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PER : Périodiques |
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The effects of premature birth on parents and their relationship / Mary Anne TRAUSE in Developmental Medicine & Child Neurology, 25-4 (August 1983)
[article]
Titre : The effects of premature birth on parents and their relationship Type de document : Texte imprimé et/ou numérique Auteurs : Mary Anne TRAUSE, Auteur ; Lloyd I. KRAMER, Auteur Année de publication : 1983 Article en page(s) : p.459-465 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the effects of a relatively low-risk premature birth on the parents and their relationship. The results indicate that the birth caused a crisis in the immediate postpartum period, but that distress decreased once the babies were at home. At one month and seven months after discharge, parents of both preterm and fullterm infants described their feelings in similar ways--the only difference at one month was that mothers of fullterm infants were more upset than those in the preterm group. Parents of preterm babies became more attuned to each other with time than did parents of fullterm infants, and only preterm mothers became pregnant within the 26 months following their first baby's birth. Mothers in both groups rated themselves as more distressed than fathers throughout the study period, which suggests that within the low-risk preterm sample, becoming a mother for the first time had more impact than did giving birth prematurely. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566
in Developmental Medicine & Child Neurology > 25-4 (August 1983) . - p.459-465[article] The effects of premature birth on parents and their relationship [Texte imprimé et/ou numérique] / Mary Anne TRAUSE, Auteur ; Lloyd I. KRAMER, Auteur . - 1983 . - p.459-465.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 25-4 (August 1983) . - p.459-465
Index. décimale : PER Périodiques Résumé : This study examined the effects of a relatively low-risk premature birth on the parents and their relationship. The results indicate that the birth caused a crisis in the immediate postpartum period, but that distress decreased once the babies were at home. At one month and seven months after discharge, parents of both preterm and fullterm infants described their feelings in similar ways--the only difference at one month was that mothers of fullterm infants were more upset than those in the preterm group. Parents of preterm babies became more attuned to each other with time than did parents of fullterm infants, and only preterm mothers became pregnant within the 26 months following their first baby's birth. Mothers in both groups rated themselves as more distressed than fathers throughout the study period, which suggests that within the low-risk preterm sample, becoming a mother for the first time had more impact than did giving birth prematurely. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 The 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)
[article]
Titre : The Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression Type de document : Texte imprimé et/ou numérique Auteurs : Charles E. CUNNINGHAM, Auteur ; Lesley J. CUNNINGHAM, Auteur ; Vince MARTORELLI, Auteur ; Ann TRAN, Auteur ; Julie YOUNG, Auteur ; Rose ZACHARIAS, Auteur Année de publication : 1998 Article en page(s) : p.653-662 Langues : Anglais (eng) Mots-clés : Aggression school children school mediation Index. décimale : PER Périodiques Résumé : This study examined the effects of a student-mediated conflict resolution program on primary school (junior kindergarten to grade 5) playground aggression. Mediation teams of grade 5 students (approximately age 10) participated in 15 hours of training according to the model developed by Cunningham, Cunningham, and Martorelli (1997). Following baseline observations, mediation was introduced onto the playgrounds of three schools according to a multiple baseline design. Mediators successfully resolved approximately 90% of the playground conflicts in which they intervened. Direct observations suggest that the student mediation program reduced physically aggressive playground behavior by 51% to 65%. These effects were sustained at 1-year follow-up observations. Teacher and mediator satisfaction questionnaires provided strong support for impact, feasibility, and acceptability of this program. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123
in Journal of Child Psychology and Psychiatry > 39-5 (July 1998) . - p.653-662[article] The Effects of Primary Division, Student-mediated Conflict Resolution Programs on Playground Aggression [Texte imprimé et/ou numérique] / Charles E. CUNNINGHAM, Auteur ; Lesley J. CUNNINGHAM, Auteur ; Vince MARTORELLI, Auteur ; Ann TRAN, Auteur ; Julie YOUNG, Auteur ; Rose ZACHARIAS, Auteur . - 1998 . - p.653-662.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 39-5 (July 1998) . - p.653-662
Mots-clés : Aggression school children school mediation Index. décimale : PER Périodiques Résumé : This study examined the effects of a student-mediated conflict resolution program on primary school (junior kindergarten to grade 5) playground aggression. Mediation teams of grade 5 students (approximately age 10) participated in 15 hours of training according to the model developed by Cunningham, Cunningham, and Martorelli (1997). Following baseline observations, mediation was introduced onto the playgrounds of three schools according to a multiple baseline design. Mediators successfully resolved approximately 90% of the playground conflicts in which they intervened. Direct observations suggest that the student mediation program reduced physically aggressive playground behavior by 51% to 65%. These effects were sustained at 1-year follow-up observations. Teacher and mediator satisfaction questionnaires provided strong support for impact, feasibility, and acceptability of this program. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=123 The 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)
[article]
Titre : The effects of protein energy malnutrition in early childhood on intellectual and motor abilities in later childhood and adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Jan HOORWEG, Auteur ; J. Paget STANFIELD, Auteur Année de publication : 1976 Article en page(s) : p.330-350 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Three groups of Ugandan children (20 in each group) and one comparison group of 20 children were examined between 11 and 17 years of age. The first three groups had been admitted to hospital for treatment of protein energy malnutrition between the ages of eight to 15, 16 to 21 and 22 to 27 months, respectively. The comparison group had not been clinically malnourished throughout the whole period up to 27 months of age. All the children came from one tribe and were individually matched for sex, age, education and home environment. It was found that the three malnourished groups fell significantly below the comparison group in anthropometric measurements and in tests of intellectual and motor abilities. No evidence was found for a relationship between the deficit and age at admission. Further analysis among the 60 malnourished children revealed that anthropometry and intellectual and motor abilities are the more affected the greater the degree of 'chronic undernutrition' at admission, but no correlation was found with the severity of the 'acute malnutrition'. The results show a general impairment of intellectual abilities, with reasoning and spatial abilities most affected, memory and rote learning intermediately and language ability least, if at all, affected. These findings are discussed in the context of a comprehensive and critical appraisal of the existing literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=462
in Developmental Medicine & Child Neurology > 18-3 (June 1976) . - p.330-350[article] The effects of protein energy malnutrition in early childhood on intellectual and motor abilities in later childhood and adolescence [Texte imprimé et/ou numérique] / Jan HOORWEG, Auteur ; J. Paget STANFIELD, Auteur . - 1976 . - p.330-350.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 18-3 (June 1976) . - p.330-350
Index. décimale : PER Périodiques Résumé : Three groups of Ugandan children (20 in each group) and one comparison group of 20 children were examined between 11 and 17 years of age. The first three groups had been admitted to hospital for treatment of protein energy malnutrition between the ages of eight to 15, 16 to 21 and 22 to 27 months, respectively. The comparison group had not been clinically malnourished throughout the whole period up to 27 months of age. All the children came from one tribe and were individually matched for sex, age, education and home environment. It was found that the three malnourished groups fell significantly below the comparison group in anthropometric measurements and in tests of intellectual and motor abilities. No evidence was found for a relationship between the deficit and age at admission. Further analysis among the 60 malnourished children revealed that anthropometry and intellectual and motor abilities are the more affected the greater the degree of 'chronic undernutrition' at admission, but no correlation was found with the severity of the 'acute malnutrition'. The results show a general impairment of intellectual abilities, with reasoning and spatial abilities most affected, memory and rote learning intermediately and language ability least, if at all, affected. These findings are discussed in the context of a comprehensive and critical appraisal of the existing literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=462 The 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)
[article]
Titre : The effects of residential setting on the quality of life of adults with autism spectrum conditions Type de document : Texte imprimé et/ou numérique Auteurs : Jenny ALVAREZ, Auteur ; Jason CRABTREE, Auteur Année de publication : 2008 Article en page(s) : p.3-8 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Government paper ‘Better Services for People with Autism Spectrum Disorders’ (D0H, 2006) outlines the legal obligation of services to provide appropriate support for this group of individuals. It does not, however, give information on how best to provide these services and this is reflected in the general dearth of research in this area.
The aim of the current research was to redress this through investigating the impact of different living environments — from large residential settings to small community-based houses — on the quality of life (Q0L) of adults on the autism spectrum.
It was found that the QoL, as measured by life experiences, adaptive behaviour skills and level of challenging behaviour, was higher in those living in smaller community-based houses when compared to those living in large residential settings. Implications of the results are considered in terms of good practice for specialist residential provision for adults on the autism spectrum.
Discussion needs to continue in order to develop effective measures for Q0L for this population. Additionally, studies that are able to match groups more closely across settings are required to provide stronger evidence of the effects of type of residential setting on different outcomes.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131
in Good Autism Practice - GAP > 9-2 (October 2008) . - p.3-8[article] The effects of residential setting on the quality of life of adults with autism spectrum conditions [Texte imprimé et/ou numérique] / Jenny ALVAREZ, Auteur ; Jason CRABTREE, Auteur . - 2008 . - p.3-8.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 9-2 (October 2008) . - p.3-8
Index. décimale : PER Périodiques Résumé : The Government paper ‘Better Services for People with Autism Spectrum Disorders’ (D0H, 2006) outlines the legal obligation of services to provide appropriate support for this group of individuals. It does not, however, give information on how best to provide these services and this is reflected in the general dearth of research in this area.
The aim of the current research was to redress this through investigating the impact of different living environments — from large residential settings to small community-based houses — on the quality of life (Q0L) of adults on the autism spectrum.
It was found that the QoL, as measured by life experiences, adaptive behaviour skills and level of challenging behaviour, was higher in those living in smaller community-based houses when compared to those living in large residential settings. Implications of the results are considered in terms of good practice for specialist residential provision for adults on the autism spectrum.
Discussion needs to continue in order to develop effective measures for Q0L for this population. Additionally, studies that are able to match groups more closely across settings are required to provide stronger evidence of the effects of type of residential setting on different outcomes.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=131 The 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)
[article]
Titre : The 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 Type de document : Texte imprimé et/ou numérique Auteurs : S. M. SRINIVASAN, Auteur ; M. KAUR, Auteur ; I. K. PARK, Auteur ; T. D. GIFFORD, Auteur ; K. L. MARSH, Auteur ; Anjana N. BHAT, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD. En ligne : http://dx.doi.org/10.1155/2015/736516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332
in Autism Research and Treatment > 2015 (2015)[article] The 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 [Texte imprimé et/ou numérique] / S. M. SRINIVASAN, Auteur ; M. KAUR, Auteur ; I. K. PARK, Auteur ; T. D. GIFFORD, Auteur ; K. L. MARSH, Auteur ; Anjana N. BHAT, Auteur.
Langues : Anglais (eng)
in Autism Research and Treatment > 2015 (2015)
Index. décimale : PER Périodiques Résumé : We assessed the effects of three interventions, rhythm, robotic, and standard-of-care, on the imitation/praxis, interpersonal synchrony, and overall motor performance of 36 children with Autism Spectrum Disorder (ASD) between 5 and 12 years of age. Children were matched on age, level of functioning, and services received, prior to random assignment to one of the three groups. Training was provided for 8 weeks with 4 sessions provided each week. We assessed generalized changes in motor skills from the pretest to the posttest using a standardized test of motor performance, the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition (BOT-2). We also assessed training-specific changes in imitation/praxis and interpersonal synchrony during an early and a late session. Consistent with the training activities practiced, the rhythm and robot groups improved on the body coordination composite of the BOT-2, whereas the comparison group improved on the fine manual control composite of the BOT-2. All three groups demonstrated improvements in imitation/praxis. The rhythm and robot groups also showed improved interpersonal synchrony performance from the early to the late session. Overall, socially embedded movement-based contexts are valuable in promoting imitation/praxis, interpersonal synchrony, and motor performance and should be included within the standard-of-care treatment for children with ASD. En ligne : http://dx.doi.org/10.1155/2015/736516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=332 The 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)
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