Publications Database

Francis P. , Balbo S. , Firth L. (2009)

Towards co-design with users who have autism spectrum disorders.

Universal Access in the Information Society

8(3), pp. 123-135

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Fueyo M. et al. (2015)

The health home: A service delivery model for autism and intellectual disability.

Psychiatric Services

66(11), pp. 1135-1137.

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Garg P. et al. (2015)

A framework for developing a curriculum regarding autism spectrum disorders for primary care providers.

Journal of Clinical and Diagnostic Research

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Gillham J. E. et al. (2000)

Toward a developmental operational definition of autism.

Journal of Autism and Developmental Disorders

30(4), pp. 269-278

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Goodall C. (2015)

How do we create ASD-friendly schools? A dilemma of placement.

Support for Learning

November, 30(4), pp. 305-326.

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Happé F. , Ronald A. (2008)

The 'Fractionable Autism Triad': A review of evidence from behavioural, genetic, cognitive and neural research.

Neuropsychology Review

18(4), pp. 287-304

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Hayes G. R. et al. (2010)

Interactive visual supports for children with autism.

Personal and Ubiquitous Computing

14(7), pp. 663-680

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Karsten A. M. , Carr J. E. , Lepper T. L. (2011)

Description of a practitioner model for identifying preferred stimuli with individuals with autism spectrum disorders.

Behavior Modification

35(4), pp. 347-369

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Khandaker M. (2009)

Designing affective video games to support the social-emotional development of teenagers with autism spectrum disorders.

Studies in Health Technology and Informatics

144 pp. 37-39

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Kiernan. C. (1981)

A strategy for research on the use of nonvocal systems of communication.

Journal of Autism and Developmental Disorders

11(1), pp.139-151

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LeBlanc. R. (1993)

Educational management of self-injurious behavior.

Acta Paedopsychiatrica

56(2), pp. 91-98

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Lubas M. , Mitchell J. , Leo G. D. (2014)

User-centered design and augmentative and alternative communication apps for children with autism spectrum disorders.

Sage Open

4(2),

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McDonnell A. et al. (2015)

The role of physiological arousal in the management of challenging behaviours in individuals with autistic spectrum disorders.

Research in Developmental Disabilities

January, 36 pp. 311-322.

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McMahon J. , Cullinan V. (2014)

Education programmes for young children with autism spectrum disorder: An evaluation framework.

Research in Developmental Disabilities

September, 35(12), pp. 3689-3697.

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Molteni M. et al. (2014)

Potential benefits and limits of psychopharmacological therapies in pervasive developmental disorders.

Current Clincial Pharmacology

9(4), pp. 365-376.

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Moore D. , McGrath P. , Thorpe J. (2000)

Computer-aided learning for people with autism - a framework for research and development.

Innovations In Education & Training International

37(3), pp. 218-228

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Mottron L. (2017)

Should we change targets and methods of early intervention in autism, in favor of a strengths-based education?

European Child and Adolescent Psychiatry

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Newson E. , Marechal K. L. , David C. (2003)

Pathological demand avoidance syndrome: a necessary distinction within the pervasive developmental disorders.

Archives of Disease in Childhood

88

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Oliver C. , Richards C. (2015)

Practitioner review: Self-injurious behaviour in children with developmental delay.

Journal of Child Psychology and Psychiatry

56(10), pp. 1042-1054.

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Orvalho V. , Miranda J. , Sousa A. A. (2009)

Facial synthesys [sic] of 3D avatars for therapeutic applications.

Studies in Health Technology and Informatics

144 pp. 96-98

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