Publications Database

Baruth J. et al. (2010)

Low-frequency repetitive transcranial magnetic stimulation (rTMS) modulates evoked-gamma frequency oscillations in autism spectrum disorder (ASD).

Journal of Neuropathy

14(3), pp. 179-194.

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Basil C. , Reyes S. (2003)

Acquisition of literacy skills by children with severe disability.

Child Language Teaching and Therapy

19(1), pp. 27-48.

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Bauminger-Zviely N. et al. (2013)

Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment.

Autism

17(3), pp. 317-339.

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Beadle-Brown J. et al.

Imagining Autism: Feasibility of a drama-based intervention on the social, communicative and imaginative behaviour of children with autism.

Autism

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Beaver C. (2006)

Designing environments for children and adults with ASD.

2nd World Autism Conference and Exhibition, Cape Town, on 22 August 2006

Bedwani M. N. , Bruck S. , Costley D. (2015)

Augmentative and alternative communication for children with autism spectrum disorder: an evidence-based evaluation of the language acquisition through motor planning (LAMP) programme.

Cogent Education

2(1),

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Bekele E. et al. (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), pp. 289-299.

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Bekele E. et al. (2014)

Pilot clinical application of an adaptive robotic system for young children with autism.

Autism

July, 18(5), pp. 598-608.

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Bellini S. , Akullian J. (2007)

A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders.

Exceptional Children

73(3), pp. 264-287

Bellini S. , Akullian J. , Hopf A. (2007)

Increasing social engagement in young children with autism spectrum disorders using video self-modeling.

School Psychology Review

36(1), pp. 80-90

Bellini S. , Peters J. K. (2008)

Social skills training for youth with autism spectrum disorders.

Child and Adolescent Psychiatric Clinics of North America

17(4), pp. 857-873

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Ben-Sasson A. , Lamash L. , Gal E. (2013)

To enforce or not to enforce? The use of collaborative interfaces to promote social skills in children with high functioning autism spectrum disorder.

Autism

17(5), pp. 608-622.

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Bennett K. D. , Ramasamy R. , Honsberger T. (2013)

The effects of covert audio coaching on teaching clerical skills to adolescents with autism spectrum disorder.

Journal of Autism and Developmental Disorders

43(3), pp 585-593

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Bereznak S. et al. (2012)

Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders.

Journal of Developmental and Physical Disabilities

24(3), pp. 269-285.

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Berger M. J. (2007)

The efficacy of selected biofeedback techniques in mitigating symptoms associated with autism spectrum disorder.

Biofeedback

35 pp. 62-68.

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Berkell D. E. , Malgeri S. , Streit M. K. (1996)

Auditory integration training for individuals with autism.

Education and Training in Mental Retardation and Developmental Disabilities

31(1), pp. 66-70.

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Bernad-Ripoll S. (2007)

Using a self-as-model video combined with Social Stories to help a child with Asperger syndrome understand emotions.

Focus on Autism and Other Developmental Disabilities

2(2), pp. 100-106

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Bersani F. et al. (2013)

Deep transcranial magnetic stimulation as a treatment for psychiatric disorders: A comprehensive review.

European Psychiatry

January, 28(1), pp. 30-39.

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Bettison S. (1997)

The long-term effects of auditory training on children with autism.

Journal of Autism and Developmental Disorders

27(3), pp. 347-348

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Bibi Huskens et al. (2013)

Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention.

Developmental Neurorehabilitation

October, 16(5), pp. 345-356.

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