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Auteur Elizabeth PELLICANO |
Documents disponibles écrits par cet auteur (64)
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?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children / Aspasia Stacey RABBA ; Lin CONG ; Poulomee DATTA ; Emma DRESENS ; Gabrielle HALL ; Melanie HEYWORTH ; Wenn LAWSON ; Patricia LEE ; Rozanna LILLEY ; Najeeba SYEDA ; Emily MA ; Julia WANG ; Rena WANG ; Chong Tze YEOW ; Elizabeth PELLICANO in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
[article]
Titre : ?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.4888-4900 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. En ligne : https://doi.org/10.1007/s10803-022-05748-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4888-4900[article] ?They Were Saying That I Was a Typical Chinese Mum? : Chinese Parents' Experiences of Parent-Teacher Partnerships for Their Autistic Children [Texte imprimé et/ou numérique] / Aspasia Stacey RABBA, Auteur ; Lin CONG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Patricia LEE, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Emily MA, Auteur ; Julia WANG, Auteur ; Rena WANG, Auteur ; Chong Tze YEOW, Auteur ; Elizabeth PELLICANO, Auteur . - p.4888-4900.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-12 (December 2023) . - p.4888-4900
Index. décimale : PER Périodiques Résumé : Effective parent-teacher partnerships improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different backgrounds. We conducted interviews with 17 Chinese parents of autistic children attending Australian kindergartens/schools to understand their experiences. Parents appreciated the acceptance, opportunities and supports they received in Australia. They had high expectations of children; expectations not often shared by educators. Parents were respectful of teachers' expertise and polite and undemanding in interactions. Nevertheless, parents were frustrated by inconsistent teaching quality and inadequate communication. Navigating systems was also challenging and parents faced discrimination from teachers and their community. Recommendations include fostering open home-school communication, proactively seeking parents' expertise about children and explicitly scaffolding parents' self-advocacy. En ligne : https://doi.org/10.1007/s10803-022-05748-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=516 "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes / Abigail CROYDON in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes Type de document : Texte imprimé et/ou numérique Auteurs : Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur Langues : Anglais (eng) Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] "This is what we’ve always wanted": Perspectives on young autistic people’s transition from special school to mainstream satellite classes [Texte imprimé et/ou numérique] / Abigail CROYDON, Auteur ; Anna REMINGTON, Auteur ; Lorcan KENNY, Auteur ; Elizabeth PELLICANO, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Transition education mainstream inclusion special satellite Index. décimale : PER Périodiques Résumé : Background & aims :According to parents, teachers and policymakers alike, including autistic children and young people in mainstream schools is notoriously difficult – especially so for the significant minority of young people on the autism spectrum with additional intellectual, communication and behavioural needs. The current study sought to understand the perceived impact of one particular, emerging model of education, in which selected students from special schools are transferred to dedicated ‘satellite’ classes in local, mainstream partner schools, while continuing to receive the tailored curriculum and specialist teaching of the originating school. Methods: We conducted interviews with London-based young autistic people (n?=?19), their parents/carers and teachers to understand their experiences of transitioning from specialist to satellite mainstream provision. Results: Participants overwhelmingly welcomed the prospect of transition and its perceived benefits in the short and longer term. Young people and families celebrated achieving access to ‘more normal places and things’, ‘seeing what others are doing’, and greater autonomy, without losing the trusted expert support of their former special school. Young people also felt a deep sense of belonging to their new mainstream school, despite only being minimally included in regular mainstream classes and activities. Teachers were equally positive and felt that their students had responded to higher expectations in their new mainstream schools, reportedly resulting in better behavioural regulation and more sustained attention in the classroom. Conclusions : The strikingly positive evaluations provided by all participants suggest that this satellite model of education might have advantages for young autistic people with additional intellectual disability, when appropriate support extends across transition and beyond. Implications : These findings shed light on the experiences of an under-researched group of autistic students and a specific model of education – following a needs-based perspective on inclusion – that seeks to extend their participation in local schools. Future research should examine the potential effects of satellite classrooms on the knowledge of, and attitudes toward, autism in non-autistic mainstream peers. En ligne : https://doi.org/10.1177/2396941519886475 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
[article]
Titre : Towards the measurement of autistic burnout Type de document : Texte imprimé et/ou numérique Auteurs : Samuel RC ARNOLD, Auteur ; Julianne M HIGGINS, Auteur ; Janelle WEISE, Auteur ; Aishani DESAI, Auteur ; Elizabeth PELLICANO, Auteur ; Julian N TROLLOR, Auteur Article en page(s) : p.1933-1948 Langues : Anglais (eng) Mots-clés : autism autistic burnout burnout camouflaging double empathy masking Index. décimale : PER Périodiques Résumé : Studies are emerging documenting the experience of fatigue, exhaustion and loss of functioning that has long been described by autistic adults as autistic burnout. New assessment tools are needed to enable identification and diagnosis. Here, we sought to identify factors associated with severity, develop an autistic burnout assessment and test the prepublication AASPIRE Autistic Burnout Measure tool. A co-produced survey of 141 autistic adults with experience of autistic burnout (98% above cut-off for depression) was subjected to exploratory factor analysis and scale reduction to identify a grouping of Autistic Burnout Severity Items. Autistic Burnout Severity Items showed strong overall internal consistency and acceptable internal consistency across four factors. Masking and depression were associated with the Autistic Burnout Severity Items, once variation in alexithymia, interoception, repetitive behaviours, sensory sensitivities and autism severity had been adjusted for. There is some suggestion that the Autistic Burnout Measure may not be as robust as the Autistic Burnout Severity Items, particularly as it showed a significant relationship with depression but not masking. Our findings alongside recent literature highlight a core phenomenon, comprising exhaustion, withdrawal and cognitive overload, associated with stressors potentially unique to autistic people. Further disambiguation from autistic shutdown and other conditions is needed in work towards the measurement of autistic burnout.Lay abstractAutistic burnout has been talked about by autistic adults for some time on blogs and in social media. Now, research describes fatigue, exhaustion and other related symptoms experienced by autistic people. We need new ways to help identify autistic burnout. In this study, we tested a new questionnaire called the AASPIRE Autistic Burnout Measure, and we investigated things that are linked to worse autistic burnout. We also trialled a group of Autistic Burnout Severity Items that we made. Working with an autistic researcher, we made the Autistic Burnout Severity Items based on published definitions of autistic burnout. Autistic adults (n=141) who had experienced autistic burnout completed an online survey. We found that autistic burnout was connected to masking and depression. The Autistic Burnout Measure tool was associated with depression but not with masking. It was not very accurate in telling apart participants who were currently experiencing burnout versus those who were reporting on their past experience. The Autistic Burnout Severity Items might have problems with subscales adding together to measure autistic burnout. More work is needed on how to measure autistic burnout. Our research and other recent studies show autistic people experience a combination of exhaustion, withdrawal and problems with their concentration and thinking. Burnout seems to be linked to the stress experienced by autistic people in their daily lives. We need more research to understand the difference between autistic burnout and other conditions and experiences. We need to develop assessment tools that can help identify this burnout. En ligne : http://dx.doi.org/10.1177/13623613221147401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism > 27-7 (October 2023) . - p.1933-1948[article] Towards the measurement of autistic burnout [Texte imprimé et/ou numérique] / Samuel RC ARNOLD, Auteur ; Julianne M HIGGINS, Auteur ; Janelle WEISE, Auteur ; Aishani DESAI, Auteur ; Elizabeth PELLICANO, Auteur ; Julian N TROLLOR, Auteur . - p.1933-1948.
Langues : Anglais (eng)
in Autism > 27-7 (October 2023) . - p.1933-1948
Mots-clés : autism autistic burnout burnout camouflaging double empathy masking Index. décimale : PER Périodiques Résumé : Studies are emerging documenting the experience of fatigue, exhaustion and loss of functioning that has long been described by autistic adults as autistic burnout. New assessment tools are needed to enable identification and diagnosis. Here, we sought to identify factors associated with severity, develop an autistic burnout assessment and test the prepublication AASPIRE Autistic Burnout Measure tool. A co-produced survey of 141 autistic adults with experience of autistic burnout (98% above cut-off for depression) was subjected to exploratory factor analysis and scale reduction to identify a grouping of Autistic Burnout Severity Items. Autistic Burnout Severity Items showed strong overall internal consistency and acceptable internal consistency across four factors. Masking and depression were associated with the Autistic Burnout Severity Items, once variation in alexithymia, interoception, repetitive behaviours, sensory sensitivities and autism severity had been adjusted for. There is some suggestion that the Autistic Burnout Measure may not be as robust as the Autistic Burnout Severity Items, particularly as it showed a significant relationship with depression but not masking. Our findings alongside recent literature highlight a core phenomenon, comprising exhaustion, withdrawal and cognitive overload, associated with stressors potentially unique to autistic people. Further disambiguation from autistic shutdown and other conditions is needed in work towards the measurement of autistic burnout.Lay abstractAutistic burnout has been talked about by autistic adults for some time on blogs and in social media. Now, research describes fatigue, exhaustion and other related symptoms experienced by autistic people. We need new ways to help identify autistic burnout. In this study, we tested a new questionnaire called the AASPIRE Autistic Burnout Measure, and we investigated things that are linked to worse autistic burnout. We also trialled a group of Autistic Burnout Severity Items that we made. Working with an autistic researcher, we made the Autistic Burnout Severity Items based on published definitions of autistic burnout. Autistic adults (n=141) who had experienced autistic burnout completed an online survey. We found that autistic burnout was connected to masking and depression. The Autistic Burnout Measure tool was associated with depression but not with masking. It was not very accurate in telling apart participants who were currently experiencing burnout versus those who were reporting on their past experience. The Autistic Burnout Severity Items might have problems with subscales adding together to measure autistic burnout. More work is needed on how to measure autistic burnout. Our research and other recent studies show autistic people experience a combination of exhaustion, withdrawal and problems with their concentration and thinking. Burnout seems to be linked to the stress experienced by autistic people in their daily lives. We need more research to understand the difference between autistic burnout and other conditions and experiences. We need to develop assessment tools that can help identify this burnout. En ligne : http://dx.doi.org/10.1177/13623613221147401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Understanding parents’ and professionals’ knowledge and awareness of autism in Nepal / Michelle HEYS in Autism, 21-4 (May 2017)
[article]
Titre : Understanding parents’ and professionals’ knowledge and awareness of autism in Nepal Type de document : Texte imprimé et/ou numérique Auteurs : Michelle HEYS, Auteur ; Amy ALEXANDER, Auteur ; Emilie MEDEIROS, Auteur ; Kirti M TUMBAHANGPHE, Auteur ; Felicity GIBBONS, Auteur ; Rita SHRESTHA, Auteur ; Mangala MANANDHAR, Auteur ; Mary WICKENDEN, Auteur ; Merina SHRESTHA, Auteur ; Anthony COSTELLO, Auteur ; Dharma MANANDHAR, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.436-449 Langues : Anglais (eng) Mots-clés : autism child development focus group low-income country qualitative Index. décimale : PER Périodiques Résumé : Autism is a global phenomenon. Yet, there is a dearth of knowledge of how it is understood and its impact in low-income countries. We examined parents’ and professionals’ understanding of autism in one low-income country, Nepal. We conducted focus groups and semi-structured interviews with parents of autistic and non-autistic children and education and health professionals from urban and rural settings (n?=?106), asking questions about typical and atypical development and presenting vignettes of children to prompt discussion. Overall, parents of typically developing children and professionals had little explicit awareness of autism. They did, however, use some distinctive terms to describe children with autism from children with other developmental conditions. Furthermore, most participants felt that environmental factors, including in-utero stressors and birth complications, parenting style and home or school environment were key causes of atypical child development and further called for greater efforts to raise awareness and build community capacity to address autism. This is the first study to show the striking lack of awareness of autism by parents and professionals alike. These results have important implications for future work in Nepal aiming both to estimate the prevalence of autism and to enhance support available for autistic children and their families. En ligne : http://dx.doi.org/10.1177/1362361316646558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Autism > 21-4 (May 2017) . - p.436-449[article] Understanding parents’ and professionals’ knowledge and awareness of autism in Nepal [Texte imprimé et/ou numérique] / Michelle HEYS, Auteur ; Amy ALEXANDER, Auteur ; Emilie MEDEIROS, Auteur ; Kirti M TUMBAHANGPHE, Auteur ; Felicity GIBBONS, Auteur ; Rita SHRESTHA, Auteur ; Mangala MANANDHAR, Auteur ; Mary WICKENDEN, Auteur ; Merina SHRESTHA, Auteur ; Anthony COSTELLO, Auteur ; Dharma MANANDHAR, Auteur ; Elizabeth PELLICANO, Auteur . - p.436-449.
Langues : Anglais (eng)
in Autism > 21-4 (May 2017) . - p.436-449
Mots-clés : autism child development focus group low-income country qualitative Index. décimale : PER Périodiques Résumé : Autism is a global phenomenon. Yet, there is a dearth of knowledge of how it is understood and its impact in low-income countries. We examined parents’ and professionals’ understanding of autism in one low-income country, Nepal. We conducted focus groups and semi-structured interviews with parents of autistic and non-autistic children and education and health professionals from urban and rural settings (n?=?106), asking questions about typical and atypical development and presenting vignettes of children to prompt discussion. Overall, parents of typically developing children and professionals had little explicit awareness of autism. They did, however, use some distinctive terms to describe children with autism from children with other developmental conditions. Furthermore, most participants felt that environmental factors, including in-utero stressors and birth complications, parenting style and home or school environment were key causes of atypical child development and further called for greater efforts to raise awareness and build community capacity to address autism. This is the first study to show the striking lack of awareness of autism by parents and professionals alike. These results have important implications for future work in Nepal aiming both to estimate the prevalence of autism and to enhance support available for autistic children and their families. En ligne : http://dx.doi.org/10.1177/1362361316646558 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children / Jodie SMITH in Research in Autism Spectrum Disorders, 103 (May 2023)
[article]
Titre : ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Ngoc DANG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Hau T. T. NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.102142 Langues : Anglais (eng) Mots-clés : Cultural and linguistic diversity Vietnamese parents Parent-teacher partnerships Autistic students Participatory research Index. décimale : PER Périodiques Résumé : Background Effective family-school partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different cultural backgrounds, especially in an Australian context. Here, we provide insight into the first-hand experiences of Vietnamese parents living in Australia as they navigated education for their autistic children. Methods Using participatory methods, we conducted semi-structured interviews with 15 Vietnamese parents of autistic children (3 - 18 years) attending Australian kindergarten/schools to understand their experiences of parent-teacher interactions. Through reflexive thematic analysis, we identified three key themes and associated subthemes. Results Parent priorities were caregiving and their children?s education. They were clearly respectful of, and deferential towards, teachers and were also concerned about the potential repercussions of advocating for their children. Parents expressed gratitude for what Australia afforded them, often feeling undeserving of additional supports. Not being proficient in English was challenging, especially during periods of pandemic-related remote learning. Stigma and discrimination were commonly experienced, especially towards mothers. Despite challenges, parents fought for what they felt was best for their children, but this advocacy took its toll with stress, exhaustion and isolation frequently described. Culturally-specific services were a key source of assistance. Conclusion This work has implications for how teachers and schools can foster successful relationships with Vietnamese parents of autistic children. Recommendations for schools include supporting families' language preferences, explicitly scaffolding parent advocacy training as well as student self-advocacy strategies and ensuring that the wellbeing of both children and parents is prioritised by schools. En ligne : https://doi.org/10.1016/j.rasd.2023.102142 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501
in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102142[article] ''We don?t make trouble'': Vietnamese parents' experiences of parent-teacher partnerships for their autistic children [Texte imprimé et/ou numérique] / Jodie SMITH, Auteur ; Aspasia Stacey RABBA, Auteur ; Ngoc DANG, Auteur ; Poulomee DATTA, Auteur ; Emma DRESENS, Auteur ; Hau T. T. NGUYEN, Auteur ; Kim-Van NGUYEN, Auteur ; Phuc NGUYEN, Auteur ; Gabrielle HALL, Auteur ; Melanie HEYWORTH, Auteur ; Wenn LAWSON, Auteur ; Rozanna LILLEY, Auteur ; Najeeba SYEDA, Auteur ; Elizabeth PELLICANO, Auteur . - p.102142.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 103 (May 2023) . - p.102142
Mots-clés : Cultural and linguistic diversity Vietnamese parents Parent-teacher partnerships Autistic students Participatory research Index. décimale : PER Périodiques Résumé : Background Effective family-school partnerships can improve outcomes for autistic students. Yet, we know little about what effective partnerships look like for parents of autistic children from different cultural backgrounds, especially in an Australian context. Here, we provide insight into the first-hand experiences of Vietnamese parents living in Australia as they navigated education for their autistic children. Methods Using participatory methods, we conducted semi-structured interviews with 15 Vietnamese parents of autistic children (3 - 18 years) attending Australian kindergarten/schools to understand their experiences of parent-teacher interactions. Through reflexive thematic analysis, we identified three key themes and associated subthemes. Results Parent priorities were caregiving and their children?s education. They were clearly respectful of, and deferential towards, teachers and were also concerned about the potential repercussions of advocating for their children. Parents expressed gratitude for what Australia afforded them, often feeling undeserving of additional supports. Not being proficient in English was challenging, especially during periods of pandemic-related remote learning. Stigma and discrimination were commonly experienced, especially towards mothers. Despite challenges, parents fought for what they felt was best for their children, but this advocacy took its toll with stress, exhaustion and isolation frequently described. Culturally-specific services were a key source of assistance. Conclusion This work has implications for how teachers and schools can foster successful relationships with Vietnamese parents of autistic children. Recommendations for schools include supporting families' language preferences, explicitly scaffolding parent advocacy training as well as student self-advocacy strategies and ensuring that the wellbeing of both children and parents is prioritised by schools. En ligne : https://doi.org/10.1016/j.rasd.2023.102142 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 What should autism research focus upon? Community views and priorities from the United Kingdom / Elizabeth PELLICANO in Autism, 18-7 (October 2014)
PermalinkWhich terms should be used to describe autism? Perspectives from the UK autism community / Lorcan KENNY in Autism, 20-4 (May 2016)
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