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Ana I. Pinto, Catarina Grande, Vera Coelho, Susana Castro, Mats Granlund & Eva Björck-Åkesson. (2019) Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings. Developmental Neurorehabilitation 22:6, pages 390-399.
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Sofia Guichard & Catarina Grande. (2019) The role of environment in explaining frequency of participation of pre-school children in home and community activities. International Journal of Developmental Disabilities 65:2, pages 108-115.
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Frida Lygnegård, Lena Almqvist, Mats Granlund & Karina Huus. (2019) Participation profiles in domestic life and peer relations as experienced by adolescents with and without impairments and long-term health conditions. Developmental Neurorehabilitation 22:1, pages 27-38.
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Charity Rowland, Melanie Fried-Oken, Gayl Bowser, Mats Granlund, Donald Lollar, Randall Phelps, Rune J. Simeonsson & Sandra A.M. Steiner. (2016) The Communication Supports Inventory-Children & Youth (CSI-CY), a new instrument based on the ICF-CY. Disability and Rehabilitation 38:19, pages 1909-1917.
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Articles from other publishers (20)
Vera Coelho, Joana Cadima & Ana Isabel Pinto. (2023) Child functioning in inclusive preschools: Associations between self-regulation, engagement, prosociality, and hyperactivity. Journal of Applied Developmental Psychology 86, pages 101518.
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Sofia Guichard, Vera Coelho & Catarina Grande. (2022) Environment Mediates the Relationship Between Preschoolers Functioning and Involvement in Out-of-School Activities. OTJR: Occupation, Participation and Health 43:1, pages 52-60.
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Frida Åström & Lena Almqvist. (2022) Patterns of observed child participation and proximity to a small group including teachers in Swedish preschool free play. Frontiers in Education 7.
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Vera COELHO, Joana CADIMA & Catarina GRANDE. (2022) Contextos Pré-Escolares Inclusivos: Organização do Grupo, Interações e Envolvimento. Revista Brasileira de Educação Especial 28.
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Gary Diamond, Eman Badir, Shelly Almog, Gumma Badir, Labwa Jaoussy, Ashraf Akawi & Lutfi Jaber. (2022) Characteristic Neuro-Linguistic Styles in Young Arabic Speaking Children Diagnosed with ASD. Child Neurology Open 9, pages 2329048X2210802.
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Joost A. Agelink van Rentergem, Marie K. Deserno & Hilde M. Geurts. (2021) Validation strategies for subtypes in psychiatry: A systematic review of research on autism spectrum disorder. Clinical Psychology Review 87, pages 102033.
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Madeleine Sjöman, Mats Granlund, Anna Karin Axelsson, Lena Almqvist & Henrik Danielsson. (2020) Social interaction and gender as factors affecting the trajectories of children's engagement and hyperactive behaviour in preschool. British Journal of Educational Psychology 91:2, pages 617-637.
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Catalina Patricia Morales-Murillo, Pau García-Grau, R. A. McWilliam & Ma Dolores Grau Sevilla. (2021) Rasch Analysis of Authentic Evaluation of Young Children's Functioning in Classroom Routines. Frontiers in Psychology 12.
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Susana Castro-Kemp, Carolina Gaona, Catarina Grande & Olympia Palikara. (2021) Consistency between provision, outcomes and functioning needs in statutory documents for young children with developmental disabilities in England. Research in Developmental Disabilities 108, pages 103815.
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Susana Castro-Kemp, Olympia Palikara, Carolina Gaona, Vasiliki Eirinaki & Michael J. Furlong. (2019) The Role of Psychological Sense of School Membership and Postcode as Predictors of Profiles of Socio-emotional Health in Primary School Children in England. School Mental Health 12:2, pages 284-295.
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Sofia Guichard & Catarina Grande. (2020) Participation of Children between Three and Five Years Old at Home and in the Community Setting. Psicologia: Teoria e Pesquisa 36.
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Susana Castro-Kemp, Olympia Palikara & Catarina Grande. (2019) Status Quo and Inequalities of the Statutory Provision for Young Children in England, 40 Years on From Warnock. Frontiers in Education 4.
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Vera Coelho, Joana Cadima, Ana Isabel Pinto & Cristiana Guimarães. (2018) Self-Regulation, Engagement, and Developmental Functioning in Preschool-Aged Children. Journal of Early Intervention 41:2, pages 105-124.
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Susana Castro, Catarina Grande & Olympia Palikara. (2019) Evaluating the quality of outcomes defined for children with Education Health and Care plans in England: A local picture with global implications. Research in Developmental Disabilities 86, pages 41-52.
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Brooke Adair, Anna Ullenhag, Peter Rosenbaum, Mats Granlund, Deb Keen & Christine Imms. (2018) Measures used to quantify participation in childhood disability and their alignment with the family of participation-related constructs: a systematic review. Developmental Medicine & Child Neurology 60:11, pages 1101-1116.
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Vera Coelho & Ana Isabel Pinto. (2018) The Relationship between Children’s Developmental Functioning and Participation in Social Activities in Portuguese Inclusive Preschool Settings. Frontiers in Education 3.
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Benjamin Klein & Olaf Kraus de Camargo. (2018) A Proposed Functional Abilities Classification Tool for Developmental Disorders Affecting Learning and Behaviour. Frontiers in Education 3.
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Sofia Guichard & Catarina Grande. (2018) Differences between Pre-School Children with and without Special Educational Needs Functioning, Participation, and Environmental Barriers at Home and in Community Settings: An International Classification of Functioning, Disability, and Health for Children and Youth Approach. Frontiers in Education 3.
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Tamara Yee, Joyce Magill-Evans, Lonnie Zwaigenbaum, Lori-Ann R. Sacrey, Sorayya Askari & Dana Anaby. (2017) Participation Measures for Preschool Children with Autism Spectrum Disorder: a Scoping Review. Review Journal of Autism and Developmental Disorders 4:2, pages 132-141.
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Susana Castro & Olympia Palikara. (2016) Mind the Gap: The New Special Educational Needs and Disability Legislation in England. Frontiers in Education 1.
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