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Rebekah L. Hudock & Amy N. Esler. (2022) Clinical considerations when conducting diagnostic evaluations to identify autism spectrum disorder in young children. The Clinical Neuropsychologist 36:5, pages 921-942.
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Tomoko Matsui, Mariko Uchida, Hiroshi Fujino, Yoshikuni Tojo & Koichiro Hakarino. (2022) Perception of native and non-native phonemic contrasts in children with autistic spectrum disorder: effects of speaker variability. Clinical Linguistics & Phonetics 36:4-5, pages 417-435.
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Carmela Miniscalco & Emilia Carlsson. (2022) A longitudinal case study of six children with autism and specified language and non-verbal profiles. Clinical Linguistics & Phonetics 36:4-5, pages 398-416.
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Andrey Vyshedskiy, Katarina Radi, Megan Catherine DuBois, Emma Mugford, Victoria Maslova, Julia Braverman & Irene Piryatinsky. (2022) Novel linguistic evaluation of prefrontal synthesis (LEPS) test measures prefrontal synthesis acquisition in neurotypical children and predicts high-functioning versus low-functioning class assignment in individuals with autism. Applied Neuropsychology: Child 11:2, pages 99-114.
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Jay B. Ganz, Jeffrey Liew, Valeria Yllades, Ching-Yi Liao, Wen Luo, Ee Rea Hong, Amara J. Yoro, Daira Rodriguez, Shannon Clark, Kaitlyn Stein & Sarah K. Ura. (2022) Communication and Affective Synchrony between Parents and Their Children with Autism during a Multimodal Communication Parent-Coaching Intervention. Child & Family Behavior Therapy 44:2, pages 113-134.
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Anna A. Allen, Howard C. Shane, Ralf W. Schlosser & Charles W. Haynes. (2021) The effect of cue type on directive-following in children with moderate to severe autism spectrum disorder. Augmentative and Alternative Communication 37:3, pages 168-179.
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Amanda M. O’Brien, Ralf W. Schlosser, Howard Shane, Oliver Wendt, Christina Yu, Anna A. Allen, Jacqueline Cullen, Andrea Benz & Lindsay O’Neill. (2020) Providing visual directives via a smart watch to a student with Autism Spectrum Disorder: an intervention note. Augmentative and Alternative Communication 36:4, pages 249-257.
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Erica Salomone, Daniela Bulgarelli, Evelyne Thommen, Emanuelle Rossini & Paola Molina. (2019) Role of age and IQ in emotion understanding in Autism Spectrum Disorder: implications for educational interventions. European Journal of Special Needs Education 34:3, pages 383-392.
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Liselotte Kjellmer, Elisabeth Fernell, Christopher Gillberg & Fritjof Norrelgen. (2018) Speech and language profiles in 4- to 6-year-old children with early diagnosis of autism spectrum disorder without intellectual disability. Neuropsychiatric Disease and Treatment 14, pages 2415-2427.
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Kristelle Hudry, Lisa Rumney, Nicole Pitt, Josephine Barbaro & Giacomo Vivanti. (2018) Interaction Behaviors of Bilingual Parents With Their Young Children With Autism Spectrum Disorder. Journal of Clinical Child & Adolescent Psychology 47:sup1, pages S321-S328.
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Tonia N. Davis, Hope S. Lancaster & Stephen Camarata. (2016) Expressive and receptive vocabulary learning in children with diverse disability typologies. International Journal of Developmental Disabilities 62:2, pages 77-88.
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Ashling Ryan, Fiona E. Gibbon & Aoife O’shea. (2016) Expressive and receptive language skills in preschool children from a socially disadvantaged area. International Journal of Speech-Language Pathology 18:1, pages 41-52.
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Siva priya Santhanam & Lynne E. Hewitt. (2015) Evidence-based assessment and autism spectrum disorders: A scoping review. Evidence-Based Communication Assessment and Intervention 9:4, pages 140-181.
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Kate Simpson, Deb Keen & Janeen Lamb. (2015) Teaching receptive labelling to children with autism spectrum disorder: A comparative study using infant-directed song and infant-directed speech. Journal of Intellectual & Developmental Disability 40:2, pages 126-136.
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Jennifer B. Ganz, Ee Rea Hong, Fara Goodwyn, Elizabeth Kite & Whitney Gilliland. (2015) Impact of PECS tablet computer app on receptive identification of pictures given a verbal stimulus. Developmental Neurorehabilitation 18:2, pages 82-87.
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Margaret M. Flores & Jennifer B. Ganz. (2014) Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-based Assessment of Language Performance of Students with Autism. Exceptionality 22:4, pages 191-204.
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Rebecca Lucas & Courtenay Frazier Norbury. (2014) Orthography facilitates vocabulary learning for children with autism spectrum disorders (ASD). The Quarterly Journal of Experimental Psychology 67:7, pages 1317-1334.
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Nancy C. Brady, Christa J. Anderson, Laura J. Hahn, Sara M. Obermeier & Leah L. Kapa. (2014) Eye Tracking as a Measure of Receptive Vocabulary in Children with Autism Spectrum Disorders. Augmentative and Alternative Communication 30:2, pages 147-159.
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Wolfgang Mann, Penny Roy & Chloë Marshall. (2013) A Look at the Other 90 Per Cent: Investigating British Sign Language Vocabulary Knowledge in Deaf Children from Different Language Learning Backgrounds. Deafness & Education International 15:2, pages 91-116.
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