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The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years / Sudha SRINIVASAN in Autism - Open Access, 3-2 (September 2013)
[article]
Titre : The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years Type de document : Texte imprimé et/ou numérique Auteurs : Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur Année de publication : 2013 Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-2 (September 2013) . - 7 p.[article] The Effect of Robot-Child Interactions on Social Attention and Verbalization Patterns of Typically Developing Children and Children With Autism Between 4 and 8 Years [Texte imprimé et/ou numérique] / Sudha SRINIVASAN, Auteur ; Anjana N. BHAT, Auteur . - 2013 . - 7 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-2 (September 2013) . - 7 p.
Mots-clés : Robots Social Attention Imitation Verbalization Communication Autism Children Index. décimale : PER Périodiques Résumé : 1.1 Background: There is anecdotal evidence for the use of robots to facilitate prosocial behaviors such as joint attention and verbalization in children with Autism Spectrum Disorders (ASDs). However, there have been no normative data in typically developing children to evaluate the effects of robot-child interactions on social and communication skills.
1.2 Objectives: The aim of our study was to evaluate the changes in social attention and verbalization skills of 15 typically developing (TD) children using a structured 8-session imitation protocol within a robot-adult-child context. We further extended this imitation protocol to two children with ASDs.
1.3 Methods: Pretest, session1, session 4, session 8, and posttest sessions were coded for attention patterns and the duration of verbalization of the children.
1.4 Results: TD children directed maximum attention towards the robot during training; however, they were bored with the limited repertoire of the robot over time. The training context also facilitated spontaneous verbalization between the child and the trainer. The context of robot-child interactions also afforded social attention and spontaneous verbalization in both children with ASDs.
1.5 Conclusions: Our findings suggest that robot-child interactions may be an enjoyable context for TD children as well as children with ASDs. Our future studies will rigorously examine the use of engaging, robot-child interaction contexts for facilitating social communication skills in children with ASDs.En ligne : http://dx.doi.org/10.4172/2165-7890.1000111 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228 The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group / Anna COOK in Autism, 24-8 (November 2020)
[article]
Titre : The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group Type de document : Texte imprimé et/ou numérique Auteurs : Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur Article en page(s) : p.2178-2189 Langues : Anglais (eng) Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431
in Autism > 24-8 (November 2020) . - p.2178-2189[article] The effect of school exposure and personal contact on attitudes towards bullying and autism in schools: A cohort study with a control group [Texte imprimé et/ou numérique] / Anna COOK, Auteur ; Jane OGDEN, Auteur ; Naomi WINSTONE, Auteur . - p.2178-2189.
Langues : Anglais (eng)
in Autism > 24-8 (November 2020) . - p.2178-2189
Mots-clés : *adolescents *bullying *inclusion *neurodiversity *peer attitudes *school climate *school-age children *social exclusion *social identity Index. décimale : PER Périodiques Résumé : Autistic children are more likely than non-autistic children to be bullied at school. This study therefore explored whether the kind of school setting and the level of personal contact with autistic people can affect children's attitudes towards bullying and autism. Surveys were completed at the beginning and end of the school year by 775 children aged 11-12?years, from six schools: three with specialist centres for autistic children and three without. Participants read stories describing bullying situations, then provided their views in relation to the story and in relation to autism. Children in schools with centres increased their feelings of anger, pity, sadness and shame in response to the bullying situations. In contrast, children in schools with no centre showed less sociable responses to bullying, except in response to a story describing an autistic child, being excluded by classmates. Furthermore, children who increased the time they spent with autistic individuals over the course of the year showed a greater rise in positive attitudes towards autistic people. This highlights the need for both personal contact and an inclusive school environment, to improve attitudes towards autism and reduce tolerance for bullying. En ligne : http://dx.doi.org/10.1177/1362361320937088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 The effect of a script-fading procedure on responses to peer initiations among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
[article]
Titre : The effect of a script-fading procedure on responses to peer initiations among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur Année de publication : 2010 Article en page(s) : p.290-299 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299[article] The effect of a script-fading procedure on responses to peer initiations among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Magdalena PYRTEK, Auteur . - 2010 . - p.290-299.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-2 (April-June 2010) . - p.290-299
Mots-clés : Autism Script-fading Novel-responses Peer-interactions Social-skills Index. décimale : PER Périodiques Résumé : A core deficit of people with autism is an inability to initiate and to sustain conversation with others. Several studies demonstrate the effectiveness of the script-fading procedure on improving the social initiation skills of people with autism. Nevertheless, there is little focus on responding to initiations. The purpose of this study was to use pre-recorded scripts to teach young children with autism to respond to each other's initiations. The three participants, ages 5 through 7 years, demonstrated deficits in peer interactions. In a study by Wichnick, Vener, Keating, and Poulson (2009), these participants were taught to initiate to one another, but they did not respond to each other's initiations. During the baseline condition of the current study, the participants emitted few, if any, responses to peer initiations. When scripts were introduced, responding to peer initiations increased systematically across the participants. Moreover, as scripts were faded, there was a systematic increase in the cumulative number of novel responses to peer initiations. These findings suggest that script fading can increase both the number of reciprocal peer social interactions, and the production of novel reciprocal interactions, emitted by young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.09.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=974 The effect of a script-fading procedure on social interactions among young children with autism / Alison M. WICHNICK-GILLIS in Research in Autism Spectrum Disorders, 26 (June 2016)
[article]
Titre : The effect of a script-fading procedure on social interactions among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur Article en page(s) : p.1-9 Langues : Anglais (eng) Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9[article] The effect of a script-fading procedure on social interactions among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK-GILLIS, Auteur ; Susan M. VENER, Auteur ; Claire L. POULSON, Auteur . - p.1-9.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.1-9
Mots-clés : Autism Script fading Interactions Social skills Generalization Index. décimale : PER Périodiques Résumé : AbstractBackground Autism is a disorder characterized by a severe deficit in social-interaction skills. The script-fading procedure is an effective behavior-analytic strategy for teaching social-interaction skills to people with autism. Within the script-fading literature, however, few researchers have established cues in the natural environment as the discriminative stimuli for social interactions. Method The purpose of this study was to replicate the script-fading procedure used by Brown, Krantz, McClannahan, and Poulson (2008) to teach children with autism to interact with each other, and to assess generalization across untrained stimuli. The three participants, ages 6–9 years, demonstrated deficits in peer-interaction skills. Results During the baseline condition, the participants either did not interact with one another or emitted a variable and unreliable number of interactions. With the introduction of the script-fading procedure, however, interactions increased systematically. Moreover, stimulus generalization data indicated that the script-fading procedure effectively transferred the discriminative control for interacting from the scripts to stimuli in the natural environment. Conclusions These findings demonstrated the effectiveness of the script-fading procedure in teaching children with autism to interact with their peers. In addition, this study showed that establishing cues in the natural environment as discriminative stimuli for social interactions is a successful strategy to teach social-interaction skills to people with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism / Alison M. WICHNICK in Research in Autism Spectrum Disorders, 4-1 (January-March 2010)
[article]
Titre : The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur Année de publication : 2010 Article en page(s) : p.51-64 Langues : Anglais (eng) Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887
in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64[article] The effect of a script-fading procedure on unscripted social initiations and novel utterances among young children with autism [Texte imprimé et/ou numérique] / Alison M. WICHNICK, Auteur ; Claire L. POULSON, Auteur ; Susan M. VENER, Auteur ; Colleen KEATING, Auteur . - 2010 . - p.51-64.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 4-1 (January-March 2010) . - p.51-64
Mots-clés : Autism Script-fading Novel-utterances Generalization Social-skills Index. décimale : PER Périodiques Résumé : Autism is a disorder characterized by a severe deficit in social interaction skills. The initiation of social behavior is the focus of this study. Several studies provide evidence for the effectiveness of the script-fading procedure on improving the social initiation skills of children and adults with autism. Nevertheless, there is little focus on initiations to peers among young children with autism and on the production of novel utterances. The purpose of this study was to use toys with pre-recorded scripts on voice-over-recording devices to evoke initiations to peers and to measure unscripted and novel utterances among three young children with autism. One 4-year-old and two 6-year-old children showed deficits in peer-initiation skills and tended to initiate to adults only. During baseline, the three participants emitted few, if any, initiations to one another. When scripts were introduced, unscripted and novel initiations systematically increased across the participants, thus demonstrating response generalization. The script-fading procedure was effective in increasing unscripted and novel initiations to peers among young children with autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2009.07.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=887 The effect of sensory activities on correct responding for children with autism spectrum disorders / Ginny L. VAN RIE in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
PermalinkThe effect of social disadvantage on motor development in young children: a comparative study / Martin MCPHILLIPS in Journal of Child Psychology and Psychiatry, 48-12 (December 2007)
PermalinkThe Effect of Stimulus Salience on Over-selectivity / Geraldine LEADER in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkThe Effect of Tai Chi Chuan Training on Stereotypic Behavior of Children with Autism Spectrum Disorder / Roza TABESHIAN in Journal of Autism and Developmental Disorders, 52-5 (May 2022)
PermalinkThe Effect of Teaching Initiations on the Communication of Children with Autism Spectrum Disorder: A Randomized Clinical Trial / Fereshteh MOHAMMADZAHERI in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
PermalinkThe effect of the Infant Behavioral Assessment and Intervention Program on mother–infant interaction after very preterm birth / Dominique MEIJSSEN in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)
PermalinkThe Effect of the Low FODMAP Diet on Gastrointestinal Symptoms, Behavioral Problems and Nutrient Intake in Children with Autism Spectrum Disorder: A Randomized Controlled Pilot Trial / N. H. NOGAY in Journal of Autism and Developmental Disorders, 51-8 (August 2021)
PermalinkThe Effect of Therapeutic Horseback Riding on Social Functioning in Children with Autism / Margaret M. BASS in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkThe effect of upper-limb function on mobility of children with myelomeningocele / Sheila J. WALLACE in Developmental Medicine & Child Neurology, S29 (1973)
PermalinkThe Effect of Visual Perceptual Load on Auditory Awareness in Autism Spectrum Disorder / Julian TILLMANN in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
PermalinkThe Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism / Julian TILLMANN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
PermalinkThe effectiveness of an attention-based intervention for school-aged autistic children with anger regulating problems: A randomized controlled trial / Pamela CLIFFORD in Autism Research, 15-10 (October 2022)
PermalinkThe Effectiveness of Animal Assisted Therapy in Adults with Autism Spectrum Disorder: Study Protocol for a Randomized Controlled Trial / Carolien WIJKER in Autism - Open Access, 7-5 ([01/10/2017])
PermalinkThe effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study / Maria K. MAKRYGIANNI in Research in Autism Spectrum Disorders, 51 (July 2018)
PermalinkThe Effectiveness of Aquatic Group Therapy for Improving Water Safety and Social Interactions in Children with Autism Spectrum Disorder: A Pilot Program / M. L. ALANIZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
PermalinkThe effectiveness of a cross-setting complementary staff- and parent-mediated early intensive behavioral intervention for young children with ASD / Leonardo FAVA in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkThe Effectiveness of Direct Instruction for Teaching Language to Children with Autism Spectrum Disorders: Identifying Materials / Jennifer B. GANZ in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
PermalinkThe Effectiveness of Direct Instruction in Teaching Students with Autism Spectrum Disorder to Answer “Wh-” Questions / Jessica N. CADETTE in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
PermalinkThe Effectiveness of a Distance Peer Mentor Training Program with Military Spouses with Children with Autism / Jennifer M. D. KREMKOW in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
PermalinkThe effectiveness of a group teaching interaction procedure for teaching social skills to young children with a pervasive developmental disorder / Justin B. LEAF in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
PermalinkThe Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders / Jennifer Lee KOUO in Focus on Autism and Other Developmental Disabilities, 34-3 (September 2019)
PermalinkThe Effectiveness of Parent–Child Interaction Therapy for Families of Children on the Autism Spectrum / Marjorie SOLOMON in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe Effectiveness of Parent Management Training to Increase Self-Efficacy in Parents of Children with Asperger Syndrome / Kate SOFRONOFF in Autism, 6-3 (September 2002)
PermalinkThe effectiveness of physical activity interventions on communication and social functioning in autistic children and adolescents: A meta-analysis of controlled trials / John Sy CHAN in Autism, 25-4 (May 2021)
PermalinkThe effectiveness of Picture Exchange Communication System (PECS) training for teachers of children with autism: a pragmatic, group randomised controlled trial / Patricia HOWLIN in Journal of Child Psychology and Psychiatry, 48-5 (May 2007)
PermalinkThe Effectiveness of RAADS-R as a Screening Tool for Adult ASD Populations / Sarah L. JONES in Autism Research and Treatment, 2021 (2021)
PermalinkThe Effectiveness of a School-Based Social Cognitive Intervention on the Social Participation of Chinese Children with Autism / P. P. P. CHEUNG in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
PermalinkThe effectiveness of self-management interventions for children with autism—A literature review / Elian ALJADEFF-ABERGEL in Research in Autism Spectrum Disorders, 18 (October 2015)
PermalinkThe effectiveness of semantic intervention for word-finding difficulties in college-aged students (16–19 years) with persistent Language Disorder / Lisa CAMPBELL in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkThe Effectiveness of Social Stories on Decreasing Disruptive Behaviors of Children with Autism: Three Case Studies / Selda OZDEMIR in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe effectiveness of training community mental health therapists in an evidence-based intervention for ASD: Findings from a hybrid effectiveness-implementation trial in outpatient and school-based mental health services / Lauren BROOKMAN-FRAZEE in Autism, 26-3 (April 2022)
PermalinkThe Effectiveness of Two Universal Preventive Interventions in Reducing Children's Externalizing Behavior: A Cluster Randomized Controlled Trial / Tina MALTI in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
PermalinkThe effects of age and treatment intensity on behavioral intervention outcomes for children with autism spectrum disorders / Doreen GRANPEESHEH in Research in Autism Spectrum Disorders, 3-4 (October-December 2009)
PermalinkThe effects of age on the N200 component of the auditory event-related potentials / Hideo ENOKI in Cognitive Brain Research, 1-3 (October 1993)
PermalinkThe effects of allostatic load on neural systems subserving motivation, mood regulation, and social affiliation / Theodore P. BEAUCHAINE in Development and Psychopathology, 23-4 (November 2011)
PermalinkThe effects of an early motor skill intervention on motor skills, levels of physical activity, and socialization in young children with autism spectrum disorder: A pilot study / Leah KETCHESON in Autism, 21-4 (May 2017)
PermalinkThe effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder / Tuan Q. HO in Research in Autism Spectrum Disorders, 58 (February 2019)
PermalinkThe Effects of Aquatic Versus Kata Techniques Training on Static and Dynamic Balance in Children with Autism Spectrum Disorder / S. ANSARI in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
PermalinkThe effects of attentional focus on visuomotor control during observational learning in children with autism spectrum disorder / A. ASADI in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkThe Effects of Augmented Reality on Social Skills in Children with an Autism Diagnosis: A Preliminary Systematic Review / Yuchen CHENG in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkThe Effects of Autism and Alexithymia on Physiological and Verbal Responsiveness to Music / Rory ALLEN in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
PermalinkThe effects of babywalkers on early locomotor development / Marion CROUCHMAN in Developmental Medicine & Child Neurology, 28-6 (December 1986)
PermalinkThe effects of balance training intervention on postural control of children with autism spectrum disorder: Role of sensory information / Hakim CHELDAVI in Research in Autism Spectrum Disorders, 8-1 (January 2014)
PermalinkThe effects of a brushing procedure on stereotypical behavior / Tonya N. DAVIS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe Effects of "Bug-in-Ear" Supervision on Special Education Teachers'Delivery of Learn Units / Janet I. GOODMAN in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)
PermalinkThe Effects of a Caregiver Implemented Toilet Training Package / Natalie PAQUET CROTEAU in Journal of Autism and Developmental Disorders, 53-11 (November 2023)
PermalinkThe effects of child maltreatment and polymorphisms of the serotonin transporter and dopamine D4 receptor genes on infant attachment and intervention efficacy / Dante CICCHETTI in Development and Psychopathology, 23-2 (May 2011)
PermalinkThe effects of child maltreatment on early signs of antisocial behavior: Genetic moderation by tryptophan hydroxylase, serotonin transporter, and monoamine oxidase A genes / Dante CICCHETTI in Development and Psychopathology, 24-3 (August 2012)
PermalinkThe effects of childhood unpredictability and harshness on emotional control and relationship quality: A life history perspective / Ohad SZEPSENWOL in Development and Psychopathology, 34-2 (May 2022)
PermalinkThe Effects Of Cisapride On Gastroesophageal Reflux In Children With And Without Neurological Disorders / M. J. BRUETON in Developmental Medicine & Child Neurology, 32-7 (July 1990)
PermalinkThe Effects of Community and Family Violence Exposure on Anxiety Trajectories During Middle Childhood: The Role of Family Social Support as a Moderator / Angie C. KENNEDY in Journal of Clinical Child & Adolescent Psychology, 38-3 (May 2009)
PermalinkThe Effects of Community Preschool Characteristics on Developmental Outcomes for Students With Autism Spectrum Disorder / Samantha CRABBE ; Steven C. MARCUS ; David S. MANDELL in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
PermalinkThe Effects of Contact and Labeling on Attitudes Towards Individuals with Autism / C. L. DICKTER in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkThe effects of a conversation prompt procedure on independent play / Kevin CONALLEN in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkThe effects of coping style, social support, and behavioral problems on the well-being of mothers of children with Autism Spectrum Disorders in Lebanon / Rita OBEID in Research in Autism Spectrum Disorders, 10 (February 2015)
PermalinkThe effects of a course of intranasal oxytocin on social behaviors in youth diagnosed with autism spectrum disorders: a randomized controlled trial / Adam J. GUASTELLA in Journal of Child Psychology and Psychiatry, 56-4 (April 2015)
PermalinkThe Effects of Covert Audio Coaching on Teaching Clerical Skills to Adolescents with Autism Spectrum Disorder / Kyle D. BENNETT in Journal of Autism and Developmental Disorders, 43-3 (March 2013)
PermalinkThe Effects of Covert Audio Coaching on the Job Performance of Supported Employees / Kyle D. BENNETT in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)
PermalinkThe Effects of Depression and Stressful Life Events on the Development and Maintenance of Syndromal Social Anxiety: Sex and Age Differences / Tore AUNE in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)
PermalinkThe Effects of Domestic Violence on the Stability of Attachment from Infancy to Preschool / Alytia A. LEVENDOSKY in Journal of Clinical Child & Adolescent Psychology, 40-3 (May-June 2011)
PermalinkThe Effects of DSM-5 Criteria on Number of Individuals Diagnosed with Autism Spectrum Disorder: A Systematic Review / Isaac C. SMITH in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkThe Effects of Early Intervention on Social Communication Outcomes for Children with Autism Spectrum Disorder: A Meta-analysis / Elizabeth A. FULLER in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
PermalinkThe Effects of Early Language on Age at Diagnosis and Functioning at School Age in Children with Autism Spectrum Disorder / Anthony GOODWIN in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
PermalinkThe effects of embodied rhythm and robotic interventions on the spontaneous and responsive social attention patterns of children with autism spectrum disorder (ASD): A pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
PermalinkThe effects of embodied rhythm and robotic interventions on the spontaneous and responsive verbal communication skills of children with Autism Spectrum Disorder (ASD): A further outcome of a pilot randomized controlled trial / Sudha M. SRINIVASAN in Research in Autism Spectrum Disorders, 27 (July 2016)
PermalinkThe Effects of Enhanced Milieu Teaching and a Voice Output Communication Aid on the Requesting of Three Children with Autism / Melissa L. OLIVE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
PermalinkThe Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders / Susan FAJA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)
PermalinkThe effects of forward chaining and contingent social interaction on the acquisition of complex sharing responses by children with autism / Jaime Ann DEQUINZIO in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe effects of foster care intervention on socially deprived institutionalized children's attention and positive affect: results from the BEIP study / Melissa M. GHERA in Journal of Child Psychology and Psychiatry, 50-3 (March 2009)
PermalinkThe effects of hydrocephalus on intelligence, visual perception and school attainment / Brian TEW in Developmental Medicine & Child Neurology, S35 (December 1975)
PermalinkThe effects of hyperthermia on the fetus / M. S. R. SMITH in Developmental Medicine & Child Neurology, 28-6 (December 1986)
PermalinkThe Effects of Improvisational Music Therapy on Joint Attention Behaviors in Autistic Children: A Randomized Controlled Study / Jinah KIM in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe effects of including a callous–unemotional specifier for the diagnosis of conduct disorder / Rachel E. KAHN in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
PermalinkThe effects of inferior temporal and dorsolateral frontal lesions on serial-order behavior and visual imagery in monkeys / Michael COLOMBO in Cognitive Brain Research, 1-4 (December 1993)
PermalinkThe effects of informant age and education level on childhood ASD symptom endorsement / Megan A. HATTIER in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkThe effects of instructions, rehearsal, modeling, and feedback on acquisition and generalization of staff use of discrete trial teaching and student correct responses / Randi A. SAROKOFF in Research in Autism Spectrum Disorders, 2-1 (January/March 2008)
PermalinkThe effects of intranasal oxytocin on reward circuitry responses in children with autism spectrum disorder / R. K. GREENE in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
PermalinkThe effects of item preference and token reinforcement on sharing behavior exhibited by children with autism spectrum disorder / Caitlin GILLEY in Research in Autism Spectrum Disorders, 8-11 (November 2014)
PermalinkThe effects of JASPER intervention for children with autism spectrum disorder: A systematic review / H. WADDINGTON in Autism, 25-8 (November 2021)
PermalinkThe Effects of Lag Schedules of Reinforcement on Social Skill Accuracy and Variability / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 34-2 (June 2019)
PermalinkThe Effects of Maternal Epidural Anesthesia on Neonatal Behavior During the First Month / Carol M. SEPKOSKI in Developmental Medicine & Child Neurology, 34-12 (December 1992)
PermalinkThe effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 51-10 (October 2010)
PermalinkThe effects of maternal social phobia on mother–infant interactions and infant social responsiveness / Lynne MURRAY in Journal of Child Psychology and Psychiatry, 48-1 (January 2007)
PermalinkThe effects of methylphenidate on the mother-child interactions of hyperactive identical twins / Charles E. CUNNINGHAM in Developmental Medicine & Child Neurology, 20-5 (October 1978)
PermalinkThe Effects of a Multi-Component Higher-Functioning Autism Anti-Stigma Program on Adolescent Boys / Jessica J. STANILAND in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkThe Effects of Multivitamins and Minerals on Children with Down Syndrome / Reetta T. BIDDER in Developmental Medicine & Child Neurology, 31-4 (August 1989)
PermalinkThe effects of a parent-focused intervention for children with a recent diagnosis of autism spectrum disorder on parenting stress and competence / Deb KEEN in Research in Autism Spectrum Disorders, 4-2 (April-June 2010)
PermalinkThe Effects of Parent Participation on Child Psychotherapy Outcome: A Meta-Analytic Review / Kathy A. DOWELL in Journal of Clinical Child & Adolescent Psychology, 39-2 (March-April 2010)
PermalinkThe Effects of PECS Teaching to Phase III on the Communicative Interactions between Children with Autism and their Teachers / Deborah CARR in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkThe Effects of a Peer-Delivered Social Skills Intervention for Adults with Comorbid Down Syndrome and Autism Spectrum Disorder / M. A. C. DAVIS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
PermalinkThe Effects of Physical Exercise on Stereotypic Behaviors in Autism: Small-n Meta-Analyses / Christopher W. TARR in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
PermalinkThe effects of a physical exercise program, LEGOR and Minecraft activities on anxiety in underserved children with autism spectrum disorder / Jean- G. GEHRICKE in Research in Autism Spectrum Disorders, 97 (September 2022)
PermalinkThe Effects of a Picture Activity Schedule for Students With Intellectual Disability to Complete a Sequence of Tasks Following Verbal Directions / Cari DUTTLINGER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)
PermalinkThe effects of pre- and postnatal depression in fathers: a natural experiment comparing the effects of exposure to depression on offspring / Paul G. RAMCHANDANI in Journal of Child Psychology and Psychiatry, 49-10 (October 2008)
PermalinkThe Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder / Ashley H. DUBIN in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
PermalinkThe effects of premature birth on parents and their relationship / Mary Anne TRAUSE in Developmental Medicine & Child Neurology, 25-4 (August 1983)
PermalinkThe Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression / Charles E. CUNNINGHAM in Journal of Child Psychology and Psychiatry, 39-5 (July 1998)
PermalinkThe effects of protein energy malnutrition in early childhood on intellectual and motor abilities in later childhood and adolescence / Jan HOORWEG in Developmental Medicine & Child Neurology, 18-3 (June 1976)
PermalinkThe effects of residential setting on the quality of life of adults with autism spectrum conditions / Jenny ALVAREZ in Good Autism Practice - GAP, 9-2 (October 2008)
PermalinkThe Effects of Rhythm and Robotic Interventions on the Imitation/Praxis, Interpersonal Synchrony, and Motor Performance of Children with Autism Spectrum Disorder (ASD): A Pilot Randomized Controlled Trial / S. M. SRINIVASAN in Autism Research and Treatment, 2015 (2015)
PermalinkThe Effects of Rumination on the Timing of Maternal and Child Negative Affect / Meir FLANCBAUM in Journal of Clinical Child & Adolescent Psychology, 40-4 (July-August 2011)
PermalinkThe effects of script-fading and a Lag-1 schedule on varied social responding in children with autism / Ronald LEE in Research in Autism Spectrum Disorders, 8-4 (April 2014)
PermalinkThe effects of severe psychosocial deprivation and foster care intervention on cognitive development at 8 years of age: findings from the Bucharest Early Intervention Project / Nathan A. FOX in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
PermalinkThe effects of sex, birth order and admission to a special care baby unit on the fear of strangers reaction of infants / D. H. GARROW in Developmental Medicine & Child Neurology, 27-5 (October 1985)
PermalinkThe Effects of a Shared Reading Intervention on Narrative Story Comprehension and Task Engagement of Students with Autism Spectrum Disorder / So Yeon KIM in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkThe effects of sleep extension and sleep hygiene advice on sleep and depressive symptoms in adolescents: a randomized controlled trial / J. F. DEWALD-KAUFMANN in Journal of Child Psychology and Psychiatry, 55-3 (March 2014)
PermalinkThe effects of a sleep-focused smartphone application on insomnia and depressive symptoms: a randomised controlled trial and mediation analysis / Aliza WERNER-SEIDLER in Journal of Child Psychology and Psychiatry, 64-9 (September 2023)
PermalinkThe Effects of a Social Skills Training Package on Social Engagement of Children With Autism Spectrum Disorders in a Generalized Recess Setting / Keith C. RADLEY in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
PermalinkThe Effects of Solve It! on the Mathematical Word Problem Solving Ability of Adolescents With Autism Spectrum Disorders / Peggy J. SCHAEFER WHITBY in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
PermalinkThe Effects of Stability Ball Seating on the Behavior of Children with Autism During Instructional Activities / Trish KROMBACH in Journal of Autism and Developmental Disorders, 50-2 (February 2020)
PermalinkThe effects of staff training on staff confidence and challenging behavior in services for people with autism spectrum disorders / Andrew MCDONNELL in Research in Autism Spectrum Disorders, 2-2 (April-June 2008)
PermalinkThe Effects of Storytelling With or Without Social Contextual Information Regarding Eye Gaze and Visual Attention in Children with Autistic Spectrum Disorder and Typical Development: A Randomized, Controlled Eye-Tracking Study / W. Y. F. TANG in Journal of Autism and Developmental Disorders, 52-3 (March 2022)
PermalinkThe Effects of a Teacher-Implemented Video-Enhanced Activity Schedule Intervention on the Mathematical Skills and Collateral Behaviors of Students with Autism / Mark O'REILLY ; Laci WATKINS ; Russell LANG ; Nataly LIM ; Katy DAVENPORT ; Caitlin MURPHY in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
PermalinkThe Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism / R. ROSENBLOOM in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
PermalinkThe effects of the interplay of genetics and early environmental risk on the course of internalizing symptoms from late childhood through adolescence / Rashelle J. MUSCI in Development and Psychopathology, 28-1 (February 2016)
PermalinkThe Effects of the Lead Exposure on Urban Children : The Institute of Child Health/Southampton Study / Marjorie SMITH in Developmental Medicine & Child Neurology, S47 ([30/10/1983])
PermalinkThe Effects of Verbal Disgust- and Threat-Related Information About Novel Animals on Disgust and Fear Beliefs and Avoidance in Children / Peter MURIS in Journal of Clinical Child & Adolescent Psychology, 38-4 (July 2009)
PermalinkThe effects of violence exposure on the development of impulse control and future orientation across adolescence and early adulthood: Time-specific and generalized effects in a sample of juvenile offenders / Kathryn C. MONAHAN in Development and Psychopathology, 27-4 (Part 1) (November 2015)
PermalinkThe Effects of Weighted Vests on Appropriate In-Seat Behaviors of Elementary-Age Students With Autism and Severe to Profound Intellectual Disabilities / Amy L. COX in Focus on Autism and Other Developmental Disabilities, 24-1 (March 2009)
PermalinkThe effects on auditory and linguistic deprivation of lateral preference of deaf children / P. WESTON in Developmental Medicine & Child Neurology, 25-2 (April 1983)
PermalinkThe Efficacy and Impact of a Special Education Legislative Advocacy Program Among Parents of Children with Disabilities / Meghan BURKE in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
PermalinkThe Efficacy of a 9-Month Treadmill Walking Program on the Exercise Capacity and Weight Reduction for Adolescents with Severe Autism / Kenneth H. PITETTI in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
PermalinkThe efficacy of an aquatic program on physical fitness and aquatic skills in children with and without autism spectrum disorders / Chien-Yu PAN in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkThe Efficacy of Disability Employment Service (DES) Providers Working with Autistic Clients / Rebecca L. FLOWER ; Kathleen E. DENNEY ; Simon BURY ; Amanda L. RICHDALE ; Cheryl DISSANAYAKE ; Darren HEDLEY in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
PermalinkThe efficacy of early language intervention in mainstream school settings: a randomized controlled trial / Silke FRICKE in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
PermalinkThe Efficacy of Intensive Behavioral Intervention for Children with Autism: A Matter of Allegiance? / Lars KLINTWALL in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
PermalinkThe efficacy of interpersonal psychotherapy for depression among economically disadvantaged mothers / Sheree L. TOTH in Development and Psychopathology, 25-4 (November 2013)
PermalinkThe Efficacy of Pivotal Response Treatment in Teaching Question-Asking Initiations to Young Turkish Children with Autism Spectrum Disorder / G. BOZKUS-GENC in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkThe Efficacy of a Social Skills Group Intervention for Improving Social Behaviors in Children with High Functioning Autism Spectrum Disorders / Melissa E. DEROSIER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
PermalinkThe eIF4E homolog 4EHP (eIF4E2) regulates hippocampal long-term depression and impacts social behavior / Shane WIEBE in Molecular Autism, 11 (2020)
PermalinkThe electroencephalogram of normal adolescent males: visual assessment and relationship with other variables / R. PAPATHEOPHILOU in Developmental Medicine & Child Neurology, 18-5 (October 1976)
PermalinkThe Emanuel Miller Memorial Lecture 1997: Change and Continuity in the Development of Children with Autism / Marian SIGMAN in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
PermalinkThe Emanuel Miller Memorial Lecture 1998: Autism: Two-way Interplay between Research and Clinical Work / Michael RUTTER in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
PermalinkThe Emanuel Miller Memorial Lecture 2006: Adoption as intervention. Meta-analytic evidence for massive catch-up and plasticity in physical, socio-emotional, and cognitive development / Marinus H. VAN IJZENDOORN in Journal of Child Psychology and Psychiatry, 47-12 (December 2006)
PermalinkThe embryogenesis of trypan-blue induced spina bifida aperta and short tail in the rat / R. G. LENDON in Developmental Medicine & Child Neurology, S35 (December 1975)
PermalinkThe emergence and evolution of infant externalizing behavior / Michael F. LORBER in Development and Psychopathology, 27-3 (August 2015)
PermalinkThe emergence of attachment following early social deprivation / Elizabeth A. CARLSON in Development and Psychopathology, 26-2 (May 2014)
PermalinkThe Emergence of Autism Symptoms Prior to 18 Months of Age: A Systematic Literature Review / Amy TANNER in Journal of Autism and Developmental Disorders, 51-3 (March 2021)
PermalinkThe emergence of co-occurring adolescent polysubstance use and depressive symptoms: A latent growth modeling approach / Julia W. FELTON in Development and Psychopathology, 27-4 (Part 1) (November 2015)
PermalinkThe Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
PermalinkThe Emerging Revolution In Autism: Re-Alignment of Energies and Being One’s Own Authority in Autism Healing / Kandaswamy RAJALAKSHMI in Autism - Open Access, 5-2 ([01/03/2015])
PermalinkThe emerging sex difference in adolescent depression: Interacting contributions of puberty and peer stress / Colleen S. CONLEY in Development and Psychopathology, 21-2 (May 2009)
PermalinkThe emotion dysregulation inventory: Psychometric properties and item response theory calibration in an autism spectrum disorder sample / C. A. MAZEFSKY in Autism Research, 11-6 (June 2018)
PermalinkThe emotional availability in mother-child and father-child interactions in families with children with Autism Spectrum Disorder / Arianna BENTENUTO in Research in Autism Spectrum Disorders, 75 (July 2020)
PermalinkThe emotional support plan: Feasibility trials of a brief, telehealth-based mobile intervention to support coping for autistic adults / Vanessa H. BAL in Autism, 28-4 (April 2024)
PermalinkThe Empathizing-Systemizing Theory and 'Extreme Male Brain' (EMB) Theory in Parents of Children with Autism Spectrum Disorders (ASD): An Explorative, Cross-Sectional Study / Francesco CRAIG in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
PermalinkThe Empathy and Systemizing Quotient: The Psychometric Properties of the Dutch Version and a Review of the Cross-Cultural Stability / Y. GROEN in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
PermalinkThe Emperor's new clothes: Eclecticism in autism treatment / Karola DILLENBURGER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe endocrinology of human caregiving and its intergenerational transmission / Peter A. BOS in Development and Psychopathology, 29-3 (August 2017)
PermalinkThe Endrew Decision’s Impact on the Education of Students With Autism: Implications for Practice and Policy / Sarah HURWITZ in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
PermalinkThe Enduring Effects of Parental Alcohol, Tobacco, and Drug Use on Child Well-being: A Multilevel Meta-Analysis / Sofie KUPPENS in Development and Psychopathology, 32-2 (May 2020)
PermalinkThe Enteric Nervous System / Michael GERSHON in Annual Review of Neuroscience, 4 (1981)
PermalinkThe Epidemiology Of Germinal Matrix Hemorrhage During The First Half-Day Of Life / Alan LEVITON in Developmental Medicine & Child Neurology, 33-2 (February 1991)
PermalinkThe epidemiology of spina bifida in south-western Ohio--1970-1979 / Carol A. CROWE in Developmental Medicine & Child Neurology, 27-2 (April 1985)
PermalinkThe epigenetics of maternal cigarette smoking during pregnancy and effects on child development / Valerie S. KNOPIK in Development and Psychopathology, 24-4 (November 2012)
PermalinkThe Epigenetics of Multiple Sclerosis: Clues to Etiology and a Rationale for Immune Therapy / Lawrence STEINMAN in Annual Review of Neuroscience, 17 (1994)
PermalinkThe Estimated Prevalence of Autism in School-Aged Children Living in Rural Nepal Using a Population-Based Screening Tool / M. HEYS in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkThe estimation of environmental and genetic parental influences / Jared V. BALBONA in Development and Psychopathology, 34-5 (December 2022)
PermalinkThe etiology of autistic traits in preschoolers: a population-based twin study / Eveline L. DE ZEEUW in Journal of Child Psychology and Psychiatry, 58-8 (August 2017)
PermalinkThe EU-AIMS Longitudinal European Autism Project (LEAP): clinical characterisation / Tony CHARMAN in Molecular Autism, 8 (2017)
PermalinkThe EU-AIMS Longitudinal European Autism Project (LEAP): design and methodologies to identify and validate stratification biomarkers for autism spectrum disorders / E. LOTH in Molecular Autism, 8 (2017)
PermalinkThe everyday routines of families of children with autism. Examining the impact of sensory processing difficulties on the family / Roseann C. SCHAAF in Autism, 15-3 (May 2011)
PermalinkThe Evidence Base for Interventions for Individuals With ASD: A Call to Improve Practice Conceptualization and Synthesis / Jennifer R. LEDFORD in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
PermalinkThe Evolution of Eyes / Michael F. LAND in Annual Review of Neuroscience, 15 (1992)
PermalinkThe Expanding Role of MBD Genes in Autism: Identification of a MECP2 Duplication and Novel Alterations in MBD5, MBD6, and SETDB1 / Holly N. CUKIER in Autism Research, 5-6 (December 2012)
PermalinkThe experience and impact of anxiety in autistic adults: A thematic analysis / Ashley E. ROBERTSON in Research in Autism Spectrum Disorders, 46 (February 2018)
PermalinkThe experience of anxiety for autistic children and young people: A thematic synthesis review / Caroline BOND in Research in Autism Spectrum Disorders, 109 (November 2023)
PermalinkThe Experience of Anxiety in Young Adults With Autism Spectrum Disorders / David TREMBATH in Focus on Autism and Other Developmental Disabilities, 27-4 (December 2012)
PermalinkThe experience of autistic adults accessing adapted cognitive behaviour therapy: ADEPT (Autism Depression Trial) qualitative evaluation / Jeremy HORWOOD in Research in Autism Spectrum Disorders, 86 (August 2021)
PermalinkThe experience of friendship, victimization and bullying in children with an autism spectrum disorder: Associations with child characteristics and school placement / Emma ROWLEY in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkThe Experience of Learning to Drive for People With Autism Spectrum Disorder / Priscilla VINDIN in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)
PermalinkThe Experience of Military Families with Children with Autism Spectrum Disorders During Relocation and Separation / Jennifer M. DAVIS in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkThe Experience of Parents in the Diagnosis of Autism: A Pilot Study / Kenny MIDENCE in Autism, 3-3 (September 1999)
PermalinkThe experience of seeking, receiving, and reflecting upon a diagnosis of autism in the UK: A meta-synthesis of qualitative studies conducted with autistic individuals / Rosemarie B. WILSON in Research in Autism Spectrum Disorders, 103 (May 2023)
PermalinkThe Experience of Social Participation in Everyday Contexts Among Individuals with Autism Spectrum Disorders: An Experience Sampling Study / Yu-Wei CHEN in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkThe experiences and needs of female adults with high-functioning autism spectrum disorder / Susanna BALDWIN in Autism, 20-4 (May 2016)
PermalinkThe experiences of adults with autism spectrum disorder: Self-determination and quality of life / So Yoon KIM in Research in Autism Spectrum Disorders, 60 (April 2019)
PermalinkThe experiences of autistic adults with chronic pain conditions / Lorna DAVIES in Good Autism Practice - GAP, 21-2 (October 2020)
PermalinkThe Experiences of College Students on the Autism Spectrum: A Comparison to Their Neurotypical Peers / J. D. MCLEOD in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
PermalinkThe Experiences of Fathers Who Have Offspring with Autism Spectrum Disorder / Alexander BURRELL in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
PermalinkThe Experiences of Late-diagnosed Women with Autism Spectrum Conditions: An Investigation of the Female Autism Phenotype / Sarah BARGIELA in Journal of Autism and Developmental Disorders, 46-10 (October 2016)
PermalinkThe experiences of parents raising children with developmental disabilities in Ethiopia / Bethlehem TEKOLA in Autism, 27-2 (February 2023)
PermalinkThe experiences of peer relationships amongst autistic adolescents: A systematic review of the qualitative evidence / Lily CRESSWELL in Research in Autism Spectrum Disorders, 61 (May 2019)
PermalinkThe Exploration of a Low-Intensity Paraprofessional-Delivered Peer Training in Inclusive High School Classrooms / Karen H. DOUGLAS in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
PermalinkThe Expression of Caspases is Enhanced in Peripheral Blood Mononuclear Cells of Autism Spectrum Disorder Patients / Dario SINISCALCO in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
PermalinkThe Extended Version of the Strengths and Difficulties Questionnaire as a Guide to Child Psychiatric Caseness and Consequent Burden / Robert GOODMAN in Journal of Child Psychology and Psychiatry, 40-5 (July 1999)
PermalinkThe Extent and Nature of Autistic People?s Violence Experiences During Adulthood: A Cross-sectional Study of Victimisation / Vicki GIBBS in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkThe Extreme Male Brain theory and gender role behaviour in persons with an autism spectrum condition / Johannes E.A. STAUDER in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe “Eye Avoidance” Hypothesis of Autism Face Processing / James W. TANAKA in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkThe face of Autism research as reflected in the IMFAR looking glass / James M. BEBKO in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)
PermalinkThe face validity of an initial sub-typology of people with autism spectrum disorders detained in psychiatric hospitals / Magali BARNOUX in Autism, 24-7 (October 2020)
PermalinkThe A Factor experience: enabling people with autism to have a voice / Dean BEADIE in Good Autism Practice - GAP, 14-1 (May 2013)
PermalinkThe factor structure and measurement invariance of the Autism Spectrum Quotient-28: A cross-cultural comparison between Malaysia and the Netherlands / Anke M. SCHEEREN ; Marieke DE VRIES in Autism, 28-1 (January 2024)
PermalinkThe factor structure of ADHD in a general population of primary school children / Anne Karin ULLEBO in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)
PermalinkThe Factors Predicting Stress, Anxiety and Depression in the Parents of Children with Autism / Nicholas Henry FALK in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
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