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Autism

Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., Green, J., Vail, A., & Law, J. (2012). The Social Communication Intervention Project: A randomized controlled trial of the effectiveness of speech and language therapy for school-age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language and Communication Disorders, 47(3), 233–244.

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Bradshaw, J., Steiner, A. M., Gengoux, G., & Koegel, L. K. (2015). Feasibility and effectiveness of very early intervention for infants at-risk for autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 45(3), 778–794. https://doi.org/10.1007/s10803-014-2235-2

Brueggeman, P. M. (2012). 10 tips for testing hearing in children with autism. The ASHA Leader, 17(1), 5–7. https://doi.org/10.1044/leader.FTR3.17012012.5

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Coe, B. P., Girirajan, S., & Eichler, E. E. (2012, May). The genetic variability and commonality of neurodevelopmental disease. American Journal of Medical Genetics. Part C, Seminars in Medical Genetics, 160C (2), 118–129. https://doi.org/10.1002/ajmg.c.31327

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Crooke, P. J., Hendrix, R. E., & Rachman, J. Y. (2008). Brief Report: Measuring the effectiveness of teaching social thinking to children with Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 38(3), 581–591. https://doi.org/10.1007/s10803-007-0466-1

Davis, R., & Stiegler, L. N. (2005). Toward more effective audiological assessment of children with autism spectrum disorders. Seminars in Hearing, 26(4), 241–252. https://doi.org/10.1055/s-2005-922446

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Dean, M., Harwood, R., & Kasari, C. (2017). The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder. Autism, 21(6), 678–689. https://doi.org/10.1177/1362361316671845

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Drysdale, H., van der Meer, L., & Kagohara, D. (2015). Children with autism spectrum disorder from bilingual families: A systematic review. Review Journal of Autism and Developmental Disorders, 2, 26–38. https://doi.org/10.1007/s40489-014-0032-7

Dworzynski, K., Ronald, A., Bolton, P., & Happé, F. (2012). How different are girls and boys above and below the diagnostic threshold for autism spectrum disorders? Journal of the American Academy of Child and Adolescent Psychiatry, 51(8), 788–797. https://doi.org/10.1016/j.jaac.2012.05.018

Easterbrooks, S. R., & Handley, C. M. (2005). Behavior change in a student with a dual diagnosis of deafness and pervasive development disorder: A case study. American Annals of the Deaf, 150(5), 401–407. https://doi.org/10.1353/aad.2006.0001

Ecker C., Spooren, W., & Murphy D. G. (2013). Translational approaches to the biology of Autism: False dawn or a new era? Molecular Psychiatry, 18(4), 435–442. https://doi.org/10.1038/mp.2012.102

Edelman, L. (2004). A relationship-based approach to early intervention. Resources and Connections, 3(2), 2–10.

Ellis, A., & Dryden, W. (1997). The practice of rational emotive behavior therapy. Springer.

Ellison, M., Clark, J., Cunningham, M., & Hansen, R. (2013, September). Academic and campus accommodations that foster success for college students with Asperger’s disorder: Academic and campus accommodations necessary for an effective college experience. In F. Kochan, L. Searby, & M. Barakat (Eds.), Southern Regional Council on Educational Administration 2013 Yearbook: Jazzing It Up (pp. 65–76). Auburn University College of Education.

Elsabbagh, M., Mercure, E., Hudry, K., Chandler, S., Pasco, G., Charman, T., Pickles, A., Baron-Cohen, S., Bolton, P., & Johnson, M. H. (2012). Infant neural sensitivity to dynamic eye gaze is associated with later emerging autism. Current Biology, 22(4), 338–342. https://doi.org/10.1016/j.cub.2011.12.056

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Garcia Winner, M., & Crooke, P. J. (2009). Social thinking: A training paradigm for professionals and treatment approach for individuals with social learning/social pragmatic challenges. Perspectives on Language Learning and Education, 16(2), 62–69. https://doi.org/10.1044/lle16.2.62

Garcia Winner, M., & Crooke, P. J. (2011, January 18). Social communication strategies for adolescents with autism. The ASHA Leader 16(1), 8–11. https://doi.org/10.1044/leader.FTR1.16012011.8   

Garfinkle, A. N., & Schwartz, I. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26–38. https://doi.org/10.1177/027112140202200103

Geurts, H. M., & Jansen, M. D. (2012). A retrospective chart study: The pathway to a diagnosis for adults referred for ASD assessment. Autism, 16(3), 299–305. https://doi.org/10.1177/1362361311421775

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Greenspan, S. I., & Wieder, S. (2007). The developmental individual-difference, relationship-based (DIR/Floortime) model approach to autism spectrum disorders. In E. Hollander & E. Anagnostou (Eds.), Clinical manual for the treatment of autism (p. 179–209). American Psychiatric Publishing.

Gutstein, S. E., & Gutstein, H. R. (2009). The RDI book: Forging new pathways for autism, Asperger's and PDD with the relationship development intervention program. Connections Center Publications.

Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the Relationship Development Intervention program. Autism, 11(5), 397–411. https://doi.org/10.1177/1362361307079603

Ha, S., Sohn, I. J., Kim, N., Sim, H. J., & Cheon, K. A. (2015). Characteristics of brains in autism spectrum disorder: Structure, function and connectivity across the lifespan. Experimental Neurobiology, 24(4), 273–284. https://doi.org/10.5607/en.2015.24.4.273

Hambly, C., & Fombonne, E. (2012). The impact of bilingual environments on language development in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(7), 1342–1352. https://doi.org/10.1007/s10803-011-1365-z

Hamilton, B., & Snell, M. (1993). Using the milieu approach to increase spontaneous communication book use across environments by an adolescent with autism. Augmentative and Alternative Communication, 9(4), 259–272. https://doi.org/10.1080/07434619312331276681

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