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1	Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
	Del Hoyo Soriano, Laura; Bullard, Lauren; Thurman, Angela John...
	In: Developmental neurorehabilitation, vol 25, iss 2 (2022)
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2	Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools
	Osvaldo Hernández-González; Rosario Spencer-Contreras; Pilar Sanz-Cervera; Raúl Tárraga-Mínguez
	In: Education Sciences; Volume 12; Issue 4; Pages: 284 (2022)
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3	Differentiating "Attachment Difficulties" From Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder: Qualitative Interviews With Experienced Health Care Professionals. ...
	Coughlan, Barry; Van IJzendoorn, Marinus H; Woolgar, Matt. - : Apollo - University of Cambridge Repository, 2021
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4	A dialética estranho-familiar na inclusão do aluno autista em escolas regulares ; The uncanny dialectic in the inclusion of the autistic student in regular schools
	Sica, Mariana. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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5	Improvement of communicative-pragmatic ability in adolescents with Autism Spectrum Disorder: The adapted version of the Cognitive Pragmatic Treatment
	Ilaria Gabbatore, Claudio Longobardi, Francesca M. Bosco. - 2021
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6	An Examination of Articulatory Precision in Children and Adults with Autism Spectrum Disorder
	Josephson, Elizabeth R.
	In: All Graduate Plan B and other Reports (2021)
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7	Academic help seeking in lower secondary school students with ASD and ensuing teachers’ answers
	Zorn, Sabine; Puustinen, Minna
	In: European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs) ; https://hal-inshea.archives-ouvertes.fr/hal-03152161 ; European association for research on learning and instruction (EARLI) SIG 15 (special interest group on special educational needs), Aug 2020, Louvain, Belgium (2020)
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8	Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
	Hill, Monique Moore; Gangi, Devon; Miller, Meghan. - : eScholarship, University of California, 2020
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9	Screen time in 36-month-olds at increased likelihood for ASD and ADHD.
	Hill, Monique Moore; Gangi, Devon; Miller, Meghan. - : eScholarship, University of California, 2020
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10	Caregiver descriptions of joint activity routines with young children with autism spectrum disorder in South Africa.
	Ramseur, Kevin; de Vries, Petrus J; Guler, Jessy. - : AME Publishing Company, 2020
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11	The influence of bilingualism in school-aged children : an examination of language development in neurotypically developing children and in children with ASD
	Beauchamp, Myriam L. H.. - 2020
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12	Helpful Hand
	Patriquin, Lyndsay
	In: Senior Honors Projects (2020)
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13	ERP evidence of semantic processing in children with ASD.
	DiStefano, Charlotte; Senturk, Damla; Jeste, Shafali Spurling. - : eScholarship, University of California, 2019
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14	THE USE OF SPATIAL, TEMPORAL, AND METAPHORICAL TERMS BY CHILDREN WITH AUTISM SPECTRUM DISORDER
	Scheible, Colleen G
	In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556746121099907 (2019)
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15	Use of the LENA Autism Screen with Children who are Deaf or Hard of Hearing
	Mark VanDam; Christine Yoshinaga-Itano
	In: Medicina ; Volume 55 ; Issue 8 (2019)
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16	What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?
	Turner, Maribeth Lynn
	In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047 (2018)
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17	Use of Memantine in Autism Spectrum Disorder: a Case Report
	Schindzielorz, Adam, MD; Bryant-Melvin, Kristina, MD; Holroyd, Suzanne, MD...
	In: Psychiatry (2018)
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18	The impact of autism on the heritage language of Spanish-English bilingual children
	Hernández, Keren J.. - : University of Alberta. Department of Linguistics., 2018
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19	Student-focused planning and students with autism spectrum disorder: Knowledge, perspectives and experiences
	Chandroo, Roshini, Education, Faculty of Arts & Social Sciences, UNSW. - : University of New South Wales. Education, 2018
	Abstract: The aim of the present study is to examine the knowledge and skills, self-efficacy levels, as well as the experiences with student-focused transition planning of students with autism spectrum disorder (ASD). The perspectives of the students, their parents, and teachers in New South Wales (NSW) Australia are considered. The researcher intended to gain a greater understanding about current transition practices carried out in NSW high schools and to examine the relationship between knowledge, self-efficacy and experiences of parents, teachers and students. The framework underpinning the present study is a convergent parallel mixed method design to analyse and interpret both qualitative and quantitative data. There were 18 high school students with ASD, 19 parents and 4 teachers participating in the study. They completed three questionnaires which were designed to assess participant’s knowledge of student-focused transition planning, participant’s self-efficacy levels, and participants’ experiences of student-focused transition planning. Following that, semi-structured interviews were conducted where participants’ experiences with student-focused transition planning were investigated. Finally, students' Individual Education Plans (IEPs) were analysed to provide the researcher with a broader perspective of actual transition practices in schools. The overall results demonstrated a lack of student and parental involvement in the transition planning process despite the fact that all participants (i.e. students, parents, teachers) were aware of the benefits of high levels of student and parental involvement. Participants also reported on the lack of in-school and post-school transition support systems that were in place. In addition, IEP plans lacked clarity and depth, with many transition goals lacking direction and measurability. It is recommended that all members attending IEP meetings (students, parents, teachers, external organisations, transition specialists) be educated on the transition planning process and the importance it places on student’s post-school outcomes. Best practice dictates that it is especially important to involve students in the transition planning process to ensure that the goals set for students' futures are based on their strengths and interests and for the simple reason that it is their future being planned.
	Keyword: Autism Spectrum Disorder (ASD); New South Wales (NSW); Student-focused transition planning; Transition
	URL: http://handle.unsw.edu.au/1959.4/61745 https://unsworks.unsw.edu.au/fapi/datastream/unsworks:57269/SOURCE02?view=true
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20	Understanding the Linguistic Needs of Diverse Individuals with Autism Spectrum Disorder: Some Comments on the Research Literature and Suggestions for Clinicians
	Lim, Nataly; O'Reilly, Mark F.; Sigafoos, Jeff. - : Journal of Autism & Developmental Disorders, 2018
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