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 Getting a Grip on Social Gaze: Control over Oth...

volgende artikel Motor Abilities in Autism: A Review Using a Com...

Tip

Swipe om te navigeren naar een ander artikel

01-02-2013 | Original paper | Uitgave 2/2013

Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 2/2013

Auteurs:: Bertram O. Ploog, Alexa Scharf, DeShawn Nelson, Patricia J. Brooks

» Toegang tot de volledige tekst krijgen

Abstract

Major advances in multimedia computer technology over the past decades have made sophisticated computer games readily available to the public. This, combined with the observation that most children, including those with autism spectrum disorders (ASD), show an affinity to computers, has led researchers to recognize the potential of computer technology as an effective and efficient tool in research and treatment. This paper reviews the use of computer-assisted technology (CAT), excluding strictly internet-based approaches, to enhance social, communicative, and language development in individuals with ASD by dividing the vast literature into four main areas: language, emotion recognition, theory of mind, and social skills. Although many studies illustrate the tremendous promise of CAT to enhance skills of individuals with ASD, most lack rigorous, scientific assessment of efficacy relative to non-CAT approaches.

Log in om toegang te krijgen

Hier inloggen

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

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th edition, text revised). Washington DC: Author. CrossRef

Anderson, C. A., Shibuya, A., Ikori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., et al. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173. PubMedCrossRef

Baron-Cohen, S. (2001). Theory of mind and autism: A review. In L. M. Glidden (Ed.), International review of research in mental retardation: Autism (Vol. 23, pp. 169–184). San Diego, CA: Academic Press.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1995). Does the autistic child have a “theory of mind”? Cognition, 21, 37–46. CrossRef

Bayley, N. (1969). Bayley scales of infant development. New York: Psychological Corporation.

Bernard-Opitz, V., Srinam, N., & Sapunan, S. (1999). Enhancing vocal imitations in children with autism using the IBM SpeechViewer. Autism, 3, 131–147. CrossRef

Bernard-Opitz, V., Sriram, N., & Nakhoda-Sapuan, S. (2001). Enhancing social problem solving in children with autism and normal children through computer-assisted instructions. Journal of Autism and Developmental Disorders, 31, 377–384. PubMedCrossRef

Bölte, S., Golan, O., Goodwin, M. S., & Zwaigenbaum, L. (2010). Editorial: What can innovative technologies do for Autism Spectrum Disorders? Autism, 14, 155–159. PubMedCrossRef

Bölte, S., Hubl, D., Feineis-Matthews, S., Prvulovic, D., Dierks, T., & Poustka, F. (2006). Facial affect recognition training in autism: Can we animate the fusiform gyrus? Behavioral Neuroscience, 120, 211–216. PubMedCrossRef

Bosseler, A., & Massaro, D. W. (2003). Development and evaluation of a computer-animated tutor for vocabulary and language training in children with autism. Journal of Autism and Developmental Disorders, 33, 653–672. PubMedCrossRef

Brigance, A. (2004). The Brigance inventory of early development. North Billerica, MA: Curriculum Associates.

Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12–21. CrossRef

Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537–552. PubMedCrossRef

Chen, S. H., & Bernard-Opitz, V. (1993). Comparison of personal and computer-assisted instruction for children with autism. Mental Retardation, 31, 368–376. PubMed

Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 433–441. CrossRef

Clark, R. E., & Choi, S. (2005). Five design principles for experiments on the effect of animated pedagogical agents. Journal of Educational Computing Research, 32, 209–225. CrossRef

Colby, K. (1973). The rationale for computer based treatment of language difficulties in non-speaking autistic children. Journal of Autism and Childhood Schizophrenia, 3, 254–260. PubMedCrossRef

Coleman-Martin, M. B., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005). Using computer-assisted instructions and the nonverbal reading approach to teach word identification. Focus on Autism and Other Developmental Disabilities, 20, 80–90. CrossRef

D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5–11. CrossRef

Dauphin, M., Kinney, E. M., & Stromer, R. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions, 6, 238–250. CrossRef

Dunn, L., & Dunn, M. (1997). Peabody picture vocabulary test (3rd ed.). Circle Pines, MN: American Guidance Service.

Dunn, L. M., Dunn, L. M., Whetton, C., & Pintilie, D. (1982). British picture vocabulary scale. London: NFER-Nelson.

Farr, W., Yuill, N., & Raffle, H. (2010). Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism, 14, 237–252. PubMedCrossRef

Golan, O., Ashwin, E., Granader, Y., McClintock, S., Day, K., Leggett, V., et al. (2010). Enhancing emotion recognition in children with autism spectrum conditions: An intervention using animated vehicles with real emotional faces. Journal of Autism and Developmental Disorders, 40, 269–279. PubMedCrossRef

Golan, O., & Baron-Cohen, S. (2006). Systemizing empathy: Teaching adults with Asperger Syndrome or high-functioning autism to recognize complex emotions using interactive multimedia. Development and Psychopathology, 18, 591–617. PubMedCrossRef

Golan, O., Baron-Cohen, S., & Hill, J. (2006a). The Cambridge mindreading (CAM) face-voice battery: Testing complex emotion recognition in adults with and without Asperger Syndrome. Journal of Autism and Developmental Disorders, 36, 169–183. PubMedCrossRef

Golan, O., Baron-Cohen, S., Hill, J. J., & Golan, Y. (2006b). The “reading the mind in films” task: Complex emotion recognition in adults with and without autism spectrum conditions. Social Neuroscience, 1, 111–123. PubMedCrossRef

Golan, O., Baron-Cohen, S., Hill, J. J., & Rutherford, M. D. (2007). The “reading the mind in the voice” test-revised: A study of complex emotion recognition in adults with and without autism spectrum conditions. Journal of Autism and Developmental Disorders, 37, 1096–1106. PubMedCrossRef

Goodwin, M. S. (2008). Enhancing and accelerating the pace of autism research and treatment. Focus on Autism and Other Developmental Disabilities, 23, 125–128. CrossRef

Gross, T. F. (2005). Global-local precedence in the perception of facial age and emotional expression by children with autism and other developmental disabilities. Journal of Autism and Developmental Disorders, 35, 773–785. PubMedCrossRef

Grynszpan, O., Martin, J., & Nadel, J. (2007). Exploring the influence of task assignment and output modalities on computerized training for autism. Interaction Studies, 8, 241–266. CrossRef

Grynszpan, O., Martin, J., & Nadel, J. (2008). Multimedia interfaces for users with high functioning autism: An empirical investigation. International Journal of Human-Computer Studies, 66, 628–639. CrossRef

Hailpern, J. (2008). The spoken impact project: Using audio & visual feedback to impact vocalization in non-verbal children with autistic spectrum disorder. Urbana, IL: University of Illinois at Urbana-Champaign.

Heimann, M., Nelson, K. E., Gillberg, C., & Kärnevik, M. (1993). Facilitating language skills through interactive micro-computer instruction: Observations on seven children with autism. Scandinavian Journal of Logopedics and Phoniatrics, 18, 3–8. CrossRef

Heimann, M., Nelson, K. E., Tjus, T., & Gillberg, C. (1995). Increasing reading and communication skills in children with autism through an interactive multimedia computer program. Journal of Autism and Developmental Disorders, 25, 459–480. PubMedCrossRef

Hetzroni, O. E., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and Other Developmental Disabilities, 20, 201–212. CrossRef

Hetzroni, O. E., & Tannous, J. (2004). Effect of a computer-based intervention program on the communicative functions of children with autism. Journal of Autism and Developmental Disorders, 34, 95–113. PubMedCrossRef

Higgins, K., & Boone, R. (1996). Creating individualized computer-assisted instruction for students with autism using multimedia authoring software. Focus on Autism and Other Developmental Disabilities, 11, 69–78. CrossRef

Kagohara, D. M. (2011). Three students with developmental disabilities learn to operate an iPod to access age-appropriate Entertainment Videos. Journal of Behavioral Education, 20, 33–43. CrossRef

Kaufman, A. S., & Kaufman, N. L. (1990). Kaufman brief intelligence test. Circle Pines, MN: American Guidance Service.

Kimball, J. W., Kinney, E. M., Taylor, B. A., & Stromer, R. (2004). Video enhanced activity schedules for children with autism: A promising package for teaching social skills. Education and Treatment of Children, 27, 280–298.

Kimball, J. W., & Smith, K. (2007). Crossing the bridge: From best practices to software packages. Focus on Autism and Other Developmental Disabilities, 22, 131–134. CrossRef

Kodak, T., Fisher, W. W., Clements, A., & Bouxsein, K. J. (2011). Effects of computer-assisted instruction on correct responding and procedural integrity during early intensive behavioral intervention. Research in Autism Spectrum Disorders, 5, 640–647. CrossRef

Krantz, P., & McClannahan, L. E. (1998). Social interaction skills for children with autism: A script-fading procedure for beginning readers. Journal of Applied Behavior Analysis, 31, 191–202. PubMedCrossRef

Krug, D. A., Arick, J., & Almond, P. (1980a). Behavior checklist for identifying severely handicapped individuals with high levels of autistic behavior. Journal of Child Psychology and Psychiatry, 21, 221–229. PubMedCrossRef

Krug, D. A., Arick, J. R., & Almond, P. G. (1980b). Autism screening instrument for educational planning (ASIEP). Portland, OR: Education Co.

LaCava, P. G., Golan, O., Baron-Cohen, S., & Myles, B. S. (2007). Using assistive technology to teach emotion recognition to students with Asperger Syndrome. Remedial and Special Education, 28, 174–181. CrossRef

LaCava, P. G., Rankin, A., Mahlios, E., Cook, K., & Simpson, R. L. (2010). A single case design evaluation of a software and tutor intervention addressing emotion recognition and social interaction in four boys with ASD. Autism, 14, 161–178. PubMedCrossRef

Leiter, R. G. (1980). Leiter international performance scale. Illinois: Stoeling Company.

Lindner, J. L., & Rosén, L. A. (2006). Decoding of emotion through facial expression, prosody and verbal content in children and adolescents with Asperger’s Syndrome. Journal of Autism and Developmental Disorders, 36, 769–777. PubMedCrossRef

Lord, C., Risi, S., Lambrecht, L., Cook, J. E. H., Leventhal, B. L., DiLavore, P. C., et al. (2000). The Autism Diagnostic Observation Schedule–Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. PubMedCrossRef

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685. PubMedCrossRef

Lord, C., & Volkmar, F. (2002). Genetics of childhood disorders: XLII. Autism, part 1: Diagnosis and assessment in autistic spectrum disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1134–1136. PubMedCrossRef

MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20, 225–238. CrossRef

MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43–55. PubMedCrossRef

Massaro, D. W. (2006). A computer-animated tutor for language learning: Research and applications. In P. E. Spencer & M. Marschark (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 212–243). Oxford, UK: Oxford University Press.

Massaro, D. W., & Bosseler, A. (2006). Read my lips: The importance of the face in a computer-animated tutor for vocabulary learning by children with autism. Autism, 10, 495–510. PubMedCrossRef

Mineo, B. A., Ziegler, W., Gill, S., & Salkin, D. (2009). Engagement with electronic screen media among students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 172–187. PubMedCrossRef

Moore, M., & Calvert, S. (2000). Brief report: Vocabulary acquisition for children with autism: Teacher or computer instruction. Journal of Autism and Developmental Disorders, 30, 359–362. PubMedCrossRef

Moore, D., Cheng, Y., McGrath, P., & Powell, N. J. (2005). Collaborative virtual environment technology for people with autism. Focus on Autism and Other Developmental Disabilities, 20, 231–243. CrossRef

Nelson, K. E., & Prinz, P. M. (1991). Alpha interactive language series/Gator super sentences [computer software]. Warriors Mark, PA: Super Impact Images.

Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37, 678–693. PubMedCrossRef

Njiokiktjien, C., Verschoor, A., de Sonneville, L., Huyser, C., Op het Veld, V., & Toorenaar, N. (2001). Disordered recognition of facial identity and emotions in three Asperger type autists. European Child and Adolescent Psychiatry, 10, 79–90. PubMedCrossRef

Parsons, S., Leonard, A., & Mitchell, P. (2006). Virtual environments for social skills training: Comments from two adolescents with autism spectrum disorder. Computers & Education, 47, 186–206. CrossRef

Parsons, S., Mitchell, P., & Leonard, A. (2004). The use and understanding of virtual environments by adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 449–466. PubMedCrossRef

Pennington, R. C. (2010). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 25, 239–248. CrossRef

Plienis, A. J., & Romanczyk, R. G. (1985). Analyses of performance, behavior, and predictors for severely disturbed children: A comparison of adult versus computer instruction. Analysis and Intervention in Developmental Disabilities, 5, 345–356. CrossRef

Ploog, B. O. (2010a). Educational computer games and their applications to developmental disabilities. In F. Edvardsen & H. Kulle (Eds.), Educational games: Design, learning and applications (pp. 281–297). Hauppauge, NY: Nova Science Publishers, Inc.

Ploog, B. O. (2010b). Stimulus over selectivity four decades later: A review of the literature and its implications for current research in autism spectrum disorder. Journal of Autism and Developmental Disorders, 40, 1332–1349. PubMedCrossRef

Ploog, B. O., Banerjee, S., & Brooks, P. J. (2009). Attention to prosody (intonation) and content in children with autism and in typical children using spoken sentences in a computer game. Research in Autism Spectrum Disorders, 3, 743–758. CrossRef

Ploog, B. O., & Kim, N. (2007). Assessment of stimulus over selectivity with tactile compound stimuli in children with autism. Journal of Autism and Developmental Disorders, 37, 1514–1524. PubMedCrossRef

Ploog, B. O., & Williams, B. A. (1995). Two methods of stimulus fading applied to a simultaneous flicker rate discrimination in pigeons. Learning and Motivation, 26, 161–182. CrossRef

Powers, K. L., Alfieri, L., Aldrich, N. J., Palladino, M. A., & Brooks, P. J. (2011, March–April). A meta-analytic review of the effects of video game play on information processing. Poster presented at the biennial meeting of the Society for Research in Child Development, Montreal, Quebec.

Rajendran, G., & Mitchell, P. (2006). Text chat as a tool for referential questioning in Asperger Syndrome. Journal of Speech and Hearing Research, 49, 102–112. CrossRef

Ramdoss, S., Lang, R., Mulloy, A., Franco, J., O’Reilly, M., Didden, R., et al. (2011). Use of computer-based interventions to teach communication skills to children with autism spectrum disorders: A systematic review. Journal of Behavioral Education, 20, 55–76. CrossRef

Raven, J. C., Court, J. H., & Raven, J. (1984). Coloured progressive matrices. London: Lewis & Co. Ltd.

Rutten, A., Cobb, S., Neale, H., Kerr, S., Leonard, A., & Mitchell, P. (2003). The AS interactive project: Single-user and collaborative virtual environments for people with high-functioning autistic spectrum disorders. The Journal of Visualization and Computer Animation, 14, 233–241. CrossRef

Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video models to increase the social communication skills of children with high-functioning autism spectrum disorders. Journal of Positive Behavior Interventions, 10, 162–178. CrossRef

Schopler, E., Reichler, R. J., & Renner, B. (1988). The childhood autism rating scale. New York, NY: Plenum Press.

Schreibman, L., Oke, N. J., & Ploog, B. O. (1989). Behavioral assessment with chronic schizophrenia and autism. In J. L. Matson (Ed.), Chronic schizophrenia and adult autism: issues in diagnosis, assessment, and psychological treatment (pp. 181–229). New York: Springer.

Sigafoos, J. (2011). Introduction to the special issue: Evaluating assistive technology in the education of persons with severe disabilities. Journal of Behavioral Education, 20, 1–3. CrossRef

Silver, M., & Oakes, P. (2001). Evaluation of a new computer intervention to teach people with autism or Asperger Syndrome to recognize and predict emotions in others. Autism, 5, 299–316. PubMedCrossRef

Simpson, A., Langone, J., & Ayres, K. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39, 240–252.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1985). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.

Strickland, D. (1996). A virtual reality application with autistic children. Presence, 5, 319–329.

Strickland, D., McAllister, D., Coles, C. D., & Osborne, S. (2007). An evolution of virtual reality training designs for children with autism and fetal alcohol spectrum disorders. Topics in Language Development, 27, 226–241. CrossRef

Stromer, R., Kimball, J. W., Kinney, E. M., & Taylor, B. A. (2006). Activity schedule, computer technology, and teaching children with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 21, 14–24. CrossRef

Swettenham, J. (1996). Can children with autism be taught to understand false belief using computers? Journal of Child Psychology and Psychiatry, 37, 157–165. PubMedCrossRef

Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London B, 358, 303–314. CrossRef

Tjus, T., Heimann, M., & Nelson, K. E. (1998). Gains in literacy through the use of a specially developed multimedia computer strategy. Autism, 2, 139–156. CrossRef

Tjus, T., Heimann, M., & Nelson, K. E. (2001). Interaction patterns between children and their teachers when using a specific multimedia and communication strategy. Autism, 5, 175–187. PubMedCrossRef

Trepagnier, C. Y., Sebrechts, M. M., Finkelmeyer, A., Coleman, M., Stewart, J. W., & Werner-Adler, M. (2005). Virtual environments to address autistic social deficits. Annual Review of Cyber Therapy and Telemedicine, 3, 101–107.

Wainer, A. L., & Ingersoll, B. R. (2011). The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 96–107. CrossRef

Wallace, S., Parsons, S., Westbury, A., White, K., & Bailey, A. (2010). Sense of presence and atypical social judgments in immersive virtual environments. Autism, 14, 199–213. PubMedCrossRef

Whalen, C., Liden, L., Ingersoll, B., Dallaire, E., & Liden, S. (2006). Positive behavioral changes associated with the use of computer-assisted instruction for young children. Journal of Speech and Language Pathology and Applied Behavior Analysis, 1, 11–26.

Whalen, C., Moss, D., Ilan, A. B., Vaupel, M., Fielding, R., MacDonald, K., et al. (2010). Efficacy of TeachTown: Basics computer-assisted intervention for the Intensive Comprehensive Autism Program in Los Angeles Unified School District. Autism, 14, 179–197. PubMedCrossRef

Williams, K. T. (1997). Expressive vocabulary test (EVT). Circle Pines, MN: American Guidance Service.

Williams, J. H. G., Massaro, D. W., Peel, N. J., Bosseler, A., & Suddendorf, T. (2004). Visual-auditory integration during speech imitation in autism. Research in Developmental Disabilities, 25, 559–575. PubMedCrossRef

Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do children with autism learn to read more readily by computer assisted instruction or traditional book methods? A pilot study. SAGE Publications and the National Autistic Society, 6, 71–91.

Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children’s understanding of deception. Cognition, 13, 103–128. PubMedCrossRef

World Health Organization. (1993). The ICD-10 classification of mental and behavioural disorders: Diagnostic criteria for research. Geneva: WHO.

Yamamoto, J., & Miya, T. (1999). Acquisition and transfer of sentence construction in autistic students: Analysis by computer-based teaching. Research in Developmental Disabilities, 20, 355–377. PubMedCrossRef

Yaw, J. S., Skinner, C. H., Parkhurst, J., Taylor, C. M., Booher, J., & Chambers, K. (2011). Extending research on a computer-based sight-word reading intervention to a student with autism. Journal of Behavioral Education, 20, 44–54. CrossRef

Titel: Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders
Auteurs:: Bertram O. Ploog
Alexa Scharf
DeShawn Nelson
Patricia J. Brooks
Publicatiedatum: 01-02-2013
DOI: https://doi.org/10.1007/s10803-012-1571-3
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 2/2013
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

Abstract

Log in om toegang te krijgen

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

BSL Psychologie Totaal

Andere artikelen Uitgave 2/2013

Autism Spectrum Traits in Children with Anxiety Disorders

S. W. White: Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism

Commentary on “Long-term Cognitive and Behavioral Therapies, Combined with Augmentative Communication are Related to Uncinate Fasciculus Integrity in Autism” Pardini, M., Elia, M., Garaci, R., Guida, S., Coniglione, F., Krueger, F., Benassi, F., & Gialloreti, E. (2011)

Recreational Participation of Children with High Functioning Autism

W. Ashcroft, S. Argiro and J. Keohane: Success Strategies for Teaching Kids with Autism

Neural and Behavioral Responses During Self-Evaluative Processes Differ in Youth With and Without Autism