Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Randomized Control Trial of COMPASS for Improvi...

volgende artikel The Effects of a Shared Reading Intervention on...

Tip

Swipe om te navigeren naar een ander artikel

05-06-2018 | Original Paper | Uitgave 10/2018

Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 10/2018

Auteurs:: Veronica P. Fleury, Maria L. Hugh

» Toegang tot de volledige tekst krijgen

Abstract

Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child Development, 75(4), 1171–1187. https://doi.org/10.1111/j.1467-8624.2004.00732.x. CrossRefPubMed

Adamson, L. B., Bakeman, R., Deckner, D. F., & Romski, M. (2009). Joint engagement and the emergence of language in children with autism and down syndrome. Journal of Autism and Developmental Disorders, 39(1), 84–96. https://doi.org/10.1007/s10803-008-0601-7. CrossRefPubMed

Alfonso, V. C., Rentz, E. A., & Chung, S. (2010). Review of the Battelle developmental inventory, second edition. Journal of Early Childhood and Infant Psychology, 6, 21–40.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th edn.). Washington, DC: Author. CrossRef

Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38(7), 813–822. https://doi.org/10.1111/j.1469-7610.1997.tb01599.x. CrossRefPubMed

Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01. CrossRef

Berls, A. T., & McEwen, I. R. (1999). Battelle Developmental Inventory. Physical Therapy, 79, 776–783. https://doi.org/10.1093/ptj/79.8.776. CrossRefPubMed

Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L., & Mancil, G. R. (2008). Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43(2), 186–197. Retrieved from: http://www.jstor.org/stable/23879929.

Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339–351. Retrieved from: http://www.jstor.org/stable/23880590.

Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1. CrossRef

Burstein, N. D. (1986). The effects of classroom organization on mainstreamed preschool children. Exceptional Children, 52(5), 425–434. https://doi.org/10.1177/001440298605200504. CrossRefPubMed

Bus, A. G. (2001). Joint caregiver-child storybook reading: A route to literacy development. Handbook of early literacy research, 1, 179–191.

Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, i-174. Retrieved from: http://www.jstor.org/stable/1166214. CrossRef

Chan, C., Brandone, A., & Tardif (2009). Culture, context, or behavioral control? English- and Mandarin-speaking mothers’ use of nouns and verbs in joint book reading. Journal of Cross-Cultural Psychology, 40(4), 584–602. https://doi.org/10.1177/0022022109335184. CrossRef

Chow, B. W.-Y., McBride-Chang, C., Cheung, H., & Chow, C. S.-L. (2008). Dialogic reading and morphology training in Chinese children: Effects on language and literacy. Developmental Psychology, 44(1), 233–244. https://doi.org/10.1037/0012-1649.44.1.233. CrossRefPubMed

Common Core State Standards Initiative. (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Appendix A: Research supporting the key elements of the standards, Glossary of terms. Washington, DC: National Governors Association Center for Best Practices, Council of Chief State School Officers. Retrieved from http://www.corestandards.org.

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934. CrossRef

Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271–283. https://doi.org/10.1037/0012-1649.40.2.271. CrossRefPubMed

DeBruin-Parecki, A. (2007). Let’s Read Together: Improving Literacy Outcomes with the Adult-Child Interactive Reading Inventory. Baltimore, MD: Brookes Publishing Company.

Demir, O., Applebaum, L., Levine, S., Petty, K., & Goldin-Meadow, S. (2012). The Story Behind Parent-Child Book-Reading Interactions: Specific Relations to Later Language and Reading Outcomes. Proceedings of the Annual Boston University Conference on Language Development. 157–169. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3420826/.

Duke, N. K., & Bennett-Armistead, V. S. (2003). Filling the Great Void Why We Should Bring Nonfiction into the Early-Grade Classroom. Literacy Faculty Scholarship. Paper 1. Retrieved from: http://digitalcommons.library.umaine.edu/erl_facpub/1.

Dykstra Steinbrenner, J. R., & Watson, L. R. (2015). Student engagement in the classroom: The impact of classroom, teacher, and student factors. Journal of Autism and Developmental Disorders, 45, 2392–2410. https://doi.org/10.1007/s10803-015-2406-9. CrossRefPubMed

Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses. The Volta Review, 108(2), 91–114.

Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with autism spectrum disorder. Journal of autism and developmental disorders, 41(8), 1044–1052. https://doi.org/10.1007/s10803-010-1127-3. CrossRefPubMed

Ezell, H., Justice, L., & Parsons, D. (2000). Enhancing the Emergent Literacy Skills of Pre-schoolers with Communication Disorders: A Pilot Investigation. Child Language Teaching and Therapy, 16, 121–140. https://doi.org/10.1177/026565900001600202. CrossRef

Fleury, V. P. (2015). Engaging children with Autism Spectrum Disorders in shared book reading: Strategies for parents. Young Exceptional Children, 18(1), 3–16. https://doi.org/10.1177/1096250613505098. CrossRef

Fleury, V. P., Herriott-Miramontez, S., Hudson, R. F., & Schwartz, I. S. (2014). Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study. Child Language Teaching and Therapy, 30(3), 273–288. https://doi.org/10.1177/0265659013514069. CrossRef

Fleury, V. P., & Lease, E. M. (2018). Early indication of reading difficulty? A descriptive analysis of emergent literacy skills in children with autism spectrum disorder. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121417751626. CrossRef

Fleury, V. P., & Schwartz, I. S. (2017). A modified dialogic reading intervention for preschool children with autism spectrum disorder. Topics in Early Childhood Special Education, 37(1), 16–28. https://doi.org/10.1177/0271121416637597. CrossRef

Guthrie, J. T., Wigfield, A., & You, W. (2012) Instructional contexts for engagement and achievement in reading. In S. Christenson, A. Reschly, C. Wylie (Eds.), Handbook of Research on Student Engagement. Boston, MA: Springer.

Hammer, C., Nimmo, D., Cohen, R., Draheim, H., & Johnson, A. (2005). Book reading interactions between African American and Puerto Rican Head Start children and their mothers. Journal of Early Childhood Literacy, 5(3), 195–227. https://doi.org/10.1177/1468798405058683. CrossRef

Hargrave, A., & Senechal, M. (2000). A book reading intervention with preschool children with limited vocabularies: The benefits of regular repeated reading. Early Childhood Research Quarterly., 15(1), 75–90. https://doi.org/10.1016/S0885-2006(99)00038-1. CrossRef

Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49–76. https://doi.org/10.1017/S0047404500009039. CrossRef

Hine, J. F., & Wolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93. https://doi.org/10.1177/02711214060260020301. CrossRef

Justice, L., Logan, J., Kaderavek, J., Schmitt, M. B., Tompkins, V., & Bartlett, C. (2015). Empirically based profiles of the early literacy skills of children with language impairment in early childhood special education. Journal of Learning Disabilities, 48(5), 482–494. https://doi.org/10.1177/0022219413510179. CrossRefPubMed

Kaderavek, J. N., & Rabidoux, P. (2004). Interactive to independent literacy: A model for designing literacy goals for children with atypical communication. Reading & Writing Quarterly, 20(3), 237–260. https://doi.org/10.1080/10573560490429050. CrossRef

Kaminski, R. A., Powell-Smith, K. A., Hommel, A., McMahon, R., & Aguayo, K. B. (2014). Development of a Tier 3 curriculum to teach early literacy skills. Journal of Early Intervention, 36(4), 313–332. https://doi.org/10.1177/1053815115581210. CrossRef

Kemp, C., Kishida, Y., Carter, M., & Sweller, N. (2013). The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 28(1), 134–143. https://doi.org/10.1016/j.ecresq.2012.03.003. CrossRef

Kletzien, S. B., & Dreher, M. J. (2004). Informational Text in K-3 Classrooms. Helping Children Read and Write. International Reading Association. Retrieved from: https://www.eric.ed.gov/?id=ED488982.

Kluth, P., & Chandler-Olcott, K. (2008). A land we can share: Teaching literacy to students with Autism. Baltimore, MD: Paul H Brookes Publishing.

Koegel, L. K., Koegel, R. L., Frea, W., & Green-Hopkins, I. (2003). Priming as a method of coordinating educational services for students with autism. Language, Speech, and Hearing Services in Schools, 34(3), 228–235. https://doi.org/10.1044/0161-1461(2003/019). CrossRefPubMed

Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14–25. https://doi.org/10.1177/1088357612459270. CrossRef

Leseman, P. P., & Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294–318. https://doi.org/10.1598/RRQ.33.3.3. CrossRef

Lloyd, J. E., Irwin, L. G., & Hertzman, C. (2009). Kindergarten school readiness and fourth-grade literacy and numeracy outcomes of children with special needs: a population-based study. Educational Psychology, 29(5), 583–602. https://doi.org/10.1080/01443410903165391. CrossRef

Lonigan, C. J., & Phillips, B. M. (2007). Research-based instructional strategies for promoting children’s early literacy skills. In Encyclopedia of language and literacy development. London: Canadian Language and Literacy Research Network.

Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading interven- tion for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290. https://doi.org/10.1016/S0885-2006(99)80038-6. CrossRef

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Torrance, CA: Western Psychological Services.

McGee, L. M., & Schickedanz, J. A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742–751. https://doi.org/10.1598/RT.60.8.4. CrossRef

McKee, P. A., & Rhett, N. (1995). The Even Start family literacy program. Family literacy: Connections in schools and communities, pp. 155–166.

McWilliam, R. A., & Bailey, D. B. (1992). Promoting engagement and mastery. Teaching Infants and Preschoolers with Disabilities, 2, 230–255.

McWilliam, R. A., & Bailey, D. B. Jr. (1994). Predictors of service-delivery models in center-based early intervention. Exceptional Children, 61(1), 56–71. https://doi.org/10.1177/001440299406100106. CrossRef

McWilliam, R. A., Scarborough, A. A., & Kim, H. (2003). Adult interactions and child engagement. Early Education and Development, 14(1), 7–28. https://doi.org/10.1207/s15566935eed1401_2. CrossRef

Merrell, K. W., & Mauk, G. W. (1993). Predictive validity of the Battelle Developmental Inventory as a measure of social-behavioral development for young children with disabilities. Diagnostique, 18, 187–198. https://doi.org/10.1177/153450849301800302. CrossRef

Miramontez, S. K., & Schwartz, I. S. (2017). The effects of physical activity on the on-task behavior of young children with autism spectrum disorders. International Electronic Journal of Elementary Education, 9(2), 405–418.

Morrow, L. M. (1988). Young children’s responses to one-to-one story readings in school settings. Reading Research Quarterly, 23(1), 89–107. https://doi.org/10.2307/747906. CrossRef

Mucchetti, C. A. (2013). Adapted shared reading at school for minimally verbal students with autism. Autism, 17(3), 358–372. https://doi.org/10.1177/1362361312470495. CrossRefPubMedPubMedCentral

Mundy, P., & Stella, J. (2000). Joint attention, social orienting, and nonverbal communication in autism. In A. M. Wetherby & B. M. Prizant (Eds.), Communication and language intervention series; Vol. 9. Autism spectrum disorders: A transactional developmental perspective (pp. 55–77). Baltimore, MD: Paul H Brookes Publishing.

National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

Newborg, J. (2005). Battelle developmental inventory (2nd ed.). Itasca, IL: Riverside.

Ok, M. W., & Kim, W. (2016). Use of iPads and iPods for academic performance and engagement of preK–12 students with disabilities: A research synthesis. Exceptionality, 25(1), 1–22. https://doi.org/10.1080/09362835.2016.1196446. CrossRef

Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The role of home literacy environment in the development of language ability in preschool children from low-income families. Early Childhood Research Quarterly, 9(3–4), 427–440. https://doi.org/10.1016/0885-2006(94)90018-3. CrossRef

Pellegrini, A. D., Brody, G. H., & Sigel, I. E. (1985). Parents’ book-reading habits with their children. Journal of Educational Psychology, 77(3), 332–340. https://doi.org/10.1037/0022-0663.77.3.332. CrossRef

Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43(4), 807–816. https://doi.org/10.1007/s10803-012-1619-4. CrossRefPubMedPubMedCentral

Rosenberg, N. E. (2008). A descriptive analysis of the early literacy skills of preschoolers with autism spectrum disorder (unpublished doctoral dissertation). University of Washington, Seattle, WA.

Routman, R. (2003). Reading essentials: The specifics you need to teach reading well. https://eric.ed.gov/?id=ED473484.

Ruble, L. A., & Robson, D. M. (2007). Individual and environmental determinants of engagement in autism. Journal of Autism and Developmental Disorders, 37(8), 1457–1468. https://doi.org/10.1007/s10803-006-0222-y. Retrieved from. CrossRefPubMed

Schickedanz, J. A., & McGee, L. M. (2010). The NELP report on shared story reading interventions (Chapter 4) extending the story. Educational Researcher, 39(4), 323–329. https://doi.org/10.3102/0013189X10370206. CrossRef

Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165–189. https://doi.org/10.17763/haer.53.2.t6177w39817w2861. CrossRef

Snow, C. E., & Goldfield, B. A. (1983). Turn the page please: Situation-specific language acquisition. Journal of Child language, 10(3), 551–569. https://doi.org/10.1017/S0305000900005365. CrossRef

Steinbrenner, J. R. D., & Watson, L. R. (2015). Student engagement in the classroom: The impact of classroom, teacher, and student factors. Journal of Autism and Developmental Disorders, 45(8), 2392–2410. https://doi.org/10.1007/s10803-015-2406-9. CrossRef

Stoltz, B., & Fischel, J. (2003). Evidence for different parent-child strategies while reading. Journal of Research in Reading, 26(3), 287–294. https://doi.org/10.1111/1467-9817.00204. CrossRef

Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London Series B-Biological Sciences, 358(1430), 303–314. https://doi.org/10.1098/rstb.2002.1198. CrossRef

Tapp, J., Wehby, J., & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES’. Behavior Research Methods, Instruments, and Computers, 27(1), 25–31. CrossRef

Towson, J., Fettig, A., Fleury, V. P., & Abarca, D. (2017). Dialogic reading in early childhood settings: A summary of the evidence base. Topics in Early Childhood Special Education, 37(3), 132–146. CrossRef

U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse.

Wasik, B. A., & Bond, M. A. (2001). Beyond the pages of a book: Interactive book reading and language development in pre school classrooms. Journal of Educational Psychology, 93(2), 243–250. https://doi.org/10.1037/0022-0663.93.2.243. CrossRef

Watson, L. R., Andrews, M. D., & Orovitz, J. (1996). Emergent literacy in children with autism versus typical development. Unpublished paper presented at the meeting of the American Speech-Language-Hearing Association, Seattle, WA.

Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106. https://doi.org/10.1177/001440291107800106. CrossRef

Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., Hodge, A. M., & Roberts, J. (2017). The emergent literacy skills of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(2), 424–438. https://doi.org/10.1007/s10803-016-2964-5. CrossRefPubMed

Whalon, K., & Hanline, M. F. (2008). Effects of a reciprocal questioning intervention on the question generation and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43(3), 367–387.

Whalon, K., Hanline, M. F., & Davis, J. (2016). Parent Implementation of RECALL: a systematic case study. Education and Training in Autism and Developmental Disabilities, 51(2), 211. Retrieved from: http://www.jstor.org/stable/23879798.

Whalon, K., Martinez, J. R., Shannon, D., Butcher, C., & Hanline, M. F. (2015). The impact of reading to engage children with autism in language and learning (RECALL). Topics in Early Childhood Special Education, 35(2), 102–115. https://doi.org/10.1177/0271121414565515. CrossRef

Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an emergent literacy intervention in Head Start. Journal of Educational Psychology, 86(4), 542–555. https://doi.org/10.1037/0022-0663.86.4.542. CrossRef

Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872. https://doi.org/10.2307/1132208. CrossRefPubMed

Wilson, S., & Lonigan, C. (2009). An evaluation of two emergent literacy screening tools for preschool children. Annals of Dyslexia, 59(2), 115–131. https://doi.org/10.1007/s11881-009-0026-9. CrossRefPubMedPubMedCentral

Wong, C., & Kasari, C. (2012). Play and joint attention of children with autism in the preschool special education classroom. Journal of Autism and Developmental Disorders, 42(10), 2152–2161. https://doi.org/10.1007/s10803-012-1467-2. CrossRefPubMedPubMedCentral

Young, T. A., & Moss, B. (2006). Nonfiction in the classroom library: A literacy necessity. Childhood Education, 82(4), 207–212. https://doi.org/10.1080/00094056.2006.10522824. CrossRef

Young, T. A., Moss, B., & Cornwell, L. (2007). The classroom library: A place for nonfiction, nonfiction in its place. Reading Horizons, 48(1), 1–18.

Titel: Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers
Auteurs:: Veronica P. Fleury
Maria L. Hugh
Publicatiedatum: 05-06-2018
DOI: https://doi.org/10.1007/s10803-018-3632-8
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 10/2018

Patterns and Predictors of Language Development from 4 to 7 Years in Verbal Children With and Without Autism Spectrum Disorder

Autism and the University Experience: Narratives from Students with Neurodevelopmental Disorders

Case Report: Successful Use of the Combination of Electroconvulsive Therapy and Clozapine in Treating Treatment-Resistant Schizophrenia and Catatonia in an Adult with Intellectual Disability

Variability in Verbal and Nonverbal Communication in Infants at Risk for Autism Spectrum Disorder: Predictors and Outcomes

Social Responsiveness Scale (SRS) in Relation to Longitudinal Cortical Thickness Changes in Autism Spectrum Disorder

Correction to: The Association Between Emotional and Behavioral Problems in Children with Autism Spectrum Disorder and Psychological Distress in Their Parents: A Systematic Review and Meta-analysis