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International Journal of Human–Computer Interaction Volume 35, 2019 - Issue 8: Designing with and for Users on the Autism Spectrum
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Articles

A Tablet Computer-Assisted Motor and Language Skills Training Program to Promote Communication Development in Children with Autism: Development and Pilot Study

E. J. WeisblattDepartment of Psychology, University of Cambridge, Cambridge, UK;Peterborough Integrated Neurodevelopmental Service, Cambridgeshire and Peterborough NHS Foundation Trust, Peterborough, UKCorrespondence[email protected]
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C. S. LangensiepenDepartment of Computing & Technology, Nottingham Trent University, Nottingham, UKORCID Iconhttp://orcid.org/0000-0002-0165-9048View further author information
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B. CookDepartment of Computing & Technology, Nottingham Trent University, Nottingham, UKORCID Iconhttp://orcid.org/0000-0002-2986-9944View further author information
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C. DiasPeterborough Integrated Neurodevelopmental Service, Cambridgeshire and Peterborough NHS Foundation Trust, Peterborough, UKView further author information
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K. Plaisted GrantDepartment of Psychology, University of Cambridge, Cambridge, UKView further author information
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M. DhariwalLaboratory for Social Machines, Media Lab, Massachusetts Institute of Technology, Cambridge, Massachussetts, USAView further author information
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M. S. FaircloughDepartment of Psychology, University of Cambridge, Cambridge, UKView further author information
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S. E. FriendDepartment of Psychology, University of Cambridge, Cambridge, UKView further author information
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A. E. MaloneDepartment of Psychology, University of Cambridge, Cambridge, UKView further author information
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B. Varga-ElmiyehDepartment of Psychology, University of Cambridge, Cambridge, UKView further author information
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A. RybickiDepartment of Neuroscience, University of Birmingham, Birmingham, UKView further author information
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P. KaranthThe Com DEALL Trust, Bangalore, IndiaView further author information
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M. K. BelmonteThe Com DEALL Trust, Bangalore, India;Centre for Autism, School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK;Division of Psychology, Nottingham Trent University, Nottingham, UKORCID Iconhttp://orcid.org/0000-0002-4633-9400View further author information
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Pages 643-665 | Published online: 09 Jan 2019

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