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Wnt signaling networks in autism spectrum disorder and intellectual disability / V. KWAN in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
[article]
Titre : Wnt signaling networks in autism spectrum disorder and intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : V. KWAN, Auteur ; B. K. UNDA, Auteur ; K. K. SINGH, Auteur Article en page(s) : p.45 Langues : Anglais (eng) Mots-clés : Asd Autism spectrum disorders Gsk3 Mutations Neurodevelopment Neurogenesis Neuronal migration Neurotransmission Plasticity Signaling Synapse Wnt signaling Index. décimale : PER Périodiques Résumé : BACKGROUND: Genetic factors play a major role in the risk for neurodevelopmental disorders such as autism spectrum disorders (ASDs) and intellectual disability (ID). The underlying genetic factors have become better understood in recent years due to advancements in next generation sequencing. These studies have uncovered a vast number of genes that are impacted by different types of mutations (e.g., de novo, missense, truncation, copy number variations). ABSTRACT: Given the large volume of genetic data, analyzing each gene on its own is not a feasible approach and will take years to complete, let alone attempt to use the information to develop novel therapeutics. To make sense of independent genomic data, one approach is to determine whether multiple risk genes function in common signaling pathways that identify signaling "hubs" where risk genes converge. This approach has led to multiple pathways being implicated, such as synaptic signaling, chromatin remodeling, alternative splicing, and protein translation, among many others. In this review, we analyze recent and historical evidence indicating that multiple risk genes, including genes denoted as high-confidence and likely causal, are part of the Wingless (Wnt signaling) pathway. In the brain, Wnt signaling is an evolutionarily conserved pathway that plays an instrumental role in developing neural circuits and adult brain function. CONCLUSIONS: We will also review evidence that pharmacological therapies and genetic mouse models further identify abnormal Wnt signaling, particularly at the synapse, as being disrupted in ASDs and contributing to disease pathology. En ligne : http://dx.doi.org/10.1186/s11689-016-9176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.45[article] Wnt signaling networks in autism spectrum disorder and intellectual disability [Texte imprimé et/ou numérique] / V. KWAN, Auteur ; B. K. UNDA, Auteur ; K. K. SINGH, Auteur . - p.45.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.45
Mots-clés : Asd Autism spectrum disorders Gsk3 Mutations Neurodevelopment Neurogenesis Neuronal migration Neurotransmission Plasticity Signaling Synapse Wnt signaling Index. décimale : PER Périodiques Résumé : BACKGROUND: Genetic factors play a major role in the risk for neurodevelopmental disorders such as autism spectrum disorders (ASDs) and intellectual disability (ID). The underlying genetic factors have become better understood in recent years due to advancements in next generation sequencing. These studies have uncovered a vast number of genes that are impacted by different types of mutations (e.g., de novo, missense, truncation, copy number variations). ABSTRACT: Given the large volume of genetic data, analyzing each gene on its own is not a feasible approach and will take years to complete, let alone attempt to use the information to develop novel therapeutics. To make sense of independent genomic data, one approach is to determine whether multiple risk genes function in common signaling pathways that identify signaling "hubs" where risk genes converge. This approach has led to multiple pathways being implicated, such as synaptic signaling, chromatin remodeling, alternative splicing, and protein translation, among many others. In this review, we analyze recent and historical evidence indicating that multiple risk genes, including genes denoted as high-confidence and likely causal, are part of the Wingless (Wnt signaling) pathway. In the brain, Wnt signaling is an evolutionarily conserved pathway that plays an instrumental role in developing neural circuits and adult brain function. CONCLUSIONS: We will also review evidence that pharmacological therapies and genetic mouse models further identify abnormal Wnt signaling, particularly at the synapse, as being disrupted in ASDs and contributing to disease pathology. En ligne : http://dx.doi.org/10.1186/s11689-016-9176-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349 Women's posttraumatic stress symptoms and autism spectrum disorder in their children / Andrea L. ROBERTS in Research in Autism Spectrum Disorders, 8-6 (June 2014)
[article]
Titre : Women's posttraumatic stress symptoms and autism spectrum disorder in their children Type de document : Texte imprimé et/ou numérique Auteurs : Andrea L. ROBERTS, Auteur ; Karestan C. KOENEN, Auteur ; Kristen LYALL, Auteur ; Alberto ASCHERIO, Auteur ; Marc G. WEISSKOPF, Auteur Article en page(s) : p.608-616 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Posttraumatic stress disorder Gestational effects Index. décimale : PER Périodiques Résumé : Maternal posttraumatic stress disorder (PTSD) may be associated with autism spectrum disorder (ASD) in offspring through multiple pathways: maternal stress may affect the fetus; ASD in children may increase risk of PTSD in mothers; and the two disorders may share genetic risk. Understanding whether maternal PTSD is associated with child's ASD is important for clinicians treating children with ASD, as PTSD in parents is associated with poorer family functioning. We examined the association of maternal PTSD with offspring ASD in a large US cohort (N ASD cases = 413, N controls = 42,868). Mother's PTSD symptoms were strongly associated with child's ASD (RR 4–5 PTSD symptoms = 1.98, 95% CI = 1.39, 2.81; RR 6–7 symptoms = 2.89, 95% CI = 2.00, 4.18). Clinicians treating persons with ASD should be aware of elevated risk of PTSD in the mother. Genetic studies should investigate PTSD risk alleles in relation to ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.608-616[article] Women's posttraumatic stress symptoms and autism spectrum disorder in their children [Texte imprimé et/ou numérique] / Andrea L. ROBERTS, Auteur ; Karestan C. KOENEN, Auteur ; Kristen LYALL, Auteur ; Alberto ASCHERIO, Auteur ; Marc G. WEISSKOPF, Auteur . - p.608-616.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-6 (June 2014) . - p.608-616
Mots-clés : Autism spectrum disorder Posttraumatic stress disorder Gestational effects Index. décimale : PER Périodiques Résumé : Maternal posttraumatic stress disorder (PTSD) may be associated with autism spectrum disorder (ASD) in offspring through multiple pathways: maternal stress may affect the fetus; ASD in children may increase risk of PTSD in mothers; and the two disorders may share genetic risk. Understanding whether maternal PTSD is associated with child's ASD is important for clinicians treating children with ASD, as PTSD in parents is associated with poorer family functioning. We examined the association of maternal PTSD with offspring ASD in a large US cohort (N ASD cases = 413, N controls = 42,868). Mother's PTSD symptoms were strongly associated with child's ASD (RR 4–5 PTSD symptoms = 1.98, 95% CI = 1.39, 2.81; RR 6–7 symptoms = 2.89, 95% CI = 2.00, 4.18). Clinicians treating persons with ASD should be aware of elevated risk of PTSD in the mother. Genetic studies should investigate PTSD risk alleles in relation to ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.02.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Women seeking an autism diagnosis in Australia: A qualitative exploration of factors that help and hinder / Sarah MURPHY in Autism, 27-3 (April 2023)
[article]
Titre : Women seeking an autism diagnosis in Australia: A qualitative exploration of factors that help and hinder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah MURPHY, Auteur ; Rebecca L FLOWER, Auteur ; Rachel JELLETT, Auteur Article en page(s) : p.808-821 Langues : Anglais (eng) Mots-clés : adults,diagnosis,qualitative research Index. décimale : PER Périodiques Résumé : An autism diagnosis in adulthood can increase women?s self-compassion and inform appropriate supports. This study explored what helped and hindered autistic women when accessing an adulthood autism diagnosis in Australia. Ten autistic women diagnosed as adults within the past 5 years participated in a semi-structured interview about their experiences of accessing a diagnosis. Framework analysis was used to identify barriers and facilitators on person, provider and system levels. Person-level factors included women?s recognition of their autism, motivation, preparation, social support and approach during the assessment. Provider-level factors related to providers' level of knowledge and skill in working with autistic women, as well as the women?s experience of being dismissed or misdiagnosed. Interactions between person- and provider-level factors highlighted that the diagnostic process is relational. System-level factors included the requirements of the diagnostic process (time, financial costs, and technology) and the nature of diagnostic criteria and assessment tools used. These factors provided the context in which person-level and provider-level factors operated. The experiences of participants highlight improvements that could be made to accessing an adulthood autism diagnosis for women in Australia, including provider knowledge of the heterogeneity of autism and the development of resources to help autistic women prepare for their diagnostic assessment.Lay abstractAn autism diagnosis can have a big impact on women and make it possible to access support. This study explored women?s experiences of being diagnosed with autism as an adult in Australia, to try to understand what was helpful (facilitators) and unhelpful (barriers) for them during this process. We interviewed 10 autistic women who had been diagnosed in the last 5 years. Framework analysis was used to understand the data. We wanted to understand barriers and facilitators relating to the individual participants, the professionals they saw and the system they went through for their diagnostic assessment. Women reported that being able to recognise they were autistic, being motivated, preparing for the assessment, having social support and unmasking to be themselves were helpful during the diagnostic process. They reported that having a knowledgeable diagnostician who made accommodations for their needs assisted them during the assessment process. When providers dismissed the participants when they first raised the possibility they were autistic, it delayed them in seeking an assessment. At the system level, the women in this study found some aspects of the healthcare system difficult to navigate, particularly costs and long waitlists. Some found the assessment tools used were not well suited to them. The experiences of the women in this study highlight improvements that could be made to accessing an adulthood autism diagnosis in Australia. These include improving provider knowledge of the varied presentation of autism and the development of resources to help autistic women prepare for their diagnostic assessment. En ligne : https://doi.org/10.1177/13623613221117911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499
in Autism > 27-3 (April 2023) . - p.808-821[article] Women seeking an autism diagnosis in Australia: A qualitative exploration of factors that help and hinder [Texte imprimé et/ou numérique] / Sarah MURPHY, Auteur ; Rebecca L FLOWER, Auteur ; Rachel JELLETT, Auteur . - p.808-821.
Langues : Anglais (eng)
in Autism > 27-3 (April 2023) . - p.808-821
Mots-clés : adults,diagnosis,qualitative research Index. décimale : PER Périodiques Résumé : An autism diagnosis in adulthood can increase women?s self-compassion and inform appropriate supports. This study explored what helped and hindered autistic women when accessing an adulthood autism diagnosis in Australia. Ten autistic women diagnosed as adults within the past 5 years participated in a semi-structured interview about their experiences of accessing a diagnosis. Framework analysis was used to identify barriers and facilitators on person, provider and system levels. Person-level factors included women?s recognition of their autism, motivation, preparation, social support and approach during the assessment. Provider-level factors related to providers' level of knowledge and skill in working with autistic women, as well as the women?s experience of being dismissed or misdiagnosed. Interactions between person- and provider-level factors highlighted that the diagnostic process is relational. System-level factors included the requirements of the diagnostic process (time, financial costs, and technology) and the nature of diagnostic criteria and assessment tools used. These factors provided the context in which person-level and provider-level factors operated. The experiences of participants highlight improvements that could be made to accessing an adulthood autism diagnosis for women in Australia, including provider knowledge of the heterogeneity of autism and the development of resources to help autistic women prepare for their diagnostic assessment.Lay abstractAn autism diagnosis can have a big impact on women and make it possible to access support. This study explored women?s experiences of being diagnosed with autism as an adult in Australia, to try to understand what was helpful (facilitators) and unhelpful (barriers) for them during this process. We interviewed 10 autistic women who had been diagnosed in the last 5 years. Framework analysis was used to understand the data. We wanted to understand barriers and facilitators relating to the individual participants, the professionals they saw and the system they went through for their diagnostic assessment. Women reported that being able to recognise they were autistic, being motivated, preparing for the assessment, having social support and unmasking to be themselves were helpful during the diagnostic process. They reported that having a knowledgeable diagnostician who made accommodations for their needs assisted them during the assessment process. When providers dismissed the participants when they first raised the possibility they were autistic, it delayed them in seeking an assessment. At the system level, the women in this study found some aspects of the healthcare system difficult to navigate, particularly costs and long waitlists. Some found the assessment tools used were not well suited to them. The experiences of the women in this study highlight improvements that could be made to accessing an adulthood autism diagnosis in Australia. These include improving provider knowledge of the varied presentation of autism and the development of resources to help autistic women prepare for their diagnostic assessment. En ligne : https://doi.org/10.1177/13623613221117911 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=499 Word imageability is associated with expressive vocabulary in children with autism spectrum disorder / Kimberly R. LIN in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Word imageability is associated with expressive vocabulary in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly R. LIN, Auteur ; Lisa WISMAN WEIL, Auteur ; Audrey THURM, Auteur ; Catherine LORD, Auteur ; Rhiannon J. LUYSTER, Auteur Langues : Anglais (eng) Mots-clés : Autism imageability vocabulary language acquisition Index. décimale : PER Périodiques Résumé : Background & aimsThroughout typical development, children prioritize different perceptual, social, and linguistic cues to learn words. The earliest acquired words are often those that are perceptually salient and highly imageable. Imageability, the ease in which a word evokes a mental image, is a strong predictor for word age of acquisition in typically developing (TD) children, independent of other lexicosemantic features such as word frequency. However, little is known about the effects of imageability in children with autism spectrum disorder (ASD), who tend to have differences in linguistic processing and delayed language acquisition compared to their TD peers. This study explores the extent to which imageability and word frequency are associated with early noun and verb acquisition in children with ASD.MethodsSecondary analyses were conducted on previously collected data of 156 children (78 TD, 78 ASD) matched on sex and parent-reported language level. Total expressive vocabulary, as measured by the MacArthur Bates Communicative Development Inventory (MB-CDI), included 123 words (78 nouns, 45 verbs) that overlapped with previously published imageability ratings and word input frequencies. A two-step hierarchical linear regression was used to examine the relationship between word input frequency, imageability, and total expressive vocabulary. An F-test was then used to assess the unique contribution of imageability on total expressive vocabulary when controlling for word input frequency.ResultsIn both the TD and ASD groups, imageability uniquely explained a portion of the variance in total expressive vocabulary size, independent of word input frequency. Notably, imageability was significantly associated with noun vocabulary and verb vocabulary size alone, with imageability explaining a greater portion of the variance in total nouns produced than in total verbs produced.ConclusionsImageability was identified as a significant lexicosemantic feature for describing expressive vocabulary size in children with ASD. Consistent with literature on TD children, children with ASD who have small vocabularies primarily produce words that are highly imageable. Children who are more proficient word learners with larger vocabularies produce words that are less imageable, indicating a potential shift away from reliance on perceptual-based language processing. This was consistent across both noun and verb vocabularies.ImplicationsOur findings contribute to a growing body of literature describing early word learning in children with ASD and provide a basis for exploring the use of multisensory language learning strategies. En ligne : https://doi.org/10.1177/23969415221085827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Word imageability is associated with expressive vocabulary in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kimberly R. LIN, Auteur ; Lisa WISMAN WEIL, Auteur ; Audrey THURM, Auteur ; Catherine LORD, Auteur ; Rhiannon J. LUYSTER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism imageability vocabulary language acquisition Index. décimale : PER Périodiques Résumé : Background & aimsThroughout typical development, children prioritize different perceptual, social, and linguistic cues to learn words. The earliest acquired words are often those that are perceptually salient and highly imageable. Imageability, the ease in which a word evokes a mental image, is a strong predictor for word age of acquisition in typically developing (TD) children, independent of other lexicosemantic features such as word frequency. However, little is known about the effects of imageability in children with autism spectrum disorder (ASD), who tend to have differences in linguistic processing and delayed language acquisition compared to their TD peers. This study explores the extent to which imageability and word frequency are associated with early noun and verb acquisition in children with ASD.MethodsSecondary analyses were conducted on previously collected data of 156 children (78 TD, 78 ASD) matched on sex and parent-reported language level. Total expressive vocabulary, as measured by the MacArthur Bates Communicative Development Inventory (MB-CDI), included 123 words (78 nouns, 45 verbs) that overlapped with previously published imageability ratings and word input frequencies. A two-step hierarchical linear regression was used to examine the relationship between word input frequency, imageability, and total expressive vocabulary. An F-test was then used to assess the unique contribution of imageability on total expressive vocabulary when controlling for word input frequency.ResultsIn both the TD and ASD groups, imageability uniquely explained a portion of the variance in total expressive vocabulary size, independent of word input frequency. Notably, imageability was significantly associated with noun vocabulary and verb vocabulary size alone, with imageability explaining a greater portion of the variance in total nouns produced than in total verbs produced.ConclusionsImageability was identified as a significant lexicosemantic feature for describing expressive vocabulary size in children with ASD. Consistent with literature on TD children, children with ASD who have small vocabularies primarily produce words that are highly imageable. Children who are more proficient word learners with larger vocabularies produce words that are less imageable, indicating a potential shift away from reliance on perceptual-based language processing. This was consistent across both noun and verb vocabularies.ImplicationsOur findings contribute to a growing body of literature describing early word learning in children with ASD and provide a basis for exploring the use of multisensory language learning strategies. En ligne : https://doi.org/10.1177/23969415221085827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Word learning and verbal working memory in children with developmental language disorder / Emily JACKSON in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Word learning and verbal working memory in children with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur Article en page(s) : 23969415211004109 Langues : Anglais (eng) Mots-clés : Word learning vocabulary verbal working memory developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109[article] Word learning and verbal working memory in children with developmental language disorder [Texte imprimé et/ou numérique] / Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur . - 23969415211004109.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109
Mots-clés : Word learning vocabulary verbal working memory developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Word recognition and cognitive profiles of Chinese pre-school children at risk for dyslexia through language delay or familial history of dyslexia / Catherine MCBRIDE-CHANG in Journal of Child Psychology and Psychiatry, 49-2 (February 2008)
PermalinkWork and well-being: Vocational activity trajectories in young adults with autism spectrum disorder / Elaine B. CLARKE in Autism Research, 14-12 (December 2021)
PermalinkWork, living, and the pursuit of happiness: Vocational and psychosocial outcomes for young adults with autism / Catherine LORD in Autism, 24-7 (October 2020)
PermalinkWork performance skills in adults with and without high functioning autism spectrum disorders (HFASD) / Eynat GAL in Research in Autism Spectrum Disorders, 10 (February 2015)
PermalinkWorking for the future: parentally deprived Nigerian Children have enhanced working memory ability / Tochukwu NWEZE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
PermalinkWorking intensively with a young child with autism using applied behaviour analysis methodology / Elin WALKER-JONES in Good Autism Practice - GAP, 9-1 (May 2008)
PermalinkWorking memory and autism: A review of literature / Suneeta KERCOOD in Research in Autism Spectrum Disorders, 8-10 (October 2014)
PermalinkWorking memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial / Marieke DE VRIES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)
PermalinkWorking memory and organizational skills problems in ADHD / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
PermalinkWorking memory arrest in children with high-functioning autism compared to children with attention-deficit/hyperactivity disorder: Results from a 2-year longitudinal study / Per N. ANDERSEN in Autism, 19-4 (May 2015)
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