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I. (2020). POMA: A tangible user interface to improve social and cognitive skills of Sri Lankan children with ASD. International Journal of Human-Computer Studies, 144, 102486. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijhcs.2020.102486\nAlessandri, M., Mundy, P., & Tuchman, R. (2005). Déficit social en el autismo: Un enfoque en la atención conjunta. Revista De Neurologia, 40(Supl 1), S137–S141.\nAli, S., Mehmood, F., Khan, M. J., Ayaz, Y., Asgher, U., Sadia, H., Edifor, E., & Nawaz, R. (2020). A preliminary study on effectiveness of a standardized multi-robot therapy for improvement in collaborative multi-human interaction of children with ASD. IEEE Access, 8, 109466–109474. https:\u002F\u002Fdoi.org\u002F10.1109\u002FACCESS.2020.3001365\nAresti-Bartolome, N., Mendez Zorrilla, A., & Garcia Zapirain, B. (2013). Autism spectrum disorder children interaction skills measurement using computer games. 207–211. https:\u002F\u002Fdoi.org\u002F10.1109\u002FCGames.2013.6632634\nAresti-Bartolome, N., & Garcia-Zapirain, B. (2014). Technologies as support tools for persons with autistic spectrum disorder: A systematic review. International Journal of Environmental Research and Public Health, 11(8), 7767–7802. https:\u002F\u002Fdoi.org\u002F10.3390\u002Fijerph110807767\nArshad, N. I., Hashim, A. S., Mohd Ariffin, M., Mohd Aszemi, N., Low, H. M., & Norman, A. A. (2020). Robots as assistive technology tools to enhance cognitive abilities and foster valuable learning experiences among young children with autism spectrum disorder. IEEE Access, 8, 116279–116291. https:\u002F\u002Fdoi.org\u002F10.1109\u002FACCESS.2020.3001629\nBaldassarri, S., Passerino, L., Ramis, S., Riquelme, I., & Perales, F. J. (2020). Toward emotional interactive videogames for children with autism spectrum disorder. Universal Access in the Information Society. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10209-020-00725-8\nBaron-Cohen, S., De La Cuesta, G. G., LeGoff, D. B., & Krauss, G. (2014). LEGO®-based therapy: How to build social competence through LEGO®-Based Clubs for children with autism and related conditions. Jessica Kingsley Publishers.\nBaron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37–46.\nBaron-Cohen, S., Ring, H., Moriarty, J., Schmitz, B., Costa, D., & Ell, P. (1994a). Recognition of mental state terms: Clinical findings in children with autism and a functional neuroimaging study of normal adults. The British Journal of Psychiatry, 165(5), 640–649.\nBaron-Cohen, S., Ring, H., & et al. (1994b). A model of the mindreading system: Neuropsychological and neurobiological perspectives. Origins of an Understanding of Mind, 183–207.\nBauminger-Zviely, N., Eden, S., Zancanaro, M., Weiss, P. L., & Gal, E. (2013). Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment. Autism, 17(3), 317–339. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361312472989\nBekele, E., Crittendon, J., Zheng, Z., Swanson, A., Weitlauf, A., Warren, Z., & Sarkar, N. (2014). Assessing the utility of a virtual environment for enhancing facial affect recognition in adolescents with autism. Journal of Autism and Developmental Disorders, 44(7), 1641–1650. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-014-2035-8\nBekele, E. T., Lahiri, U., Swanson, A. R., Crittendon, J. A., Warren, Z. E., & Sarkar, N. (2013). A step towards developing adaptive robot-mediated intervention architecture (ARIA) for children with autism. IEEE Transactions on Neural Systems and Rehabilitation Engineering, 21(2), 289–299. https:\u002F\u002Fdoi.org\u002F10.1109\u002FTNSRE.2012.2230188\nBellani, M., Fornasari, L., Chittaro, L., & Brambilla, P. (2011). Virtual reality in autism: State of the art. Epidemiology and Psychiatric Sciences, 20(3), 235–238. https:\u002F\u002Fdoi.org\u002F10.1017\u002FS2045796011000448\nBenssassi, E. M., Gomez, J.-C., Boyd, L. E., Hayes, G. R., & Ye, J. (2018). Wearable assistive technologies for autism: Opportunities and challenges. IEEE Pervasive Computing, 17(2), 11–21.\nBharatharaj, J., Huang, L., Mohan, R., Al-Jumaily, A., & Krägeloh, C. (2017). Robot-assisted therapy for learning and social interaction of children with autism spectrum disorder. Robotics, 6(1), 4. https:\u002F\u002Fdoi.org\u002F10.3390\u002Frobotics6010004\nBölte, S., Golan, O., Goodwin, M. S., & Zwaigenbaum, L. (2010). What can innovative technologies do for Autism Spectrum Disorders? Autism, 14(3), 155–159. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361310365028\nBondy, A., & Frost, L. (1998). The picture exchange communication system. Seminars in Speech and Language, 19(04), 373–389. https:\u002F\u002Fdoi.org\u002F10.1055\u002Fs-2008-1064055\nBouchard, S., & Rizzo, A. (2019). Virtual reality for psychological and neurocognitive interventions. Springer.\nBurnette, C. P., Mundy, P. C., Meyer, J. A., Sutton, S. K., Vaughan, A. E., & Charak, D. (2005). Weak central coherence and its relations to theory of mind and anxiety in autism. Journal of Autism and Developmental Disorders, 35(1), 63–73.\nCaro, K., Tentori, M., Martinez-Garcia, A. I., & Alvelais, M. (2017). Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism. International Journal of Human-Computer Studies, 105, 12–27. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijhcs.2017.03.005\nCharlton, C. T., Kellems, R. O., Black, B., Bussey, H. C., Ferguson, R., Goncalves, B., Jensen, M., & Vallejo, S. (2020). Effectiveness of avatar-delivered instruction on social initiations by children with autism spectrum disorder. Research in Autism Spectrum Disorders, 71, 101494. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.rasd.2019.101494\nChen, C.-H., Lee, I.-J., & Lin, L.-Y. (2017). Augmented reality-based self-facial modeling to promote the emotional expression and social skills of adolescents with autism spectrum disorders. Research in Developmental Disabilities, 36, 396–403. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ridd.2014.10.015\nChien, M.-E., Jheng, C.-M., Lin, N.-M., Tang, H.-H., Taele, P., Tseng, W.-S., & Chen, M. Y. (2015). iCAN: A tablet-based pedagogical system for improving communication skills of children with autism. International Journal of Human-Computer Studies, 73, 79–90. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijhcs.2014.06.001\nChung, C.-H., & Chen, C.-H. (2017). Augmented reality based social stories training system for promoting the social skills of children with autism. In M. Soares, C. Falcão, & T. Z. Ahram (Eds.), Advances in Ergonomics Modeling, Usability & Special Populations (Vol. 486, pp. 495–505). Springer International Publishing. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-319-41685-4_44\nCollins, B. C., Browder, D. M., Haughney, K. L., Allison, C., & Fallon, K. (2019). The effects of a computer-aided listening comprehension intervention on the generalized communication of students with autism spectrum disorder and intellectual disability. Journal of Special Education Technology, 34(4), 269–283. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0162643419832976\nCrowell, C., Mora-Guiard, J., & Pares, N. (2019). Structuring collaboration: Multi-user full-body interaction environments for children with Autism Spectrum Disorder. 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A smart-phone application and a companion website for the improvement of the communication skills of children with autism: Clinical rationale, technical development and preliminary results. Journal of Medical Systems, 35(4), 703–711. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10916-009-9407-1\nDiagnostic and statistical manual of mental disorders (DSM-V). (2013). American Psychiatric Association Washington DC.\nEtchepareborda, M. (2001). Perfiles neurocognitivos del espectro autista. Revista De Neurología Clínica, 2(1), 175–192.\nEtchepareborda, M. (2005). Funciones ejecutivas y autismo. Revista De Neurología, 41(1), 155–162.\nEvans, B. (2017). The metamorphosis of autism. Manchester University Press. https:\u002F\u002Fdoi.org\u002F10.26530\u002FOAPEN_625488\nFarr, W., Yuill, N., & Raffle, H. (2010). Social benefits of a tangible user interface for children with Autistic Spectrum Conditions. Autism, 14(3), 237–252. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361310363280\nFisher, N., & Happé, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757.\nFletcher-Watson, S., & Happé, F. (2019). Autism: A new introduction to psychological theory and current debate. Routledge.\nFletcher-Watson, S., Petrou, A., Scott-Barrett, J., Dicks, P., Graham, C., O’Hare, A., Pain, H., & McConachie, H. (2016). A trial of an iPad ™ intervention targeting social communication skills in children with autism. Autism, 20(7), 771–782. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361315605624\nFrith, U. (1989). Autism: Explaining the enigma. British Journal of Developmental Psychology, 3, 465–468.\nGarcia-Albea, E., Reeve, S. A., Brothers, K. J., & Reeve, K. F. (2014). 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J., Tapia-Vintimilla, M. A., Pazos-Arias, J. J., & Gil-Solla, A. (2020). Assessing children’s perceptions of live interactions with avatars: Preparations for use in ASD therapy in a multi-ethnic context. IEEE Access, 8, 168456–168469. https:\u002F\u002Fdoi.org\u002F10.1109\u002FACCESS.2020.3023737\nHalabi, O., Abou El-Seoud, S., Alja’am, J., Alpona, H., Al-Hemadi, M., & Al-Hassan, D. (2017). Design of immersive virtual reality system to improve communication skills in individuals with autism. International Journal of Emerging Technologies in Learning (IJET), 12(05), 50. https:\u002F\u002Fdoi.org\u002F10.3991\u002Fijet.v12i05.6766\nHappé, F. (2005). The weak central coherence account of autism. Handbook of Autism and Pervasive Developmental Disorders, 1, 640–649.\nHedges, S. H., Odom, S. L., Hume, K., & Sam, A. (2018). Technology use as a support tool by secondary students with autism. Autism, 22(1), 70–79. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361317717976\nHobson, R. P. 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Ed Paidós.\nMelo, F. S., Sardinha, A., Belo, D., Couto, M., Faria, M., Farias, A., Gambôa, H., Jesus, C., Kinarullathil, M., Lima, P., Luz, L., Mateus, A., Melo, I., Moreno, P., Osório, D., Paiva, A., Pimentel, J., Rodrigues, J., Sequeira, P., … Ventura, R. (2019). Project INSIDE: Towards autonomous semi-unstructured human–robot social interaction in autism therapy. Artificial Intelligence in Medicine, 96, 198–216. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.artmed.2018.12.003\nMintz, J. (2013). Additional key factors mediating the use of a mobile technology tool designed to develop social and life skills in children with Autism Spectrum Disorders: Evaluation of the 2nd HANDS prototype. Computers & Education, 63, 17–27. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2012.11.006\nMoher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. 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Transitional wearable companions: A novel concept of soft interactive social robots to improve social skills in children with autism spectrum disorder. International Journal of Social Robotics, 8(4), 471–481. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs12369-016-0373-8\nParsons, S., & Cobb, S. (2011). State-of-the-art of virtual reality technologies for children on the autism spectrum. European Journal of Special Needs Education, 26(3), 355–366. https:\u002F\u002Fdoi.org\u002F10.1080\u002F08856257.2011.593831\nPlaisted, K. C. (2015). Reduced generalization in autism: An alternative to weak central coherence.\nPlaisted, K., Saksida, L., Alcántara, J., & Weisblatt, E. (2003). Towards an understanding of the mechanisms of weak central coherence effects: Experiments in visual configural learning and auditory perception. Philosophical Transactions of the Royal Society of London b: Biological Sciences, 358(1430), 375–386.\nPolitis, Y., Olivia, L., & Olivia, T. (2019). 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Australian Government Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA).\nPrizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS model: A transactional, family-centered approach to enhancing communication and socioemotional abilities of children with autism spectrum disorder. Infants & Young Children, 16(4), 296–316.\nRice, L. M., Wall, C. A., Fogel, A., & Shic, F. (2015). Computer-assisted face processing instruction improves emotion recognition, mentalizing, and social skills in students with ASD. Journal of Autism and Developmental Disorders, 45(7), 2176–2186. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-015-2380-2\nRingland, K. E., Wolf, C. T., Faucett, H., Dombrowski, L., & Hayes, G. R. (2016). “Will I always be not social?”: Re-conceptualizing sociality in the context of a Minecraft community for autism. Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems, 1256–1269. https:\u002F\u002Fdoi.org\u002F10.1145\u002F2858036.2858038\nRivière, A., & Martos, J. (2000). El niño pequeño con autismo. Asociación de Padres de Niños Autistas.\nRoane, H. S., Fisher, W. W., & Carr, J. E. (2016). Applied behavior analysis as treatment for autism spectrum disorder. The Journal of Pediatrics, 175, 27–32. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jpeds.2016.04.023\nRobertson, J. M., Tanguay, P. E., L’ecuyer, S., Sims, A., & Waltrip, C. (1999). Domains of social communication handicap in autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 38(6), 738–745.\nRoley, S. S., Mailloux, Z., Parham, L. D., Schaaf, R. C., Lane, C. J., & Cermak, S. (2014). Sensory integration and praxis patterns in children with autism. American Journal of Occupational Therapy, 69(1), 6901220010p1. https:\u002F\u002Fdoi.org\u002F10.5014\u002Fajot.2015.012476\nRomero, N. L. (2017). A Pilot Study Examining a computer-based intervention to improve recognition and understanding of emotions in young children with communication and social deficits. Research in Developmental Disabilities, 65, 35–45.\nRuggieri, V. L. & et al. (2013). Empatía, cognición social y trastornos del espectro autista. Revista De Neurologia, 56(Supl 1), S13–21.\nSayis, B., Crowell, C., Benitez, J., Ramirez, R., & Pares, N. (2019). Computational modeling of psycho-physiological arousal and social initiation of children with autism in interventions through full-body interaction. 2019 8th International Conference on Affective Computing and Intelligent Interaction (ACII), 573–579. https:\u002F\u002Fdoi.org\u002F10.1109\u002FACII.2019.8925474\nScattone, D. (2007). Social skills interventions for children with autism: Social skills. Psychology in the Schools, 44(7), 717–726. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fpits.20260\nSchopler, E., Mesibov, G. B., & Hearsey, K. (1995). Structured teaching in the TEACCH system. In E. Schopler & G. B. Mesibov (Eds.), Learning and Cognition in Autism (pp. 243–268). Springer US. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-1-4899-1286-2_13\nSharma, S., Srivastava, S., Achary, K., Varkey, B., Heimonen, T., Hakulinen, J. S., Turunen, M., & Rajput, N. (2016). Promoting joint attention with computer supported collaboration in children with autism. Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing, 1560–1571. https:\u002F\u002Fdoi.org\u002F10.1145\u002F2818048.2819930\nSimut, R., Van de Perre, G., Costescu, C., Saldien, J., Vanderfaeillie, J., David, D., Lebefer, D., & Vanderborght, B. (2016). Probogotchi: A novel edutainment device as a bridge for interaction between a child with ASD and the typically developed sibling. Journal of Evidence-Based Psychotherapies, 16(1), 91–112.\nSodian, B., & Kristen, S. (2010). Theory of mind. In Towards a theory of thinking (pp. 189–201). Springer.\nSpiel, K., Frauenberger, C., & Fitzpatrick, G. (2017). Experiences of autistic children with technologies. International Journal of Child-Computer Interaction, 11, 50–61. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijcci.2016.10.007\nSpiel, K., Frauenberger, C., Keyes, O., & Fitzpatrick, G. (2019). Agency of autistic children in technology research—A critical literature review. ACM Transactions on Computer-Human Interaction, 26(6), 1–40. https:\u002F\u002Fdoi.org\u002F10.1145\u002F3344919\nTaheri, A., Meghdari, A., Alemi, M., & Pouretemad, H. (2018). Human–robot interaction in autism treatment: A case study on three pairs of autistic children as twins, siblings, and classmates. 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SketchUp™: A technology tool to facilitate Intergenerational family relationships for children with autism spectrum disorders (ASD): Social engagement for children with ASD. Family and Consumer Sciences Research Journal, 40(2), 135–149. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1552-3934.2011.02100.x\nZhang, L., Weitlauf, A. S., Amat, A. Z., Swanson, A., Warren, Z. E., & Sarkar, N. (2020). Assessing social communication and collaboration in autism spectrum disorder using intelligent collaborative virtual environments. Journal of Autism and Developmental Disorders, 50(1), 199–211. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-019-04246-z\nZhao, H., Swanson, A. R., Weitlauf, A. S., Warren, Z. E., & Sarkar, N. (2018). Hand-in-hand: A communication-enhancement collaborative virtual reality system for promoting social interaction in children with autism spectrum disorders. IEEE Transactions on Human-Machine Systems, 48(2), 136–148. https:\u002F\u002Fdoi.org\u002F10.1109\u002FTHMS.2018.2791562",{"EN":136},"Multiple technological aids have been proposed to support the social interactions of people with autism. The literature is extensive, but in many of the works there is a lack of clear processes focused on improving social skills. In this paper, we analyse a selection of 57 technological supports from the last 10 years, whose main characteristic is the quality and clarity of the design and evaluation processes. The objective is to provide the research community with a complete and interdisciplinary mapping of the main technological supports applied to social interaction, identifying the existing relationships between different axes of analysis: the psychological theories that support each approach, the types of technology used and the therapeutic models applied.",{"EN":138},"Systematic Review of Technological Aids to Social Interaction in Autistic Spectrum Disorders from Transversal Perspectives: Psychology, Technology and Therapy",{"VOID":140},"10.1007\u002Fs40489-022-00347-1","PUBLICATION","VERIFIED","Auto Verify",0,"https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-022-00347-1",[147,164,180,193,206,218,230,243],{"id":148,"sortIndex":149,"researcher":20,"roles":150,"affiliations":152,"properties":161},"c6ccfd82-952d-477a-8b38-299d5f23b2cc",6,[151],"AUTHOR",[153],{"id":20,"sortIndex":144,"affiliation":154,"properties":20},{"id":155,"createTime":156,"updateTime":156,"relativeEntities":157,"slug":20,"properties":158,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"53750cc8-3b6c-4abe-86d7-fbd5d2359cc7","2024-01-20T23:04:55.281+00:00",[],{"title":159},{"VI":160},"GI-IATa, Universidad Politécnica Salesiana, Cuenca, Ecuador",{"title":162},{"VI":163},"Jack F. Bravo-Torres",{"id":165,"sortIndex":166,"researcher":20,"roles":167,"affiliations":168,"properties":177},"15c48599-6721-4c77-9319-964c69e038ea",2,[151],[169],{"id":20,"sortIndex":144,"affiliation":170,"properties":20},{"id":171,"createTime":172,"updateTime":172,"relativeEntities":173,"slug":20,"properties":174,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"72dec0f8-4eae-4a7d-aa57-1e93a013c2ad","2024-01-20T23:04:55.348+00:00",[],{"title":175},{"VI":176},"atlanTTic Research Centre, University of Vigo, Pontevedra, Spain",{"title":178},{"VI":179},"José J. Pazos-Arias",{"id":181,"sortIndex":182,"researcher":20,"roles":183,"affiliations":184,"properties":190},"4cb1e344-e175-4c9a-b680-e59ace78a250",4,[151],[185],{"id":20,"sortIndex":144,"affiliation":186,"properties":20},{"id":155,"createTime":156,"updateTime":156,"relativeEntities":187,"slug":20,"properties":188,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":189},{"VI":160},{"title":191},{"VI":192},"Katherine C. Bustamante-Cacao",{"id":194,"sortIndex":195,"researcher":20,"roles":196,"affiliations":197,"properties":203},"090e9aa0-ed20-4424-b551-f5becb017e15",1,[151],[198],{"id":20,"sortIndex":144,"affiliation":199,"properties":20},{"id":171,"createTime":172,"updateTime":172,"relativeEntities":200,"slug":20,"properties":201,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":202},{"VI":176},{"title":204},{"VI":205},"Martín López-Nores",{"id":207,"sortIndex":144,"researcher":20,"roles":208,"affiliations":209,"properties":215},"e92c13c4-073f-4085-a659-9c764613432d",[151],[210],{"id":20,"sortIndex":144,"affiliation":211,"properties":20},{"id":155,"createTime":156,"updateTime":156,"relativeEntities":212,"slug":20,"properties":213,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":214},{"VI":160},{"title":216},{"VI":217},"Luis F. Guerrero-Vásquez",{"id":219,"sortIndex":21,"researcher":20,"roles":220,"affiliations":221,"properties":227},"a500594d-6eb9-4156-a405-694bcaf20d7a",[151],[222],{"id":20,"sortIndex":144,"affiliation":223,"properties":20},{"id":155,"createTime":156,"updateTime":156,"relativeEntities":224,"slug":20,"properties":225,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":226},{"VI":160},{"title":228},{"VI":229},"Vladimir E. Robles-Bykbaev",{"id":231,"sortIndex":232,"researcher":20,"roles":233,"affiliations":234,"properties":240},"8a03702d-1343-48c1-9536-88d4b78be27b",5,[151],[235],{"id":20,"sortIndex":144,"affiliation":236,"properties":20},{"id":155,"createTime":156,"updateTime":156,"relativeEntities":237,"slug":20,"properties":238,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":239},{"VI":160},{"title":241},{"VI":242},"Henry J. Jara-Quito",{"id":244,"sortIndex":245,"researcher":20,"roles":246,"affiliations":247,"properties":256},"ff0f243d-1cda-407a-9412-2ca0365c8000",7,[151],[248],{"id":20,"sortIndex":144,"affiliation":249,"properties":20},{"id":250,"createTime":251,"updateTime":251,"relativeEntities":252,"slug":20,"properties":253,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"dcff88bd-d6f4-4ad2-8832-1c6bf2c7c52c","2024-01-20T23:04:55.630+00:00",[],{"title":254},{"VI":255},"ADACAPIA, Cuenca, Ecuador",{"title":257},{"VI":258},"Pablo X. Campoverde-Jara","ARTICLE",{"url":145,"publisher":261,"properties":284},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":262,"slug":10,"properties":263,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":267,"manageAffiliations":268,"indexDatabases":269,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":264,"eissn":265,"title":266},{"VOID":13},{"VOID":15},{"EN":17},[],[],[270,277],{"id":82,"indexDatabase":271,"url":95,"indexYears":96,"academicFieldIds":276,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":272,"label":273,"description":274,"key":92,"publicationTags":275,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":278,"url":119,"indexYears":20,"academicFieldIds":283,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":279,"label":280,"description":281,"key":115,"publicationTags":282,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"pages":285},{"VOID":286},"1-30","2022-11-16",2022,false,{"id":291,"createTime":292,"updateTime":293,"relativeEntities":294,"slug":295,"properties":296,"entityType":141,"verifyStatus":142,"verifyTime":293,"verifyNote":143,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":195,"primaryUrl":305,"fullTextUrl":20,"authors":306,"publicationType":259,"publisherRelationship":375,"citationCount":20,"citationInfo":20,"publishDate":404,"publishYear":405,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"0f82f470-3856-4742-8542-f6e1359e7019","2024-02-14T02:09:13.597+00:00","2024-12-08T23:47:07.308+00:00",[],"A-Systematic-Review-of-the-Treatment-of-Fears-and-Phobias-Among-Children-with-Autism-Spectrum-Disorders",{"references":297,"abstract":299,"title":301,"doi":303},{"VOID":298},"American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington: American Psychiatric Publishing.\nBeesdo, K., Knappe, S., & Pine, D. S. (2009). Anxiety and anxiety disorders in children and adolescents: developmental issues and implications for DSM-V. The Psychiatric Clinics of North America, 32, 483–524.\nChambless, D. L., & Hollon, S. D. (1998). Defining empirically supported therapies. Journal of Consulting and Clinical Psychology, 66, 7–18.\nChok, J. T., Demanche, J., Kennedy, A., & Studer, L. (2010). Utilizing physiological measures to facilitate phobia treatment with individuals with autism and intellectual disability: a case study. Behavioral Interventions, 25, 325–337.\nCobham, S. N., Dadds, M. R., & Spence, S. H. (1998). The role of parent anxiety in the treatment of childhood anxiety. Journal of the American Academy of Child and Adolescent Psychiatry, 43, 930–959.\nDavis, T. E., Kurtz, P. F., Gardner, A. W., & Carman, N. B. (2007). Cognitive-behavioral treatment for specific phobias with a child demonstrating severe problem behavior and developmental delays. Research in Developmental Disabilities, 28, 546–558.\nDavis, T. E., & Ollendick, T. H. (2005). Empirically supported treatments for specific phobia in children: do efficacious treatments address the components of a phobic response? Clinical Psychology: Science and Practice, 12, 144–160.\nEllis, E. M., Ala’i-Rosales, S. S., Glenn, S. S., Rosales-Ruiz, J., & Greenspoon, J. (2006). The effects of graduates exposure, modelling, and contingent social attention on tolerance to skin care products with two children with autism. Research in Developmental Disabilities, 27, 585–598.\nEmerson, E. (2001). Challenging behaviour: analysis and intervention in people with severe intellectual disabilities. Cambridge: Cambridge University Press.\nEvans, D. W., Canavera, K., Lee-Kleinpeter, F., Maccubbin, E., & Taga, K. (2005). The fears, phobias and anxieties of children with autism spectrum disorders and down syndrome: comparisons with developmentally and chronologically age matched children. Child Psychiatry and Human Development, 36, 3–26.\nGillis, J. M., Hammond Natof, T., Lockshin, S. B., & Romancczyk, R. G. (2009). Fear of routine physical exams in children with autism spectrum disorders: prevalence and intervention effectiveness. Focus on Autism and Other Developmental Disabilities, 24, 156–168.\nGrondhuis, S. N., & Aman, M. G. (2012). Assessment of anxiety in children and adolescents with autism spectrum disorders. Research in Autism Spectrum Disorders, 6, 1345–1365.\nIsong, I. A., Rao, S. R., Holifield, C., Iannuzzi, D., Hanson, E., Ware, J., & Nelson, L. P. (2014). Addressing dental fear in children with autism spectrum disorders: a randomized controlled pilot study using electronic screen media. Clinical Pediatrics, 53, 230–237.\nJackson, H. J., & King, N. J. (1982). The therapeutic management of an autistic child’s phobia using laughter as the anxiety inhibitor. Behavioral Psychotherapy, 10, 364–369.\nJennett, H. K., & Hagopian, L. P. (2008). Identifying empirically supported treatments for phobic avoidance in individuals with intellectual disabilities. Behavior Therapy, 39, 151–161.\nKarnezi, H., & Tierney, K. (2009). A novel intervention to address fears in children with Asperger syndrome: a pilot study of the Cognitive Behavior Drama (CBD) model. Behavior Change, 26, 271–282.\nKoegel, R. L., Openden, D., & Koegel, L. K. (2004). A systematic desensitazation paradigm to treat hypersensitivity to auditory stimuli in children with autism in family contexts. Research & Practice for Persons with Severe Disabilities, 29, 122–134.\nLa Malfa, G., Lassi, S., Bertelli, M., Salvini, R., & Placidi, G. F. (2004) Autism and intellectual disability: a study of prevalence on a sample of the Italian population. Journal of Intellectual Disability Research, 48(3), 262–267.\nLang, P. J. (1968). Fear reduction and fear behavior: problems in treating a construct. In J. M. Shlien (Ed.), Research in psychotherapy (pp. 90–103). Washington: American Psychological Association.\nLeBeau, R. T., Glenn, D., Liao, B., Wittchen, H. U., Beesdo-Baum, K., Ollendick, T., & Craske, M. G. (2010). Specific phobia: a review of DSM-IV specific phobia and preliminary recommendations for DSM-V. Depression and Anxiety, 27, 148–167.\nLeyfer, O. T., Folstein, S. E., Bacalman, S., Davis, N. O., Dinh, E., Morgan, J., & Lainhart, J. E. (2006). Comorbid psychiatric disorders in children with autism: interview development and rates of disorders. Journal of Autism & Developmental Disorders, 36, 849–861.\nLichtenstein, P., & Annas, P. (2000). Heritability and prevalence of specific fears and phobias in childhood. Journal of Child Psychology and Psychiatry, 927–937.\nLove, S. R., Matson, J. L., & West, D. (1990). Mothers as effective therapists for autistic children’s phobias. Journal of Applied Behavior Analysis, 23, 379–385.\nLuiselli, J. K. (1978). Treatment of an autistic child’s fear of riding a school bus through exposure and reinforcement. Journal of Behavior Therapy and Experimental Psychiatry, 9, 169–172.\nLuscre, D. M., & Center, D. B. (1996). Procedures for reducing dental fear in children with autism. Journal of Autism and Developmental Disorders, 26, 547–556.\nLydon, S., Healy, O., & Dwyer, M. (2013). An examination of heart rate during challenging behavior in autism spectrum disorder. Journal of Developmental and Physical Disabilities, 25(1), 149–170.\nMarks, I. M. (1987). Fears, phobias, and rituals. New York: Oxford University Press.\nMatson, J. L., & Love, S. R. (1990). A comparison of parent-reported fear for autistic and non-handicapped age-matched children and youth. Australian and New Zealand Journal of Developmental Disabilities, 16, 349–357.\nMatson, J. M., & Shoemaker, M. (2009). Intellectual disability and its relationship to autism spectrum disorders. Research in Developmental Disabilities, 30, 1107–1114.\nMayes, S. D., Calhoun, S. L., Aggarwal, R., Baker, C., Mathapati, S., Molitoris, S., & Mayes, R. D. (2013). Unusual fears in children with autism. Research in Autism Spectrum Disorders, 7, 151–158.\nMayes, S. D., Calhoun, S. L., Mayes, R. D., & Molitoris, S. (2012). Autism and ADHD: overlapping and discriminating symptoms. Research in Autism Spectrum Disorders, 6, 277–285.\nMendlowitz, S. L., Manassis, K., Bradley, S., Scapillato, D., Miezitis, S., & Shaw, B. F. (1999). Cognitive-behavioral group treatments in childhood anxiety disorders: the role of parent involvement. Journal of the American Academy of Child and Adolescent Psychiatry, 38, 1223–1229.\nMuris, P., Merckelbach, H., Mayer, B., & Prins, E. (2000). How serious are common childhood fears? Behaviour Research and Therapy, 38, 217–228.\nMuris, P., Steerneman, P., Merckelback, H., Holdrinet, I., & Meesters, C. (1998). Comorbid anxiety symptoms in children with pervasive developmental disorders. Journal of Anxiety Disorders, 12, 387–393.\nNesse, R. M., Curtis, G. C., Thyer, B. A., McCann, D. S., Huber-Smith, M. J., & Knopf, R. F. (1985). Endocrine and cardiovascular responses during phobic anxiety. Psychosomatic Medicine, 47, 320–332.\nOllendick, T. H., & King, N. J. (1998). Empirically supported treatments for children with phobic and anxiety disorders: current status. Journal of Clinical Child Psychology, 27, 156–167.\nOllendick, T. H., King, N. J., & Muris, P. (2002). Fears and phobias in children: phenomenology, epidemiology and aetiology. Child and Adolescent Mental Health, 7, 98–106.\nRapp, J. T., Vollmer, T. R., & Hovanetz, A. N. (2005). Evaluation and treatment of swimming pool avoidance exhibited by an adolescent girl with autism. Behavior Therapy, 36, 101–105.\nReaven, J. A. (2009). Children with high-functioning autism spectrum disorders and co-occurring anxiety symptoms: implications for assessment and treatment. Journal for Specialists in Pediatric Nursing, 14, 192–199.\nReaven, J., & Hepburn, S. (2006). The parent’s role in the treatment of anxiety symptoms in children with high-functioning autism spectrum disorders. Mental Health Aspects of Developmental Disabilities, 9, 73–80.\nRieffe, C., Meerum Terwogt, M., & Kotronopoulou, K. (2007). Awareness of single and multiple emotions in high functioning children with autism. Journal of Autism and Developmental Disorders, 37, 455–465.\nRicciardi, J. N., Luiselli, J. K., & Camare, M. (2006). Shaping approach responses as intervention for specific phobia in child with autism. Journal of Applied Behavior Analysis, 39, 445–448.\nSchleismann, K. D., & Gillis, J. M. (2011). The treatment of social phobia in a young boy with Asperger’s disorder. Cognitive and Behavioral Practice, 18, 515–529.\nSchmidt, J. D., Luiselli, J. K., Rue, H., & Whalley, K. (2013). Graduated exposure and positive reinforcement to overcome setting and activity avoidance in an adolescent with autism. Behavior Modification, 37, 128–142.\nShabani, D. B., & Fisher, W. W. (2006). Stimulus fading and differential reinforcement for the treatment of needle phobia in a youth with autism. Journal of Applied Behavior Analysis, 39, 449–452.\nTsai, L. (2006). Diagnosis and treatment of anxiety disorders in individuals with autism spectrum disorder. In M. G. Baron, J. Groden, G. Groden, & L. P. Lipsitt (Eds.), Stress and coping in autism. New York: Oxford University Press.\nTurner, L. B., & Romanczyk, R. G. (2012). Assessment of fear in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 6, 1203–1210.\nVan Houtem, C. M. H. H., Laine, M. L., Boomsma, D. I., Ligthart, L., van Wijk, A. J., & de Jongh, A. (2013). A review and meta-analysis of the heritability of specific phobia subtypes and corresponding fears. Journal of Anxiety Disorders, 27, 379–388.\nVan Steensel, F. J. A., Bogels, S. M., & Perrin, S. (2011). Anxiety disorders in children and adolescents with autistic spectrum disorders: a meta-analysis. Clinical Child & Family Psychology Review, 14, 302–317.\nWhite, S. W., Schry, A. R., & Maddox, B. B. (2012). Brief report: the assessment of anxiety in high-functioning adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42, 1138–1145.",{"EN":300},"Research indicates that fears and phobias are significantly more prevalent and emerge in response to a greater variety of stimuli, among children with autism spectrum disorders (ASD) than among their developmentally disabled or typically developing peers. Such findings are problematic given the difficulty of assessing and identifying fears or phobias among the ASD population and the challenge of identifying effective treatments for those with core diagnostic deficits in comprehension, communication, and attentional skills. The current review aimed to evaluate the literature describing interventions to treat fears, specific phobia, or social phobia among children with ASD and to identify evidence-based practice in this area. The review indicated that a variety of interventions, described as both traditional and novel, were successful in treating fearful or phobic behavioral responses to stimuli. The findings also suggest that behavioral intervention, including reinforcement, modeling, and exposure, may be considered evidence-based practice in the treatment of fears and phobias among children with ASD. However, the current research base is limited by the predominant focus on the behavioral element of the fear response, and the lack of research examining the cognitive or physiological responses during assessment or treatment.",{"EN":302},"A Systematic Review of the Treatment of Fears and Phobias Among Children with Autism Spectrum 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Journal of Child Psychology and Psychiatry, and Allied Disciplines, 41(8), 1057–1065.\nMottron, L., Lemmens, K., Gagnon, L., & Seron, X. (2006a). Non-algorithmic access to calendar information in a calendar calculator with autism. Journal of Autism and Developmental Disorders, 36(2), 239–247. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-005-0059-9\nMottron, L., Dawson, M., Soulières, I., Hubert, B., & Burack, J. (2006b). Enhanced perceptual functioning in autism: an update, and eight principles of autistic perception. Journal of Autism and Developmental Disorders, 36(1), 27–43. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-005-0040-7\nMottron, L., Dawson, M., & Soulières, I. (2009). Enhanced perception in savant syndrome: Patterns, structure and creativity Philosophical transactions of the Royal Society of London. Series B Biological Sciences, 364(1522), 1385–1391. https:\u002F\u002Fdoi.org\u002F10.1098\u002Frstb.2008.0333\nMottron, L., Bouvet, L., Bonnel, A., Samson, F., Burack, J. A., Dawson, M., & Heaton, P. (2013). Veridical mapping in the development of exceptional autistic abilities. Neuroscience and Biobehavioral Reviews, 37(2), 209–228. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.neubiorev.2012.11.016\nMurray, A. L. (2010). Can the existence of highly accessible concrete representations explain savant skills? Some Insights from Synaesthesia. Med Hypotheses, 74(6), 1006–1012. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.mehy.2010.01.014\nNettelbeck, T., & Young, R. (1999). Savant syndrome. In L. M. Glidden (Ed.), International review of research in mental retardation, Vol. 22, pp. 137–173). Academic Press. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0074-7750(08)60133-0\nNeumann, N., Dubischar-Krivec, A. M., Braun, C., Löw, A., Poustka, F., Bölte, S., & Birbaumer, N. (2010). The mind of the mnemonists: An MEG and neuropsychological study of autistic memory savants. Behavioural Brain Research, 15(1), 114–121. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.bbr.2010.07.008\nNurmi, E. L., Dowd, M., Tadevosyan-Leyfer, O., Haines, J. L., Folstein, S. E., & Sutcliffe, J. S. (2003). Exploratory subsetting of autism families based on savant skills improves evidence of genetic linkage to 15q11-q13. Journal of the American Academy of Child and Adolescent Psychiatry, 42(7), 856–863. https:\u002F\u002Fdoi.org\u002F10.1097\u002F01.CHI.0000046868.56865.0F\nO'Connor, N., & Hermelin, B. (1989). The memory structure of autistic idiot-savant mnemonists. British journal of psychology (London, England : 1953), 80 ( Pt 1), 97–111. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.2044-8295.1989.tb02305.x\nO’connor, N., & Hermelin, B. (1984). Idiot savant calendrical calculators: Maths or memory? Psychological Medicine, 14(4), 801–806.\nO’connor, N., & Hermelin, B. (1987). 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Perception, 39(8), 1094–1103. https:\u002F\u002Fdoi.org\u002F10.1068\u002Fp6674\nPring, L., Ryder, N., Crane, L., & Hermelin, B. (2012). Creativity in savant artists with autism. Autism : The International Journal of Research and Practice, 16(1), 45–57. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1362361311403783\nSelfe, L. (2011). Nadia revisited: A longitudinal study of an autistic savant. Taylor and Francis.\nSimner, J., Mayo, N., & Spiller, M. J. (2009). A foundation for savantism? Visuo-spatial synaesthetes present with cognitive benefits. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior, 45(10), 1246–1260. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cortex.2009.07.007\nSnyder, A. (2009). Explaining and inducing savant skills: Privileged access to lower level, less-processed information Philosophical transactions of the Royal Society of London. Series B, Biological Sciences, 364(1522), 1399–1405. https:\u002F\u002Fdoi.org\u002F10.1098\u002Frstb.2008.0290\nSpearman, C. (2020). [1927]). Their nature and measurement. Barakaldo Books.\nTredgold, A. (1914). Chapter XIV: Idiots savants. In: Mental deficiency (amentia). New York: William Wood & Company.\nTreffert, D. A. (1988). The idiot savant: A review of the syndrome. The American Journal of Psychiatry, 145(5), 563–572. https:\u002F\u002Fdoi.org\u002F10.1176\u002Fajp.145.5.563\nTreffert, D. A. (2009). The savant syndrome: An extraordinary condition. A synopsis: Past, present, future Philosophical transactions of the Royal Society of London. Series B, Biological Sciences, 364(1522), 1351–1357. https:\u002F\u002Fdoi.org\u002F10.1098\u002Frstb.2008.0326\nTricco, A. C., Lillie, E., Zarin, W., O’brien, K. K., Colquhoun, H., Levac, D., et al. (2018). PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https:\u002F\u002Fdoi.org\u002F10.7326\u002FM18-0850\nvan Leeuwen, T. M., Neufeld, J., Hughes, J., & Ward, J. (2020). Synaesthesia and autism: Different developmental outcomes from overlapping mechanisms? Cognitive Neuropsychology, 37(7–8), 433–449. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02643294.2020.1808455\nVital, P. M., Ronald, A., Wallace, G. L., & Happé, F. (2009). Relationship between special abilities and autistic-like traits in a large population-based sample of 8-year-olds. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 50(9), 1093–1101. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1469-7610.2009.02076.x\nWallace, G. (2008). Neuropsychological studies of savant skills: Can they inform the neuroscience of giftedness? Roeper Review., 30, 229–246. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02783190802363901\nWaterhouse, L. (2013). Chapter 6 - Savant skills, special skills, and intelligence vary widely in autism. in: waterhouse, L. (Ed.). Rethinking autism. San Diego: Academic Press. https:\u002F\u002Fdoi.org\u002F10.1016\u002FB978-0-12-415961-7.00006-X\nYoung, R. (1995). Savant syndrome: processes underlying extraordinary abilities. Thesis (Ph.D.) - Departament Psychology, University of Adelaide Adelaide. https:\u002F\u002Fhdl.handle.net\u002F2440\u002F18543",{"EN":416},"This study aimed to review the scientific literature on etiopathogenic factors of savant syndrome associated with autism spectrum disorder (ASD). Searches were performed in the following databases: Medical Literature Analysis and Retrieval System Online, Embase, Scopus, Science Direct, Cochrane Library, Latin America and Caribbean Center on Health Sciences Information, and Google Scholar, as well as gray literature and indirect search. A total of 42 studies were included in the present review, and the etiopathogenic theories of each study were assessed. Despite more than 100 years of reports on savant syndrome, most studies on this topic still comprise subjective opinions or qualitative analysis. In the last 3 decades, we found more structured studies with relevant methodology. There are still large gaps in knowledge regarding the concept, etiopathogenic theories, and psychometric assessment of savant syndrome associated with ASD, which indicates the need for future research.\n",{"EN":418},"Etiopathogenic Theories in Savant Syndrome: Scoping Review",{"VOID":420},"10.1007\u002Fs40489-023-00372-8","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-023-00372-8",[423,450,462,477,489],{"id":424,"sortIndex":144,"researcher":20,"roles":425,"affiliations":426,"properties":447},"2c4bff1f-f1cd-4ae3-b73d-30269cd2e9be",[151],[427,435],{"id":20,"sortIndex":144,"affiliation":428,"properties":20},{"id":429,"createTime":430,"updateTime":430,"relativeEntities":431,"slug":20,"properties":432,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"bfbce756-2d6b-4852-b3be-334ab3123b16","2023-12-23T00:00:50.919+00:00",[],{"title":433},{"VI":434},"Social and Cognitive Laboratory and Developmental Disorders Program, Center for Health and Biological Sciences, Mackenzie Presbyterian University, Sao Paulo - SP, Brazil",{"id":436,"sortIndex":195,"affiliation":437,"properties":446},"4a6851cb-89ee-418b-bef8-f44683be3d3f",{"id":438,"createTime":439,"updateTime":440,"relativeEntities":441,"slug":442,"properties":443,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"06f35e7a-0672-4adf-9913-dc1010ee882a","2023-12-23T00:00:50.882+00:00","2025-06-11T20:00:19.941+00:00",[],"Faculdade-S%C3%A3o-Leopoldo-Mandic-de-Araras-S%C3%A3o-Pualo-Brazil",{"title":444},{"VI":445},"Faculdade São Leopoldo Mandic de Araras, São Pualo, Brazil",{},{"title":448},{"VI":449},"José Muniz 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Pinto",{"id":463,"sortIndex":195,"researcher":20,"roles":464,"affiliations":465,"properties":474},"8457e33d-31e3-4fb5-9517-14ec83da2759",[151],[466],{"id":20,"sortIndex":144,"affiliation":467,"properties":20},{"id":468,"createTime":469,"updateTime":469,"relativeEntities":470,"slug":20,"properties":471,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"b7f353ed-8738-4102-8baa-814af4e9c763","2023-12-23T00:00:50.902+00:00",[],{"title":472},{"VI":473},"Clinical and Experimental Oncology Department, Escola Paulista de Medicina, Universidade Federal de São Paulo (EPM\u002FUNIFESP), Sao Paulo, Brazil",{"title":475},{"VI":476},"Pamela Carvalho Muniz",{"id":478,"sortIndex":182,"researcher":20,"roles":479,"affiliations":480,"properties":486},"e1b309a3-4ab4-4193-a553-c9bf52bae778",[151],[481],{"id":20,"sortIndex":144,"affiliation":482,"properties":20},{"id":429,"createTime":430,"updateTime":430,"relativeEntities":483,"slug":20,"properties":484,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":485},{"VI":434},{"title":487},{"VI":488},"Elizeu Coutinho de Macedo",{"id":490,"sortIndex":21,"researcher":20,"roles":491,"affiliations":492,"properties":501},"4b44eb9a-82b4-4389-bd3f-c55806a23f38",[151],[493],{"id":20,"sortIndex":144,"affiliation":494,"properties":20},{"id":495,"createTime":496,"updateTime":496,"relativeEntities":497,"slug":20,"properties":498,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"89fe65ee-13a7-4e55-8cf7-fe8a240b9f86","2023-12-23T00:00:50.931+00:00",[],{"title":499},{"VI":500},"Center for Health and Biological Sciences, Mackenzie Presbyterian University, Sao Paulo, Brazil",{"title":502},{"VI":503},"José Salomão Schwartzman",{"url":421,"publisher":505,"properties":528},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":506,"slug":10,"properties":507,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":511,"manageAffiliations":512,"indexDatabases":513,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":508,"eissn":509,"title":510},{"VOID":13},{"VOID":15},{"EN":17},[],[],[514,521],{"id":82,"indexDatabase":515,"url":95,"indexYears":96,"academicFieldIds":520,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":516,"label":517,"description":518,"key":92,"publicationTags":519,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":522,"url":119,"indexYears":20,"academicFieldIds":527,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":523,"label":524,"description":525,"key":115,"publicationTags":526,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"pages":529},{"VOID":530},"1-15","2023-04-25",2023,{"id":534,"createTime":535,"updateTime":536,"relativeEntities":537,"slug":538,"properties":539,"entityType":141,"verifyStatus":142,"verifyTime":536,"verifyNote":143,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144,"primaryUrl":548,"fullTextUrl":20,"authors":549,"publicationType":259,"publisherRelationship":580,"citationCount":20,"citationInfo":20,"publishDate":607,"publishYear":532,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"fca234da-13d0-452d-a35c-0615d91f5413","2024-01-26T11:34:46.053+00:00","2025-01-27T23:43:55.148+00:00",[],"Autistic-People-Gelotophobia-Gelotophilia-and-Katagelasticism-a-Narrative-Review",{"references":540,"abstract":542,"title":544,"doi":546},{"VOID":541},"Alvares, 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International Journal of Psychology, 54(5), 621–627. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fijop.12520.",{"EN":543},"Gelotophobia (fear of being laughed at) is an under-researched phenomenon in autistic people, yet can have a significant impact on autistic people’s quality of life. A narrative review was undertaken to explore if gelotophobia and being autistic are related and what is currently known in the academic literature regarding gelotophilia (joy of being laughed at) and katagelasticism (excessively enjoying laughing at other) in autistic people. Only five studies were found, and the small evidence base describes autistic people as more likely to be gelotophobes. Most studies used theory of mind as an explanation for gelotophobia in autistic people; however, the lack of focus on other relevant theories is highlighted and discussed, providing additional avenues for future research.",{"EN":545},"Autistic People, Gelotophobia, Gelotophilia and Katagelasticism: a Narrative Review",{"VOID":547},"10.1007\u002Fs40489-023-00376-4","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-023-00376-4",[550,565],{"id":551,"sortIndex":144,"researcher":20,"roles":552,"affiliations":553,"properties":562},"2c3b2c1b-2a6a-4521-98ea-5425e1e742e7",[151],[554],{"id":20,"sortIndex":144,"affiliation":555,"properties":20},{"id":556,"createTime":557,"updateTime":557,"relativeEntities":558,"slug":20,"properties":559,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"667cbcab-1e6a-4873-baa6-30803adb6073","2024-01-26T11:34:46.147+00:00",[],{"title":560},{"VI":561},"School of Social Sciences, University of Sunderland in London, London, UK",{"title":563},{"VI":564},"Nathan Keates",{"id":566,"sortIndex":195,"researcher":20,"roles":567,"affiliations":568,"properties":577},"54b82884-6ed2-494c-8924-c042f1a7aa51",[151],[569],{"id":20,"sortIndex":144,"affiliation":570,"properties":20},{"id":571,"createTime":572,"updateTime":572,"relativeEntities":573,"slug":20,"properties":574,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"1f6c9c4a-f496-46e7-9665-930e6dfa52ce","2023-12-02T19:13:30.430+00:00",[],{"title":575},{"VI":576},"Tizard Centre, University of Kent, Canterbury, UK",{"title":578},{"VI":579},"Krysia Emily Waldock",{"url":548,"publisher":581,"properties":604},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":582,"slug":10,"properties":583,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":587,"manageAffiliations":588,"indexDatabases":589,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":584,"eissn":585,"title":586},{"VOID":13},{"VOID":15},{"EN":17},[],[],[590,597],{"id":82,"indexDatabase":591,"url":95,"indexYears":96,"academicFieldIds":596,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":592,"label":593,"description":594,"key":92,"publicationTags":595,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":598,"url":119,"indexYears":20,"academicFieldIds":603,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":599,"label":600,"description":601,"key":115,"publicationTags":602,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"pages":605},{"VOID":606},"1-10","2023-05-03",{"id":609,"createTime":610,"updateTime":611,"relativeEntities":612,"slug":613,"properties":614,"entityType":141,"verifyStatus":142,"verifyTime":611,"verifyNote":143,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144,"primaryUrl":623,"fullTextUrl":20,"authors":624,"publicationType":259,"publisherRelationship":640,"citationCount":20,"citationInfo":20,"publishDate":669,"publishYear":670,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"4206127f-c2ff-4213-a634-15de9a64197f","2024-01-15T04:19:13.691+00:00","2025-02-01T23:42:04.092+00:00",[],"Parent-Mediated-Music-Interventions-with-Children-with-ASD-a-Systematic-Review",{"references":615,"abstract":617,"title":619,"doi":621},{"VOID":616},"American Music Therapy Association (AMTA), (2018). 2018 Member Survey and Workforce Analysis. https:\u002F\u002Fwww.musictherapy.org\u002Fassets\u002F1\u002F7\u002F18WorkforceAnalysis.pdf.\nAyson, C. 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(2008). Impact of music therapy to promote positive parenting and child development. Journal of Health Psychology, 13(2), 226–238.\nNoyes-Grosser, D. M., Rosas, S. R., Goldman, A., Elbaum, B., Romanczyk, R., & Callahan, E. H. (2013). Conceptualizing child and family outcomes of early intervention services for children with ASD and their families. Journal of Early Intervention, 35(4), 332–354.\nNunes, D. R., Araújo, E. R., Walter, E., Soares, R., & Mendonça, C. (2016). Augmenting caregiver responsiveness: An intervention proposal for youngsters with autism in Brazil. Early Childhood Education Journal, 44(1), 39–49.\nOldfield, A. (2006). Interactive Music Therapy in Child and Family Psychiatry: Clinical Practice. Research and Teaching: Jessica Kingsley Publishers, London, UK.\nOldfield, A., & Flower, C. (2008). Music therapy with children and their families. Philadelphia: J. Kingsley Publisher.\nOono, I., Honey, E., & Mcconachie, H. (2013). Parent-mediated early intervention for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, (4), Cochrane Database of Systematic Reviews, 2013, Issue 4.\nOsei, A. (2009). Beginning with Brandon's interest: The experience of the influence of nature and music on one autistic student's learning. (Unpublished doctoral dissertation). University of Toronto, Toronto, Ontario, Canada, 1–211.\nPaterson, G., & Sanson, A. (1999). The association of behavioural adjustment to temperament, parenting and family characteristics among 5-year-old children. Social Development, 8(3), 293–309.\nPickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., et al. (2016). Parent-mediated social communication therapy for young children with autism (PACT): Long-term follow-up of a randomised controlled trial. Lancet, 388(10059), 2501–2509.\nPoslawsky, I. E., Naber, F. B. A., Bakermans-Kranenburg, M. J., De Jonge, M. V., Engeland, H. V., & Van IJzendoorn, M. H. (2014). Development of a video-feedback intervention to promote positive parenting for children with autism (VIPP-AUTI). Attachment & Human Development, 16, 343–355.\nRitchie, J., & Spencer, L. (1994). Qualitative data analysis for applied policy research. In A. Bryman & R. G. Burgess (Eds.), Analyzing qualitative data. New York: Routledge.\nRobb, S. L. (2013). The power of the pilot. Journal of Music Therapy, 50(1), 3–5.\nRobb, S. L., Carpenter, J. S., & Burns, D. S. (2011). Reporting guidelines for music-based interventions. Journal of Health Psychology, 16(2), 342–393.\nRoid, G. H., & Miller, L. J. (2002). Leiter-R: Leiter international performance scale-revised. Stoelting.\nSiller, M., Swanson, M., Gerber, A., Hutman, T., & Sigman, M. (2014). A parent-mediated intervention that targets responsive parental behaviors increases attachment behaviors in children with ASD: Results from a randomized clinical trial. Journal of Autism and Developmental Disorders, 44(7), 1720–1732.\nSilva, L., Baran, F., & Mercês, N. (2016). Music in the care of children and adolescents with cancer: Integrative review. Texto & Contexto - Enfermagem, 25(4), E1720015.\nSilverman, Letwin, & Nuehring. (2016). Patient preferred live music with adult medical patients: A systematic review to determine implications for clinical practice and future research. The Arts in Psychotherapy, 49, 1–7.\nSimpson, K., & Keen, D. (2011). Music interventions for children with autism: Narrative review of the literature. Journal of Autism and Developmental Disorders, 41(11), 1507–1514.\nSparrow, S., Balla, D., & Cicchetti, D. (1998). Vineland Social-Emotional Early Childhood Scales Manual. Circle Pines, MN, USA: American Guidance Service.\nSteiner, A. M., Koegel, L. K., Koegel, R. L., & Ence, W. A. (2012). Issues and theoretical constructs regarding parent education for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(6), 1218–1227.\nStrange, J., Odell-Miller, H., & Richards, E. (2016). Collaboration and assistance in music therapy practice: Roles, relationships, challenges. London: Jessica Kingsley.\nStrauss, K., Mancini, F., SPC Group, & Fava, L. (2013). Parent inclusion in early intensive behavior interventions for young children with ASD: A synthesis of meta-analyses from 2009 to 2011. Research in Developmental Disabilities, 34(9), 2967–2985.\nSRI International. (2003). The National Early Intervention Longitudinal Study (NEILS): Data collection. http:\u002F\u002Fsri.com\u002Fneils\u002Fdatacollect.html.\nThompson, G. (2012). Family-centered music therapy in the home environment: Promoting interpersonal engagement between children with autism spectrum disorder and their parents. Music Therapy Perspectives, 30(20), 109–116.\nThompson, G. (2017). Long-term perspectives of family quality of life following music therapy with young children on the autism spectrum: A phenomenological study. Journal of Music Therapy, 54(4), 432–459.\nThompson, G., & McFerran, K. S. (2015). \"We've got a special connection\": Qualitative analysis of descriptions of change in the parent-child relationship by mothers of young children with autism spectrum disorder. Nordic Journal of Music Therapy, 24(1), 3–26.\nThompson, G. A., McFerran, K. S., & Gold, C. (2014). Family‐centred music therapy to promote social engagement in young children with severe autism spectrum disorder: A randomized controlled study. Child: Care, Health and Development, 40(6), 840–852.\nVaiouli, P. (2014). Joint engagement for toddlers at risk with autism: A family, music-therapy intervention. Music Therapy Perspectives, 32(11), 193.\nVismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can one hour per week of therapy lead to lasting changes in young children with autism? Autism, 13(1), 93–115.\nWarren, P., & Nugent, N. (2010). The \"music connections\" programme: Parents' perceptions of their children's involvement in music therapy. The New Zealand Journal of Music Therapy, 8, 8–33.\nWilliams, K. E., Berthelsen, D., Nicholson, J. M., Walker, S., & Abad, V. (2012). The effectiveness of a short-term group music therapy intervention for parents who have a child with a disability. Journal of Music Therapy, 49(1), 23–44.\nYang, Y-H. (2013). Parents and young children with disabilities: The effects of home-based parent education in music on parent-child interactions. (unpublished doctoral dissertation). Florida State University, Tallahassee, Florida, USA, pp 1–132.\nYang, Y.-H. (2016). Parents and young children with disabilities: The effects of a home-based music therapy program on parent-child interactions. Journal of Music Therapy, 53(1), 27–54.\nZwaigenbaum, L., Bauman, M., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., et al. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research. Pediatrics, 136(4), s60–s81.",{"EN":618},"Parent-mediated interventions complement professional services and empower parents. In music therapy, this treatment modality is emerging. A systematic review was conducted to assess the existence of parent-mediated music interventions with children with ASD, identify the characteristics of parent coaching used, and summarize results. Thirteen studies were selected. Framework analyses were performed on descriptions of “parent-mediated,” “parent coaching,” outcomes, measures, and findings. Quality of the research and of the training programs varied substantially. Salient findings include emerging interest in involving parents in treatment, limited conceptual frameworks for parent coaching, and limited development of this modality. High attrition, parental effort, and mixed populations limit the internal and social validity of studies. Music therapists may consider investigating parent-mediated interventions, while considering parental effort.",{"EN":620},"Parent-Mediated Music Interventions with Children with ASD: a Systematic Review",{"VOID":622},"10.1007\u002Fs40489-020-00219-6","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-020-00219-6",[625],{"id":626,"sortIndex":144,"researcher":20,"roles":627,"affiliations":628,"properties":637},"f2b3c9f6-6125-4107-89cf-529a18e98553",[151],[629],{"id":20,"sortIndex":144,"affiliation":630,"properties":20},{"id":631,"createTime":632,"updateTime":632,"relativeEntities":633,"slug":20,"properties":634,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"ad6467ff-e593-4825-a59d-77dca9235f08","2024-01-15T04:19:13.795+00:00",[],{"title":635},{"VI":636},"Music Education and Music Therapy Division, School of Music, Herberger Institute of Design and the Arts, Arizona State University, Tempe, USA",{"title":638},{"VI":639},"Eugenia Hernandez-Ruiz",{"url":623,"publisher":641,"properties":664},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":642,"slug":10,"properties":643,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":647,"manageAffiliations":648,"indexDatabases":649,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":644,"eissn":645,"title":646},{"VOID":13},{"VOID":15},{"EN":17},[],[],[650,657],{"id":82,"indexDatabase":651,"url":95,"indexYears":96,"academicFieldIds":656,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":652,"label":653,"description":654,"key":92,"publicationTags":655,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":658,"url":119,"indexYears":20,"academicFieldIds":663,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":659,"label":660,"description":661,"key":115,"publicationTags":662,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"volume":665,"pages":667},{"VOID":666},"8",{"VOID":668},"403-420","2020-08-19",2020,{"id":672,"createTime":673,"updateTime":674,"relativeEntities":675,"slug":676,"properties":677,"entityType":141,"verifyStatus":142,"verifyTime":674,"verifyNote":143,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144,"primaryUrl":686,"fullTextUrl":20,"authors":687,"publicationType":259,"publisherRelationship":724,"citationCount":20,"citationInfo":20,"publishDate":753,"publishYear":754,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"967346fe-eb82-4474-9463-ca700a6772bf","2023-12-29T11:32:31.581+00:00","2025-01-02T23:37:17.858+00:00",[],"Schema-Development-in-Individuals-with-Autism-A-Review-of-the-Literature",{"references":678,"abstract":680,"title":682,"doi":684},{"VOID":679},"Ashby, F. G., & Ell, S. W. (2001). The neurobiology of human category learning. Trends in Cognitive Sciences, 5, 204–210.\nChard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263–281.\nChurch, B., Krauss, M., Lopata, C., Toomey, J., Thomeer, M., Coutinho, M., & Volker, M. (2010). Atypical categorization in children with high-functioning autism spectrum disorder. Psychonomic Bulletin & Review, 17, 862–868.\nChurch, B. A., Rice, C. L., Dovgopoly, A., Lopata, C. J., Thomeer, M. L., Nelson, A., & Mercado, E. (2015). Learning, plasticity, and atypical generalization in children with autism. Psychonomic Bulletin & Review, 22, 1342–1348. https:\u002F\u002Fdoi.org\u002F10.3758\u002Fs13423-014-0797-9.\nCosta do Carmo, J., Margarida Rodrigues Dias Duarte, E., Lopes Ferreira de Pinho, S. K., Nunes Filipe, C., & Marques, J. F. (2017). 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S. (1987). The development of contextual categories. Cognitive Development, 2, 339–354. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0885-2014(87)80012-6.\nMinshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A disassociation between concept formation and concept identification. Neuropsychology, 16, 327–334. https:\u002F\u002Fdoi.org\u002F10.1037\u002F\u002F0894-4105.16.3.327.\nMolesworth, C. J., Bowler, D. M., & Hampton, J. A. (2005). The prototype effect in recognition memory: Intact in autism? Journal of Child Psychology and Psychiatry, 46, 661–672. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1469-7610.2004.00383.x.\nMolesworth, C. J., Bowler, D. M., & Hampton, J. A. (2008). When prototypes are not best: Judgments made by children with autism. Journal of Autism and Developmental Disorders, 38, 1721–1730. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-008-0557-7.\nNaigles, L. R., Kelley, E., Troyb, E., & Fein, D. (2013). 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San Diego, CA: Academic Press, Inc.\nRopar, D., & Peebles, D. (2007). Sorting preference in children with autism: The dominance of concrete features. Journal of Autism and Developmental Disorders, 37, 270–280. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-006-0166-2.\nRosch, E. (1978). Principles of categorization. In E. Rosch (Ed.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Erlbaum.\nRosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382–439.\nShulman, C., Yirmiya, N., & Greenbaum, C. W. (1995). From categorization to classification: A comparison among individuals with autism, mental retardation, and normal development. Journal of Abnormal Psychology, 104, 601–609.\nSlackman, E. A., Hudson, J. A., & Fivush, R. (1986). Actions, actors, links, and goals: The structure of children’s event representations. In K. Nelson (Ed.), Event knowledge: Structure and function in development (pp. 47–69). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.\nSoulières, I., Mottron, L., Giguère, G., & Larochelle, S. (2011). Category induction in autism: Slower, perhaps different, but certainly possible. The Quarterly Journal of Experimental Psychology, 64, 311–327. https:\u002F\u002Fdoi.org\u002F10.1080\u002F17470218.2010.492994.\nTager-Flusberg, H. (1985a). Basic level and superordinate level categorization by autistic, mentally retarded, and normal children. Journal of Experimental Child Psychology, 40, 450–469. https:\u002F\u002Fdoi.org\u002F10.1016\u002F0022-0965(85)90077-3.\nTager-Flusberg, H. (1985b). The conceptual basis for referential word meaning in children with autism. Child Development, 56, 1167–1178. https:\u002F\u002Fdoi.org\u002F10.2307\u002F1130231.\nTrillingsgaard, A. (1999). The script model in relation to autism. European Child and Adolescent Psychiatry, 8, 45–49. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs007870050082.\nUngerer, J. A., & Sigman, M. (1987). Categorization skills and receptive language development in autistic children. Journal of Autism and Developmental Disorders, 17, 3–16.\nVladusich, T., Olu-Lafe, O., Kim, D. S., Tager-Flusberg, H., & Grossberg, S. (2010). Prototypical category learning in high-functioning autism. Autism Research, 3, 226–236. https:\u002F\u002Fdoi.org\u002F10.1002\u002Faur.148.\nVolden, J., & Johnston, J. (1999). Cognitive scripts in autistic children and adolescents. Journal of Autism and Developmental Disorders, 29, 203–211. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1023028021580.\nYounger, B. (1990). Infant categorization: Memory for category level and specific item information. Journal of Experimental Child Psychology, 50, 131–155.",{"EN":681},"The purpose of this article was to synthesize the available research regarding the development of complex schemata in individuals with autism across its entire developmental process beginning with prototype formation, followed by categorization, and finally the development of schema. Specific research questions addressed the quality of research across all available studies, characteristics of participants, and whether a difference exists in the ability of individuals with autism to form schema as it relates to all three steps of the developmental process. Through a search of articles published between 1980 and 2018, 23 articles were identified, and results indicated a difference in individuals with autism as compared to typically developing controls, with the most mixed results occurring in prototype research. Implications for future research are discussed.",{"EN":683},"Schema Development in Individuals with Autism: A Review of the Literature",{"VOID":685},"10.1007\u002Fs40489-019-00179-6","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-019-00179-6",[688,709],{"id":689,"sortIndex":195,"researcher":20,"roles":690,"affiliations":691,"properties":706},"16aed32c-24fe-422c-a6c5-c9104317b9d7",[151],[692],{"id":693,"sortIndex":144,"affiliation":694,"properties":703},"1bb0ac61-ed19-4058-b377-0073d33ea18a",{"id":695,"createTime":696,"updateTime":697,"relativeEntities":698,"slug":699,"properties":700,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"8964a8e9-9ec2-4164-98a1-db8cc4e77607","2024-09-01T11:38:35.786+00:00","2024-10-07T22:39:46.538+00:00",[],"University-of-Kansas-Lawrence-United-States",{"title":701},{"EN":702},"University of Kansas, Lawrence, United States",{"title":704},{"VI":705},"University of Kansas, Lawrence, USA",{"title":707},{"VI":708},"Eva Marie Horn",{"id":710,"sortIndex":144,"researcher":20,"roles":711,"affiliations":712,"properties":721},"dcb44f28-e064-485f-a67c-e2643a63eefc",[151],[713],{"id":714,"sortIndex":144,"affiliation":715,"properties":719},"30ac3437-65f2-49d2-a9be-a47cb71ecaef",{"id":695,"createTime":696,"updateTime":697,"relativeEntities":716,"slug":699,"properties":717,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":718},{"EN":702},{"title":720},{"VI":705},{"title":722},{"VI":723},"Mary Beth Patry",{"url":686,"publisher":725,"properties":748},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":726,"slug":10,"properties":727,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":731,"manageAffiliations":732,"indexDatabases":733,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":728,"eissn":729,"title":730},{"VOID":13},{"VOID":15},{"EN":17},[],[],[734,741],{"id":82,"indexDatabase":735,"url":95,"indexYears":96,"academicFieldIds":740,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":736,"label":737,"description":738,"key":92,"publicationTags":739,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":742,"url":119,"indexYears":20,"academicFieldIds":747,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":743,"label":744,"description":745,"key":115,"publicationTags":746,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"volume":749,"pages":751},{"VOID":750},"6",{"VOID":752},"339-355","2019-08-05",2019,{"id":756,"createTime":757,"updateTime":758,"relativeEntities":759,"slug":760,"properties":761,"entityType":141,"verifyStatus":142,"verifyTime":758,"verifyNote":143,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144,"primaryUrl":770,"fullTextUrl":20,"authors":771,"publicationType":259,"publisherRelationship":787,"citationCount":20,"citationInfo":20,"publishDate":815,"publishYear":670,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"032f6ccc-faba-4e9e-b07e-535e93128cfa","2024-01-16T07:06:10.214+00:00","2025-02-18T23:36:06.234+00:00",[],"Approaches-to-Inclusion-and-Social-Participation-in-School-for-Adolescents-with-Autism-Spectrum-Conditions-ASC-a-Systematic-Research-Review",{"references":762,"abstract":764,"title":766,"doi":768},{"VOID":763},"American Psychiatric Association (2000). 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Baron-Cohen, H. Tager-Flusberg, & D. J. Cohen (Eds.), Understanding other minds: perspectives from developmental cognitive neuroscience (2nd ed., pp. 3–20). New York: Oxford University Press.\nBerney, T. (2004). Asperger syndrome from childhood into adulthood. Advances in Psychiatric Treatment, 10, 341–351.\nBolman, W. M. (2008). Brief report: 25-year follow-up of a high-functioning autistic child. Journal of Autism and Developmental Disorders, 38, 181–183.\nBooth, T., & Ainscow, M. (2002). Index for inclusion: developing learning and participation in schools. Bristol: Centre for Studies in Inclusive Education.\nBryman, A. (2015). Social research methods (5th ed.). New York: Oxford University Press.\nBurchardt, T. (2004). Capabilities and disability: the capabilities framework and the social model of disability. Disability and Society, 19, 735–751.\nCameron, D., & Cook, B. (2013). 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Guildford Press.\nHart, R. (1992). Children’s participation: from tokenism to citizenship. Florence, Italy: UNICEF International Child Development Center.\nHebron, J., & Humphrey, N. (2014). Mental health difficulties among young people on the autistic spectrum in mainstream secondary schools: a comparative study. Journal of Research in Special Educational Needs, 14(1), 22–32.\nHorrocks, J. L., White, G., & Roberts, L. (2008). Principals’ attitudes regarding inclusion of children with autism in Pennsylvania public schools. Journal of Autism and Developmental Disorders, 38(8), 1462–1473.\nHuang, A., & Wheeler, J. (2007). Including children with autism in general education in China. Childhood Education, 83(6), 356–359.\nHoward, B., Cohn, E., & Orsmond, G. (2006). Understanding and negotiating friendships: perspectives from an adolescent with Asperger syndrome. Autism, 10(6), 619–627.\nHumphrey, N., & Symes, W. (2014). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1), 32–46.\nHwang, S., Kim, Y. S., Koh, Y. J., & Leventhal, B. L. (2018). Autism spectrum disorder and school bullying: who is the victim? Who is the perpetrator? Journal of Autism and Developmental Disorders, 48(4), 225–238.\nKern Koegel, L., Ashbaugh, K., Koegel, R. L., and Detarp, W., J. (2013). Increasing Socialization in Adults with Asperger’s Syndrome. Psychology in the Schools, 50(9). https:\u002F\u002Fdoi.org\u002F10.1002\u002Fpits.21715.\nKirk, D. (2005). Physical education, youth sport and lifelong participation: the importance of early learning experiences. European Physical Education Review, 11(3), 239–255. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1356336X05056649.\nKrieger, B., Pisikur, B., Schulze, C., Jakobs, U., Beurskens, A., & Moser, A. (2017). Supporting and hindering environments for participation of adolescents diagnosed with autism spectrum disorder: a scoping review. PLoS One, 13(8), 1–30.\nKurth, J., & Mastergeorge, A. (2010). Academics and cognitive profiles of students with autism: implications for classroom practice and placement. International Journal of Special Education, 25(2), 8–14.\nLamb, P., Firbank, D., & Aldous, D. (2016). Capturing the world of physical education through the eyes of children with autism spectrum disorders. Sport, Education and Society, 21(5), 698–722.\nLee, H. J., & Park, H. R. (2007). An integrated literature review on the adaptive behavior of individuals with Asperger syndrome. Remedial and Special Education, 28, 132–139.\nLocke, J., Ishijima, E. H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10, 74–81.\nLounds Taylor, J., Adams, R., & Bishop, S. (2018). Social participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school. Autism Research, 10(4), 663–672.\nMeyer, A., Rose, D. H., & Gordon, D. T. (2014). Universal design for learning: theory and practice. CAST Professional Publishing.\nMyers, E., Davis, B., Stobbe, G., & Bjornson, K. (2015). Community and social participation among individuals with autism spectrum disorder transitioning to adulthood. Journal of Autism and Developmental Disorders, 45(8), 2373–2381.\nMesibov, G., & Shea, V. (1996). Full inclusion and students with autism. Journal of Autism and Developmental Disorders, 26(3), 337–346.\nMeyer, J. A., Mundy, P. C., Vaughan Van Hecke, A., & Durocher, J. S. (2006). Social attribution processes and comorbid psychiatric symptoms in children with Asperger syndrome. Autism, 10(4), 383–402.\nMunkhagen, E., Gjevik, E., Pripp, A., Sponheim, E., & Dieseth, T. (2017). School refusal behaviour: are children and adolescents with autism spectrum disorder at a higher risk? Research in Autism Spectrum Disorders, 41, 31–38.\nMüller, E., Schuler, A., & Yates, G. B. (2008). Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities. Autism, 12(2), 173–190.\nMyles, B. S. (2005). Children and youth with Asperger syndrome: strategies for success in inclusive settings. Thousand Oaks, CA: Corwin Press.\nMyles, B. S., Lee, H. J., Smith, S. M., Tien, K., Chou, Y., Swanson, T. C., & Hudson, J. (2007). A large-scale study of the characteristics of Asperger syndrome. Education and Training in Developmental Disabilities, 42, 448–459.\nNilholm, C., & Göransson, K. (2017). What is meant by inclusion? An analysis of European and North Americal journal articles with high impact. 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Brief report: coaching adolescents with autism spectrum disorder in a school-based multi-sport program. Journal of Autism and Developmental Disorders, 46(7), 2526–2531.\nSansosti, F. J. (2012). Reducing the threatening and aggressive behavior of a middle school student with Asperger’s syndrome. Preventing School Failure, 12, 8–18.\nSansosti, F. J., Powell-Smith, K. A., & Cowan, R. J. (2010). High functioning autism\u002FAsperger syndrome in schools: assessment and intervention. New York, NY: Guilford Press.\nSmith, A. (2004). The inclusion of pupils with special educational needs in secondary school physical education. Physical Education and Sport Pedagogy, 9(1), 37–54. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1740898042000208115.\nSreckovic, M., Brunsting, N., & Able, H. (2014). Victimization of students with autism spectrum disorder: a review of prevalence and risk factors. Research of Autism Spectrum Disorders, 8, 1155–1172. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.rasd.2014.06.004.\nFernando, S., & Perera, H. (2012). School refusal: behavioural and diagnostic profiles of a clinical sample. Sri Lanka Journal of Psychiatry, 3(1), 10–13.\nTaheri, A., Perry, A., & Minnes, P. (2017). Exploring factors that impact activity participation of children and adolescents with severe developmental disabilities. Journal of Intellectual Disability Research, 61(12), 1151–1161.\nTennant, J., Demaray, M., Malecki, C., Terry, M., Clary, M., & Elzinga, N. (2014). Students’ ratings of teacher support and academic and social-emotional well-being. School Psychology Quarterly, 30(4), 494–512.\nTwachtman-Cullen, D., Baron, G., Groden, J., Groden, G., & Lipsitt, L. (2006). Communication and stress in students with autism spectrum disorders. Oxford: Oxford University Press.\nVandell, D., Pierce, K., & Dadisman, K. (2005). Out-of-school settings as a developmental context of children and youth. Advances in Child Development and Behavior, 33, 43–77.\nWatkins, L., O’Reilly, M., Kuhn, M., Gevarter, C., Lancioni, G., Sigafoos, J., et al. (2015). A review of peer-mediated social interaction interventions for students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45(4), 1070–1083.\nWhitaker, P. (2002). Supporting families of preschool children with autism. Autism, 6(4), 411–426.\nWiley, A., Cook, B., & Rumrill, P. (2011). Research in special education. Springfield: Charles C. Thomas Publisher, Limited.\nWoff, S. (2004). The History of Autism. European Child & Adolescent Psychiatry, 13(4), 201–208.\nWong, S. (2017). Challenges encountered by 17 autistic young adults in Hong Kong. Support for Learning, 32(4), 375–386.",{"EN":765},"This systematic research review identifies approaches of inclusive education concerning adolescents with autism spectrum (ASC) without intellectual disability (ID). The definitions of inclusion, whose perspectives are taken into account, approaches, and the implications suggested for best practices are reviewed in the articles included in this study. The results show how inclusion is defined as a sense of social acceptance and an approach that physical placement in a regular class can lead to social participation. Taking into account students’ perspectives is seen as important. Implications for best practice include information on how to improve school personnel’s reflections on their responsibilities and expectations of students with disabilities and points to difficulties for teachers in meeting the diversity of students in the classroom.",{"EN":767},"Approaches to Inclusion and Social Participation in School for Adolescents with Autism Spectrum Conditions (ASC)—a Systematic Research Review",{"VOID":769},"10.1007\u002Fs40489-020-00209-8","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-020-00209-8",[772],{"id":773,"sortIndex":144,"researcher":20,"roles":774,"affiliations":775,"properties":784},"09961bb9-d19e-4c4a-8894-9adfad90e23b",[151],[776],{"id":20,"sortIndex":144,"affiliation":777,"properties":20},{"id":778,"createTime":779,"updateTime":779,"relativeEntities":780,"slug":20,"properties":781,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"9fd23425-ca86-4b80-9b4f-61fb58b5250f","2024-01-16T07:06:10.230+00:00",[],{"title":782},{"VI":783},"Faculty of Learning and Society, Malmö University, Malmö, Sweden",{"title":785},{"VI":786},"Johanna Lüddeckens",{"url":770,"publisher":788,"properties":811},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":789,"slug":10,"properties":790,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":794,"manageAffiliations":795,"indexDatabases":796,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":791,"eissn":792,"title":793},{"VOID":13},{"VOID":15},{"EN":17},[],[],[797,804],{"id":82,"indexDatabase":798,"url":95,"indexYears":96,"academicFieldIds":803,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":799,"label":800,"description":801,"key":92,"publicationTags":802,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":805,"url":119,"indexYears":20,"academicFieldIds":810,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":806,"label":807,"description":808,"key":115,"publicationTags":809,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"volume":812,"pages":813},{"VOID":666},{"VOID":814},"37-50","2020-05-04",{"id":817,"createTime":818,"updateTime":818,"relativeEntities":819,"slug":20,"properties":820,"entityType":141,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144,"primaryUrl":829,"fullTextUrl":20,"authors":830,"publicationType":259,"publisherRelationship":899,"citationCount":20,"citationInfo":20,"publishDate":928,"publishYear":929,"citationAnalyzeStatus":19,"lastCitationAnalyze":20,"indexDatabases":20,"openAccess":20,"references":20,"isForceReanalyzing":289},"d2ccf4c0-f16b-4704-bf09-f41ccbbf72db","2024-01-17T23:35:23.132+00:00",[],{"references":821,"abstract":823,"title":825,"doi":827},{"VOID":822},"American Psychiatric Association. 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Infancy, 6(2), 155–163. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15327078in0602_1.\nBal, E., Harden, E., Lamb, D., Van Hecke, A., Denver, J., & Porges, S. (2010). Emotion recognition in children with autism spectrum disorders: relations to eye gaze and autonomic state. Journal of Autism and Developmental Disorders, 40(3), 358–370. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-009-0884-3.\nBar-On, R. (1997). The Emotional Quotient (EQ-I). A Test of Emotional Intelligence. Multi-Health Systems.\nBeck, L., Kumschick, I. R., Eid, M., & Klann-Delius, G. (2012). Relationship between language competence and emotional competence in middle childhood. Emotion, 13(3), 503–514. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0026320.\nBegeer, S., Koot, H. M., Rieffe, C., Meerum Terwogt, M., & Stegge, H. (2008). Emotional competence in children with autism: diagnostic criteria and empirical evidence. 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(2015). A Multidimensional approach to the study of emotion recognition in autism spectrum disorders. Frontiers in Psychology, 6, 9. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2015.01954.\nYan, Z. Q., Pei, M., & Su, Y. J. (2017). Children’s empathy and their perception and evaluation of facial pain expression: an eye tracking study. Frontiers in Psychology, 8, 12. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2017.02284.\nZantinge, G., van Rijn, S., Stockmann, L., & Swaab, H. (2017). Psychophysiological responses to emotions of others in young children with autism spectrum disorders: correlates of social functioning. Autism Research, 10(9), 1499–1509. https:\u002F\u002Fdoi.org\u002F10.1002\u002Faur.1794.",{"EN":824},"Children with autism spectrum disorder (ASD) and specific language impairment (SLI) exhibit serious social-emotional difficulties from early infancy which hamper the differential diagnosis of these two conditions. This review aims at analysing differences between ASD and SLI disorders in children from 0 to 12 years regarding emotional competence abilities using eye tracking methodology. The findings show specific markers in the ASD population (e.g. difficulties in facial emotion recognition, atypical visual scanning patterns, or non-social attentional orientation) and a notable scarcity of studies involving SLI children. Comparative research points at potential differences in visual scanning patterns. The conclusions support the use of this methodology for comparative studies between clinical populations.",{"EN":826},"Eye Tracking Methodology for Studying Emotional Competence in Children with Autism Spectrum Disorder (ASD) and Specific Language Impairment (SLI): a Comparative Research Review",{"VOID":828},"10.1007\u002Fs40489-021-00261-y","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-021-00261-y",[831,846,868,880],{"id":832,"sortIndex":21,"researcher":20,"roles":833,"affiliations":834,"properties":843},"c75d2d84-d04b-4b41-b4d8-92a77aff0a1b",[151],[835],{"id":20,"sortIndex":144,"affiliation":836,"properties":20},{"id":837,"createTime":838,"updateTime":838,"relativeEntities":839,"slug":20,"properties":840,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"a521f935-1ab4-4dce-9a8b-0cdf34fc13c2","2024-01-17T23:35:23.184+00:00",[],{"title":841},{"VI":842},"Department of Psychology, Faculty of Education Sciences, University of Cordoba, Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Reina Sofía University Hospital of Cordoba, Spain, Cordoba, Spain",{"title":844},{"VI":845},"Carolina Pérez-Dueñas",{"id":847,"sortIndex":195,"researcher":20,"roles":848,"affiliations":849,"properties":865},"76d16f1e-da11-47bd-b3ab-d3d24d198e3d",[151],[850,860],{"id":851,"sortIndex":195,"affiliation":852,"properties":859},"0aea5277-2b34-4774-9e7f-31fe8c3f72c7",{"id":853,"createTime":854,"updateTime":854,"relativeEntities":855,"slug":20,"properties":856,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"5d9cceb7-f115-48d5-ae18-926fbd6b209e","2024-01-17T23:35:23.196+00:00",[],{"title":857},{"VI":858},"Early Childhood Care Centre, University of Cordoba, Cordoba, 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A. A., Schlosser, R. W., Brock, K. L., & Shane, H. C. (2017). The effectiveness of aided augmented input technologies for persons with developmental disabilities: a systematic review. Augmentative and Alternative Communication, 33, 149–159.\nAmerican Psychological Association. (2017). Diagnostic and statistical manual of mental disorders. Washington, DC: CBS Publishing.\nAmora, B. D. (2012). Nick with Soma [video file]. Retrieved from https:\u002F\u002Fwww.youtube.com\u002Fwatch?v=VRE0mRuj4dY. Accessed 10 Nov 2017.\nAnderson, D. K., Oti, R. S., Lord, C., & Welch, K. (2009). Patterns of growth in adaptive social abilities among children with autism spectrum disorders. Journal of Abnormal Child Psychology, 37(7), 1019–1034.\nBaio, J., Wiggins, L., Christensen, D. L., Maenner, M. J., Daniels, J., Warren, Z., Kurzius-Spencer, M., Zahorodny, W., Robinson Rosenberg, C., White, T., Durkin, M. S., Imm, P. N., Yeargin-Allsopp, M., Lee, L. C., Harrington, R., Lopez, M., Fitzgerald, R. T., Hewitt, A., Pettygrove, S., Constantino, J. N., Vehorn, A., Shenouda, J., Hall-Lande, J., Van Naarden Braun, K., & Dowling, N. F. (2018). Prevalence of autism spectrum disorder among children aged 8 years — autism and developmental disabilities monitoring network, 11 Sites, United States, 2014. CDC MMWR Surveillance Summaries, 67(SS-6), 1–23.\nBeukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: supporting children and adults with complex communication needs. Baltimore, MD: Paul H. Brookes Publishing Co.\nBridgemohan, C., Bauer, N. S., Nielsen, B. A., DeBattissta, A., Ruch-Ross, H. S., Paul, L. B., & Roizen, N. (2018). A workforce survey on developmental-behavioral pediatrics. Pediatrics, 141(3), e20172164.\nChandler, M. A. (2017). Parents want to give their autistic children a voice in the schools, but scientists call their technique ‘false hope’. The Washington Post Retrieved from https:\u002F\u002Fwww.washingtonpost.com\u002Flocal\u002Fsocial-issues\u002Fparents-of-autistic-children-are-pushing-schools-to-allow-controversial-communication-techniques\u002F2017\u002F02\u002F28\u002F1bd33da2-ed6a-11e6-9973-c5efb7ccfb0d_story.html?noredirect=on&utm_term=.c658118d94db. Accessed 31 Dec 2017.\nChen, G. M., Yoder, K. J., Ganzel, B. L., Goodwin, M. S., & Belmonte, M. K. (2012). Harnessing repetitive behaviors to engage attention and learning in a novel therapy for autism: an exploratory analysis. Frontiers in Psychology, 16(3), 1–16.\nCleveland, J. (2008). The effects of multiple prompting on acquisition training for individuals with intellectual disabilities (Master’s thesis) (order no. 1456403). Available from ProQuest Dissertations & Theses Global. (219949961). Retrieved from http:\u002F\u002Fezproxy.neu.edu\u002Flogin?url=https:\u002F\u002Fsearch-proquest-com.ezproxy.neu.edu\u002Fdocview\u002F219949961?accountid=12826.\nDeacy, E., Jennings, F., & O’Halloran, A. (2016). Rapid prompting method (RPM): a suitable method for students with ASD? REACH Journal of Special Needs Education Ireland, 29(2), 92–100.\nDeyro, M. C., Simon, E. W., & Guay, J. (2014). Parental awareness of empirically established treatments for autism spectrum disorders. Focus on Autism and Other Developmental Disorders, 31(3), 184–195.\nFelce, D. (1994). Facilitated communication: results from a number of recently published evaluations. British Journal of Learning Disabilities, 22(4), 122–126.\nFlippin, M., Reszka, S., & Watson, L. R. (2010). Effectiveness of the picture exchange communication system (PECS) on communication and speech for children with autism spectrum disorders. American Journal of Speech-Language Pathology, 19(2), 178–195.\nFrame, K. N. (2014). An analysis of variables influencing parental choices of treatments for their child with autism spectrum disorders (Unpublished doctoral dissertation). University of Memphis, Memphis, TN.\nGanz, J. B. (2015). AAC interventions for individuals with autism spectrum disorders: state of the science and future research directions. Augmentative and Alternative Communication, 31(3), 203–214.\nGanz, J. B., Davis, J. L., Lund, E. M., Goodwyn, F. D., & Simpson, R. L. (2012a). Meta-analysis of PECS with individuals with ASD: investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities, 33(2), 406–418.\nGanz, J. B., Earles-Vollrath, T. L., Heath, A. K., Parker, R. I., Rispoli, M. J., & Duran, J. B. (2012b). A meta-analysis of single case research studies on aided augmentative and alternative communication systems with individuals with autism spectrum disorders. 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The use of single-subject research to identify evidence-based practices in special education. Exceptional Children, 71(2), 165–179.\nHyman, R. (1999). The mischief-making of ideomotor action. Scientific Review of Alternative Medicine, 3(2), 34–43.\nIacono, T., Trembath, D., & Ericsson, S. (2016). The role of augmentative and alternative communication for children with autism: current status and future trends. Neuropsychiatric Disease and Treatment, 12, 2349–2361.\nIversen, P. (2007). The informative pointing method (video file). Retrieved from https:\u002F\u002Fwww.youtube.com\u002Fwatch?v=7m351faqO7Y. Accessed 10 Nov 2017.\nJacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience science working group on facilitated communication. The American Psychologist, 50(9), 750–765.\nKnight, V. F., Huber, H. B., Kuntz, E. M., Carter, E. W., & Juarez, A. P. (2019). Instructional practices, priorities, and preparedness for educating students with autism and intellectual disability. Focus on Autism and other Developmental Disorders, 34(1), 3–14. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1088357618755694.\nLilienfeld, S. O., Marshall, J., Todd, J. T., & Shane, H. C. (2014). The persistence of fad interventions in the face of negative scientific evidence: facilitated communication for autism as a case example. Evidence-Based Communication Assessment and Intervention, 8(2), 62–101.\nLorah, E. R., Parnell, A., Schaefer, A., Whitby, P., & Hantula, D. J. (2015). A systematic review of tablet computers and portable media players as speech generating devices for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45, 3792–3804.\nMcNaughton, D., & Light, J. C. (2013). The iPad and mobile technology revolution: benefits and challenges for individuals who require augmentative and alternative communication. Augmentative and Alternative Communication, 29, 106–116.\nvan der Meer, L., Kagohara, D., Achmadi, D., O’Reilly, M. F., Lancioni, G. E., Sutherland, D., & Sigafoos, J. (2012). Speech-generating devices versus manual signing for children with developmental disabilities. Research in Developmental Disabilities, 33(5), 1658–1669.\nMillar, D., Light, J. C., & Schlosser, R. W. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: a research review. Journal of Speech, Language, and Hearing Research, 49, 248–264.\nMirenda, P., & Iacono, T. (2009). Autism spectrum disorders and AAC. Baltimore: Paul H. Brookes Publishing Co.\nMoher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Medicine, 6(7), e1000097. https:\u002F\u002Fdoi.org\u002F10.1371\u002Fjournal.pmed.1000097.\nMostert, M. P. (2001). Facilitated communication since 1995: a review of published studies. Journal of Autism and Developmental Disorders, 31(3), 287–313.\nMostert, M. (2010). Facilitated communication and its legitimacy — twenty-first century developments. Exceptionality, 18(1), 31–41.\nMukhopadhyay, S. (2008). Understanding autism through rapid prompting method. Denver: Outskirts Press.\nMukhopadhyay, S. (2011). Curriculum guide for autism using rapid prompting method: with lesson plan suggestions. Denver: Outskirts Press.\nMukhopadhyay, S. (2013). Developing communication for autism using rapid prompting method. Denver: Outskirts Press.\nMukhopadhyay, S. (2014). Developing motor skills for autism using rapid prompting method: steps to improving motor function. Denver: Outskirts Press.\nMukhopadhyay, S. (2015). Harnessing stims and behaviors in autism using rapid prompting method. Denver: Outskirts Press.\nMukhopadhyay, S. (2016a). Developing expressive language in verbal students with autism using rapid prompting method. Denver: Outskirts Press.\nMukhopadhyay, S. (2016b). Mathematical concepts for autism using rapid prompting method. Denver: Outskirts Press.\nMukhopadhyay, S. (2017a). Developing the visual skill of reading using rapid prompting method. Amazon Digital Services LLC.\nMukhopadhyay, S. (2017b). Learning life skills using rapid prompting method-part 1. Amazon Digital Services LLC.\nNach, E. J. (2009). Instructional use of research-based practices for students with autism spectrum disorders (unpublished doctoral dissertation). Lynn University, Boca Raton.\nOchs, E., Solomon, O., & Sterponi, L. (2005). Limitations and transformations of habitus in child-directed communication. Discourse Studies, 7(4–5), 547–583.\nParker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135–150.\nPatterson, S., Smith, V., & Jelen, M. (2012). Autism spectrum disorders: information for pediatricians supporting families of young children on the spectrum. In S. I. Ahmad (Ed.), Neurodegenerative diseases. Advances in experimental medicine and biology (pp. 51–60). New York: Springer.\nPaynter, J. M., & Keen, D. (2015). Knowledge and use of intervention practices by community-based early intervention service providers. Journal of Autism and Developmental Disorders, 45(6), 1614–1623.\nPaynter, J. M., Ferguson, S., Fordyce, K., Joosten, A., Paku, S., Stephens, M., Trembath, D., & Keen, D. (2017). Utilisation of evidence-based practices by ASD early intervention service providers. Autism: The International Journal of Research and Practice, 21(2), 167–180.\nPigliucci, M., & Boudry, M. (2014). Prove it! The burden of proof game in science vs. pseudoscience disputes. Philosophia, 42(2), 487–502.\nPluktelevision (2010). Autism workshop: informative pointing -- section 1: part 1 of 4 [video file]. Retrieved from https:\u002F\u002Fwww.youtube.com\u002Fwatch?v=03F-Gn7oc6M. Accessed 10 Nov 2017.\nProbst, P. (2005). “Communication unbound – or unfound”? Ein integratives Literatur-Review zur Wirksamkeit der ‘Gestützten Kommunikation’ (‘Facilitated Communication\u002FFC’) bei nichtsprechenden autistischen und intelligenzgeminderten Personen. Zeitschrift für Klinische Psychologie, Psychiatrie und Psychotherapie, 53(2), 93–128.\nRose, V., Trembath, D., Keen, D., & Paynter, J. (2016). The proportion of minimally verbal children with autism spectrum disorder in a community-based early intervention programme. Journal of Intellectual Disabilities Research, 60(5), 464–477.\nSchlosser, R. W. (2011). EVIDAAC single-subject scale. Unpublished manuscript, Northeastern University, Boston.\nSchlosser, R. W., & Koul, R. (2015). Speech output technologies in interventions for individuals with autism spectrum disorders: a scoping review. Augmentative and Alternative Communication, 31, 285–309.\nSchlosser, R. W., & Sigafoos, J. (2006). Augmentative and alternative communication interventions for persons with developmental disabilities: narrative review of comparative single-subject experimental studies. Research in Developmental Disabilities, 27, 1–29.\nSchlosser, R. W., & Sigafoos, J. (2009). Empty’ reviews and evidence-based practice. Evidence-Based Communication Assessment and Intervention, 3, 1–3.\nSchlosser, R. W., & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: a systematic review. American Journal of Speech-Language Pathology, 17, 212–230.\nSchlosser, R. W., Wendt, O., Angermeier, K., & Shetty, M. (2005). Searching for and finding evidence in augmentative and alternative communication: navigating a scattered literature. Augmentative and Alternative Communication, 21, 233–255.\nSchlosser, R. W., Lee, D. L., & Wendt, O. (2008). Application of the percentage of non-overlapping data in systematic reviews and meta-analyses: a systematic review of reporting characteristics. Evidence-Based Communication Assessment and Intervention, 2, 163–187.\nSchlosser, R. W., Balandin, S., Hemsley, B., Iacono, T., Probst, P., & von Tetzchner, S. (2014). Facilitated communication and authorship: a systematic review. Augmentative and Alternative Communication, 30(4), 359–368.\nSchreck, K. A., Guide, C., & York, N. Y. (2014). Autism, parents, and treatments for their children. In V. Patel, V. Preedy, & C. Martin (Eds.), Comprehensive guide to autism (pp. 2283–2296). New York: Springer.\nScotti, J. R., Evans, I. M., Meyer, L., & Walker, P. (1991). A meta-analysis of intervention research with problem behavior: treatment validity and standards of practice. American Journal of Mental Retardation, 96(3), 233–256.\nScruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative analysis of single subject research methodology: methodology and validation. Remedial and Special Education, 8, 24–33.\nShane, H. C., Laubscher, E., Schlosser, R. W., Flynn, S., Sorce, J., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with ASD. Journal of Autism and Developomental Disorders, 42, 1228–1235.\nSimeonsson, R., & Bailey, D. (1991). Evaluating programme impact: levels of certainty. In D. Mitchell & R. Brown (Eds.), Early intervention studies for young children with special needs (pp. 280–296). London: Chapman and Hall.\nSlyer, J. T. (2016). Unanswered questions: implications of an empty review. JBI Database of Systematic Reviews and Implementation Reports, 14(6), 1–2.\nSmith, T. (2008). Empirically supported and unsupported treatments for autism spectrum disorders. Scientific Review of Mental Health Practice, 6, 3–20.\nSolomon, O. (2006). The “rapid prompting” Method of communicating with severely autistic children: A language socialization study. Final report. Washington, DC: U.S. National Academy of Education.\nSuefinnes (2013). RPM all that people deserve is ..talking about his autism [video file]. Retrieved from https:\u002F\u002Fwww.youtube.com\u002Fwatch?v=VUpfh9KrSQo\nTager-Flusberg, H., & Kasari, C. (2013). Minimally verbal school-aged children with autism: the neglected end of the spectrum. Autism Research, 6, 468–478.\nTodd, J. T. (2015). Old horses in new stables: rapid prompting, facilitated communication, science, ethics, and the history of magic. In R. M. Foxx & J. A. Mulick (Eds.), Controversial therapies for developmental disabilities: fad, fashion, and science in professional practice (pp. 372–409). Mahwah: Rutledge.\nTostanoski, A., Lang, R., Raulston, T., Carnett, A., & Davis, T. (2013). Voices from the past: comparing the rapid prompting method and facilitated communication. Developmental Neurorehabilitation, 17(4), 219–223.\nUpper House of the Irish Legislature. (2014). Speech on autism support services by Rónón Mullen. Parliamentary Debates, Official Report, 235, 9.\nVan Acker, R. (2006). Outlook on special education practice. Focus on Exceptional Children, 38(8), 8–18.\nWehrenfennig, A., & Surian, L. (2008). Autismo e comunicazione facilitata: Una rassegna degli studi sperimentali. Psicologia Clinica dello Sviluppo, 12, 437–464.\nYaffe, J., Montgomery, P., Hopewell, S., & Shepard, L. D. (2012). Empty reviews: a description and consideration of Cochrane systematic reviews with no included studies. PLoS ONE, 7(5), e36626. https:\u002F\u002Fdoi.org\u002F10.1371\u002Fjournal.pone.0036626.",{"EN":940},"This systematic review is aimed at examining the effectiveness of the rapid prompting method (RPM) for enhancing motor, speech, language, and communication and for decreasing problem behaviors in individuals with autism spectrum disorder (ASD). A multi-faceted search strategy was carried out. A range of participant and study variables and risk and bias indicators were identified for data extraction. RPM had to be evaluated as an intervention using a research design capable of empirical demonstration of RPM’s effects. No studies met the inclusion criteria, resulting in an empty review that documents a meaningful knowledge gap. Controlled trials of RPM are warranted. Given the striking similarities between RPM and Facilitated Communication, research that examines the authorship of RPM-produced messages needs to be conducted.",{"EN":942},"Rapid Prompting Method and Autism Spectrum Disorder: Systematic Review Exposes Lack of Evidence",{"VOID":944},"10.1007\u002Fs40489-019-00175-w","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs40489-019-00175-w",[947,962,977,992,1027,1042,1068,1083,1105,1120],{"id":948,"sortIndex":195,"researcher":20,"roles":949,"affiliations":950,"properties":959},"b0963a39-5603-4343-9cce-8ae5548db91b",[151],[951],{"id":20,"sortIndex":144,"affiliation":952,"properties":20},{"id":953,"createTime":954,"updateTime":954,"relativeEntities":955,"slug":20,"properties":956,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"9c5b739f-87a8-46fc-b483-1cb57e57357b","2023-12-18T09:07:22.685+00:00",[],{"title":957},{"VI":958},"Speech Pathology, Graduate School of Health, University of Technology Sydney, Ultimo, Australia",{"title":960},{"VI":961},"Bronwyn Hemsley",{"id":963,"sortIndex":78,"researcher":20,"roles":964,"affiliations":965,"properties":974},"d3074496-075c-414c-8c2d-d000973df264",[151],[966],{"id":20,"sortIndex":144,"affiliation":967,"properties":20},{"id":968,"createTime":969,"updateTime":969,"relativeEntities":970,"slug":20,"properties":971,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"b4366a88-bab9-43f9-88ad-5012940348b2","2024-01-12T17:18:30.144+00:00",[],{"title":972},{"VI":973},"Department of Psychology, Northeastern University, Boston, USA",{"title":975},{"VI":976},"Seraphina Fong",{"id":978,"sortIndex":182,"researcher":20,"roles":979,"affiliations":980,"properties":989},"3058a35f-dad4-4107-8e89-f54bfa9bd92d",[151],[981],{"id":20,"sortIndex":144,"affiliation":982,"properties":20},{"id":983,"createTime":984,"updateTime":984,"relativeEntities":985,"slug":20,"properties":986,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"911422a3-3252-499e-8664-2eac30177aa8","2023-12-18T09:07:13.704+00:00",[],{"title":987},{"VI":988},"Special Education, Department of Curriculum and Instruction, Texas State University, San Marcos, USA",{"title":990},{"VI":991},"Russell Lang",{"id":993,"sortIndex":144,"researcher":20,"roles":994,"affiliations":995,"properties":1024},"b54e0b98-e1cd-407e-b7a9-e23361741e58",[151],[996,1006,1014],{"id":997,"sortIndex":195,"affiliation":998,"properties":1005},"bf7e2edf-a65e-4c03-921a-0c7dfcf4fb33",{"id":999,"createTime":1000,"updateTime":1000,"relativeEntities":1001,"slug":20,"properties":1002,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"eb6f5424-86ac-45b1-8353-afb3e95b997c","2024-02-02T08:45:57.006+00:00",[],{"title":1003},{"VI":1004},"Department of Otolaryngology and Communication Enhancement, Center for Communication Enhancement, Boston Children’s Hospital, Waltham, USA",{},{"id":20,"sortIndex":144,"affiliation":1007,"properties":20},{"id":1008,"createTime":1009,"updateTime":1009,"relativeEntities":1010,"slug":20,"properties":1011,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"f2b01917-7ae1-4fb1-a5d1-ae50e03da7dd","2023-12-18T09:07:13.666+00:00",[],{"title":1012},{"VI":1013},"Department of Communication Sciences and Disorders, Northeastern University, Boston, USA",{"id":1015,"sortIndex":166,"affiliation":1016,"properties":1023},"527f431d-43bf-40be-a169-f4e8a4d7416e",{"id":1017,"createTime":1018,"updateTime":1018,"relativeEntities":1019,"slug":20,"properties":1020,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"a08e36c0-87c9-4e25-9c6b-d1feba037a1d","2023-12-18T09:07:22.677+00:00",[],{"title":1021},{"VI":1022},"Faculty of Humanities, Centre for Augmentative and Alternative Communication, University of Pretoria, Pretoria, South Africa",{},{"title":1025},{"VI":1026},"Ralf W. 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R. R. (1983). Parenting stress index manual. Charlottesville, VA: Pediatric Psychology Press.\nAchenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont, Research Center for Children, Youth, and Families.\nAlthoff, R. R., Ayer, L. A., Rettew, D. C., & Hudziak, J. J. (2010). Assessment of dysregulated children using the child behavior checklist: A receiver operating characteristic curve analysis. Psychological Assessment, 22(3), 609–617. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0019699\nAmerican Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Association Publishing. https:\u002F\u002Fdoi.org\u002F10.1176\u002Fappi.books.9780890425787\nAndersen, P. N., Skogli, E. W., Hovik, K. T., Egeland, J., & Øie, M. (2015). Associations among symptoms of autism, symptoms of depression and executive functions in children with high-functioning autism: A 2 year follow-up study. Journal of Autism and Developmental Disorders, 45(8), 2497–2507. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-015-2415-8\nBaird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., & Charman, T. (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP). The Lancet, 368(9531), 210–215. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0140-6736(06)69041-7liu\n*Baker, J. K., Seltzer, M. M., & Greenberg, J. S. (2011a). Longitudinal effects of adaptability on behavior problems and maternal depression in families of adolescents with autism. Journal of Family Psychology, 25(4), 601–609. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0024409\n*Baker, J. K., Smith, L. E., Greenberg, J. S., Seltzer, M. M., & Taylor, J. L. (2011). Change in maternal criticism and behavior problems in adolescents and adults with autism across a 7-year period. Journal of Abnormal Psychology, 120(2), 465–475. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0021900\nBengtson, V. L., & Schrader, S. S. (1982). Parent–child relationship. In D. J. Mangon, & W. A. Peterson (Eds.), Research instruments in social gerontology (vol. 2, pp. 115–185). Minneapolis: University of Minnesota Press.\nBodenmann, G. (2008). Dyadisches Coping Inventar: Testmanual [dyadic coping inventory: Test manual]. Bern: Huber.\nBotha, M., Hanlon, J., & Williams, G. L. (2021) Does language matter? Identity-first versus person-first language use in autism research: A response to Vivanti. Journal of Autism and Developmental Disorders, 1–9. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-020-04858-w\nBowen, M. (1978). Family therapy in clinical practice. Jason Aronson.\nBoyd, B. A., McCarty, C. H., & Sethi, C. (2014). Families of children with autism: A synthesis of family routines literature. Journal of Occupational Science., 21(3), 322–333. https:\u002F\u002Fdoi.org\u002F10.1080\u002F14427591.2014.908816\nBracken, B. (1998). Bracken basic concept scale revised: Examiner’s manual. London: The Psychological Corporation.\nBronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.\nBruininks, R. H., Woodcock, R. W., Weatherman, R. F., & Hill, B. K. (1996). Scales of independent behavior-revised (SIB-R). Itasca: Riverside Publishing.\nByles, J., Byrne, C., Boyle, M. H., & Offord, D. R. (1988). Ontario child health study: Reliability and validity of the general functioning subscale of the McMaster family assessment device. Family Process, 27(1), 97–104. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1545-5300.1988.00097.x\nChaidez, V., Hansen, R. L., & Hertz-Picciotto, I. (2014). Gastrointestinal problems in children with autism, developmental delays or typical development. Journal of Autism and Developmental Disorders, 44(5), 1117–1127. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-013-1973-x\nChiang, H. L., & Gau, S. S. F. (2016). Comorbid psychiatric conditions as mediators to predict later social adjustment in youths with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 57(1), 103–111. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fjcpp.12450\nChiri, G., & Warfield, M. E. (2012). Unmet need and problems accessing core health care services for children with autism spectrum disorder. Maternal and Child Health Journal, 16(5), 1081–1091. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10995-011-0833-6\nClaxton, M., Onwumere, J., & Fornells-Ambrojo, M. (2017). Do family interventions improve outcomes in early psychosis? A systematic review and meta-analysis. Frontiers in Psychology, 8, 371. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2017.00371\nCollins, L. M. (2006). Analysis of longitudinal data: The integration of theoretical model, temporal design, and statistical model. Annual Review of Psychology, 57, 505–528. https:\u002F\u002Fdoi.org\u002F10.1146\u002Fannurev.psych.57.102904.190146\nConger, R. D., Conger, K. J., & Martin, M. J. (2010). Socioeconomic status, family processes, and individual development. Journal of Marriage and Family, 72(3), 685–704. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1741-3737.2010.00725.x\nConners, C. K. (1997). Conners’ parent rating scale. Bloomington, MN: Pearson Assessment.\nDaniels, A. M., Rosenberg, R. E., Anderson, C., Law, J. K., Marvin, A. R., & Law, P. A. (2012). Verification of parent-report of child autism spectrum disorder diagnosis to a web-based autism registry. Journal of Autism and Developmental Disorders, 42(2), 257–265. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-011-1236-7\nDe Bruin, E. I., Ferdinand, R. F., Meester, S., de Nijs, P. F., & Verheij, F. (2007). High rates of psychiatric comorbidity in PDD-NOS. Journal of Autism and Developmental Disorders, 37(5), 877–886. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-006-0215-x\nDishion, T. J., & Granic, I. (2004). Naturalistic observation of relationship processes. In Comprehensive Handbook of Psychological Assessment (vol. 3, pp. 143–161). New York: Wiley.\nDominick, K. C., Davis, N. O., Lainhart, J., Tager-Flusberg, H., & Folstein, S. (2007). Atypical behaviors in children with autism and children with a history of language impairment. Research in Developmental Disabilities, 28, 145–162. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ridd.2006.02.003\nDrotar, D. (1997). Relating parent and family functioning to the psychological adjustment of children with chronic health conditions: What have we learned? What do we need to know? Journal of Pediatric Psychology, 22(2), 149–165. https:\u002F\u002Fdoi.org\u002F10.1093\u002Fjpepsy\u002F22.2.149\nEaton, W. W., Smith, C., Ybarra, M., Muntaner, C., & Tien, A. (2004). Center for Epidemiologic Studies Depression Scale: Review and Revision (CESD and CESD-R). In M. E. Maruish (Ed.), The use of psychological testing for treatment planning and outcomes assessment: Instruments for adults (pp. 363–377). Lawrence Erlbaum Associates Publishers.\nEinfeld, S., & Tonge, B. J. (2002). Developmental behaviour checklist. Victoria.\nElliot, C. D., Smith, P., & McCulloch, K. (1996). British ability scales II (2nd ed.). Windsor, UK: NFER-Nelson.\nEpstein, N. B., Baldwin, L. M., & Bishop, D. S. (1983). The McMaster family assessment device. Journal of Marital and Family Therapy, 9(2), 171–180. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1752-0606.1983.tb01497.x\n*Flouri, E., Midouhas, E., Charman, T., & Sarmadi, Z. (2015). Poverty and the growth of emotional and conduct problems in children with autism with and without comorbid ADHD. Journal of Autism and Developmental Disorders, 45(9), 2928–2938. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-015-2456-z\nFombonne, E. (2009). Epidemiology of pervasive developmental disorders. Pediatric Research, 65(6), 591–598. https:\u002F\u002Fdoi.org\u002F10.1203\u002FPDR.0b013e31819e7203\nFrantz, R., Hansen, S. G., & Machalicek, W. (2018). Interventions to promote well-being in parents of children with autism: A systematic review. Review Journal of Autism and Developmental Disorders, 5(1), 58–77. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs40489-017-0123-3\nFriedrich, W. N., Greenberg, M. T., & Crnic, K. (1983). A short-form of the questionnaire on resources and stress. American Journal of Mental Deficiency, 88(1), 41–48.\nFunk, J. L., & Rogge, R. D. (2007). Testing the rule with item response theory: Increasing precision of measurement for relationship satisfaction with the Couples Satisfaction Index. Journal of Family Psychology, 21(4), 572–809. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0893-3200.21.4.572\nGau, S. S. F., Chou, M. C., Chiang, H. L., Lee, J. C., Wong, C. C., Chou, W. J., & Wu, Y. Y. (2012). Parental adjustment, marital relationship, and family function in families of children with autism. Research in Autism Spectrum Disorders, 6(1), 263–270. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.rasd.2011.05.007\nGeorgiades, S., Szatmari, P., Duku, E., Zwaigenbaum, L., Bryson, S., Roberts, W., & Volden, J. (2011). Phenotypic overlap between core diagnostic features and emotional\u002Fbehavioral problems in preschool children with autism spectrum disorder. 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M., Hong, J., & Orsmond, G. I. (2006). Bidirectional effects of expressed emotion and behavior problems and symptoms in adolescents and adults with autism. American Journal on Mental Retardation, 111(4), 229–249. https:\u002F\u002Fdoi.org\u002F10.1352\u002F0895-8017(2006)111[229:BEOEEA]2.0.CO;2\nGreenlee, J. L., Winter, M. A., & Diehl, J. J. (2018). Family level processes associated with outcomes for individuals with autism spectrum disorder: A scoping review. Research in Autism Spectrum Disorders, 53, 41–53. https:\u002F\u002Fdoi.org\u002F10.1016\u002FJ.RASD.2018.06.002\n*Greenlee, J. L., Piro-Gambetti, B., Putney, J., Papp, L. M., & Hartley, S. L. (2021a). Marital satisfaction, parenting styles, and child outcomes in families of autistic children. Family Process, 60(3), 1–21. https:\u002F\u002Fdoi.org\u002F10.1111\u002Ffamp.12708\n*Greenlee, J. L., Stelter, C. R., Piro-Gambetti, B., & Hartley, S. L. (2021b). Trajectories of dysregulation in children with autism spectrum disorder. 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Journal of Autism and Developmental Disorders, 46(1), 176–189. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-015-2561-z\nYorke, I., White, P., Weston, A., Rafla, M., Charman, T., & Simonoff, E. (2018). 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. Journal of Autism and Developmental Disorders, 48(10), 3393–3415. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-018-3605-y\nZablotsky, B., Bradshaw, C. P., & Stuart, E. A. (2013). The association between mental health, stress, and coping supports in mothers of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(6), 1380–1393. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10803-012-1693-7",{"EN":1174},"Emotional and behavioural difficulties including depression, anxiety, and hyperactivity are elevated in autistic children (AC). Family processes of a psychological nature are associated with these difficulties, but the direction of influence is uncertain. We searched seven bibliographic databases for prospective, quantitative studies on the impact of family processes across the parent, dyad, and family system levels on the later well-being of AC without intellectual disability, across a minimum of six months. Eligible studies were extracted following PRISMA guidelines and narratively synthesised. Sixteen of the 17 studies included for review reported significant associations between at least one family process and later well-being. Parenting stress and aspects of the parent–child relationship yielded most robust associations. Weaker support was found for parent mental health problems. Clinical and research implications are discussed.",{"EN":1176},"Family Processes and the Emotional and Behavioural Well-being of Autistic Children and Youth: A Systematic Review of Prospective Studies",{"VOID":1178},"10.1007\u002Fs40489-023-00385-3","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs40489-023-00385-3",[1181,1198,1210,1222],{"id":1182,"sortIndex":21,"researcher":20,"roles":1183,"affiliations":1184,"properties":1195},"9ffec195-c845-4d80-9a1b-58ad4a4801be",[151],[1185],{"id":20,"sortIndex":144,"affiliation":1186,"properties":20},{"id":1187,"createTime":1188,"updateTime":1189,"relativeEntities":1190,"slug":1191,"properties":1192,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},"097c2066-baad-46b3-b780-5d586543205e","2023-11-26T12:24:22.167+00:00","2025-06-11T22:25:43.655+00:00",[],"School-of-Applied-Psychology-Cork-Enterprise-Centre-North-Mall-Campus-University-College-Cork-Cork-Ireland",{"title":1193},{"VI":1194},"School of Applied Psychology, Cork Enterprise Centre, North Mall Campus, University College Cork, Cork, Ireland",{"title":1196},{"VI":1197},"Audrey Dunn Galvin",{"id":1199,"sortIndex":144,"researcher":20,"roles":1200,"affiliations":1201,"properties":1207},"aeae0512-7591-4c28-9768-bb402ea680f1",[151],[1202],{"id":20,"sortIndex":144,"affiliation":1203,"properties":20},{"id":1187,"createTime":1188,"updateTime":1189,"relativeEntities":1204,"slug":1191,"properties":1205,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":1206},{"VI":1194},{"title":1208},{"VI":1209},"Billy Fitzgerald",{"id":1211,"sortIndex":166,"researcher":20,"roles":1212,"affiliations":1213,"properties":1219},"a80e9b0b-0171-4716-8a8c-d1a79255e6f2",[151],[1214],{"id":20,"sortIndex":144,"affiliation":1215,"properties":20},{"id":1187,"createTime":1188,"updateTime":1189,"relativeEntities":1216,"slug":1191,"properties":1217,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":1218},{"VI":1194},{"title":1220},{"VI":1221},"Maria Dempsey",{"id":1223,"sortIndex":195,"researcher":20,"roles":1224,"affiliations":1225,"properties":1231},"469aed57-4d04-4c5d-81b9-14b48b1d89a8",[151],[1226],{"id":20,"sortIndex":144,"affiliation":1227,"properties":20},{"id":1187,"createTime":1188,"updateTime":1189,"relativeEntities":1228,"slug":1191,"properties":1229,"entityType":65,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":144},[],{"title":1230},{"VI":1194},{"title":1232},{"VI":1233},"Christopher McCusker",{"url":1179,"publisher":1235,"properties":1258},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":1236,"slug":10,"properties":1237,"entityType":18,"verifyStatus":19,"verifyTime":20,"verifyNote":20,"syncStatus":19,"languages":20,"translateLanguages":20,"viewCount":21,"subjectFields":1241,"manageAffiliations":1242,"indexDatabases":1243,"url":20,"thumbnailPath":20,"statistic":20,"gsStatistic":20,"type":20,"analyzePriority":20},[],{"issn":1238,"eissn":1239,"title":1240},{"VOID":13},{"VOID":15},{"EN":17},[],[],[1244,1251],{"id":82,"indexDatabase":1245,"url":95,"indexYears":96,"academicFieldIds":1250,"indexDatabaseRanking":102},{"id":84,"createTime":85,"updateTime":86,"relativeEntities":1246,"label":1247,"description":1248,"key":92,"publicationTags":1249,"standard":20},[],{"EN":89,"VI":89},{"EN":89,"VI":91},[94],[98,99,100,101],{"id":104,"indexDatabase":1252,"url":119,"indexYears":20,"academicFieldIds":1257,"indexDatabaseRanking":20},{"id":106,"createTime":107,"updateTime":108,"relativeEntities":1253,"label":1254,"description":1255,"key":115,"publicationTags":1256,"standard":20},[],{"EN":111,"VI":111},{"VI":113,"EN":114},[117,118],[121],{"pages":1259},{"VOID":1260},"1-27","2023-07-11"]