral and written interviews. The analysis revealed that religious continuity is a crucial factor in bilingual decision-making. Unexpectedly, both practitioners and parents felt that having to adopt a monolingual approach was unjust, in line with conceptions of forced monolingualism. This article recommends awareness training on community languages and research in other communities. En ligne : http://dx.doi.org/10.1007/s10803-021-05314-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study / Claire L. FORREST in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study Type de document : texte imprimé Auteurs : Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score 1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] A longitudinal analysis of early language difficulty and peer problems on later emotional difficulties in adolescence: Evidence from the Millennium Cohort Study [texte imprimé] / Claire L. FORREST, Auteur ; Jenny L. GIBSON, Auteur ; Sarah L. HALLIGAN, Auteur ; Michelle C. ST CLAIR, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimIndividuals with developmental language disorder have been found to exhibit increased emotional difficulties compared to their typically developed peers. However, the underlying pathways involved in this relationship are unclear. It may be that poor language leads to social exclusion, resulting in feelings of frustration and isolation. Additionally, previous research has focused on clinical samples or early childhood in population cohorts. Therefore, the current paper examines the mediating effect of childhood peer problems on poor emotional outcomes in adolescence using a population cohort.MethodsData from the Millennium Cohort Study were analysed at ages 5, 7 and 14. The risk of developmental language disorder group (children considered at risk of developing developmental language disorder based on parental report of difficulties or a score 1.5 standard deviation on Naming Vocabulary subtest at age 5) was compared to a general population group. A Sobel?Goodman test was used to examine the mediating effect of teacher-reported peer problems at age 7 on the association between language difficulties at age 5 and parent-reported emotional problems at age 7 and 14.ResultsPeer problems at age 7 accounted for approximately 14% of the effect of language difficulties at age 5 on emotional problems at age 7, and approximately 17% of the effect of language difficulties at age 5 on emotional problems at age 14.ConclusionsThis paper supports previous findings that children and adolescents with language difficulties are at increased risk for social and emotional problems as reported by their parents and teachers. Furthermore, the findings show that peer problems partially mediate the relationship between language difficulties and emotional problems, suggesting that better relationships with peers may offer some protection against poor mental health outcomes in adolescents at risk of developmental language disorder.ImplicationsThis paper adds to the literature that investigates the mechanisms involved in the relationship between developmental language disorder and increased emotional problems. Practitioners wishing to reduce risk of emotional difficulties in children with developmental language disorder may wish to reflect on what they can do to support a child to develop positive peer relationships. En ligne : https://doi.org/10.1177/2396941518795392 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Parental Perceptions and Decisions Regarding Maintaining Bilingualism in Autism / Katie HOWARD in Journal of Autism and Developmental Disorders, 51-1 (January 2021)  

Permalink

Play-based interventions to support social and communication development in autistic children aged 2–8 years: A scoping review / Jenny L. GIBSON in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Permalink

Practitioner Review: Multilingualism and neurodevelopmental disorders – an overview of recent research and discussion of clinical implications / Mirko ULJAREVIĆ in Journal of Child Psychology and Psychiatry, 57-11 (November 2016)  

Permalink

Relations Between Bilingualism and Autistic-Like Traits in a General Population Sample of Primary School Children / D. KASCELAN in Journal of Autism and Developmental Disorders, 49-6 (June 2019)  

Permalink

Respite and connection: Autistic adults' reflections upon nature and well-being during the Covid-19 pandemic / Samantha FRIEDMAN in Autism, 27-8 (November 2023)  

Permalink

Reviewing the link between language abilities and peer relations in children with developmental language disorder: The importance of children’s own perspectives / Lenka JANIK BLASKOVA in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Permalink

Social Cognition in Adolescents with Developmental Language Disorder (DLD): Evidence from the Social Attribution Task / Claire L. FORREST in Journal of Autism and Developmental Disorders, 53-11 (November 2023)  

Permalink

Social communication disorder outside autism? A diagnostic classification approach to delineating pragmatic language impairment, high functioning autism and specific language impairment / Jenny L. GIBSON in Journal of Child Psychology and Psychiatry, 54-11 (November 2013)  

Permalink

Solitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children / Yiran Vicky ZHAO in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Permalink

The impact of implementation support on the use of a social engagement intervention for children with autism in public schools / Jill LOCKE in Autism, 23-4 (May 2019)  

Permalink

---

1 2 (1 - 15 / 17) Par page : 25 50 100 200