Relevant bibliographies by topics / High functioning autism spectrum disorders

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'High functioning autism spectrum disorders'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "High functioning autism spectrum disorders"

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Takaoka, Ken, and Tomoji Takata. "Catatonia in High-Functioning Autism Spectrum Disorders: Case Report and Review of Literature." Psychological Reports 101, no. 3 (2007): 961–69. http://dx.doi.org/10.2466/pr0.101.3.961-969.

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Although catatonia has been identified in individuals with autism spectrum disorders, little is known about this relationship. Studies on previous case reports dealing with the relationship between catatonia and autism spectrum disorders are reviewed, then the case of a 28-yr.-old Japanese woman with high-functioning autism spectrum disorder who exhibited mood disorder and catatonia is described. Her mood disorder was apparently induced by a crisis of her “inner world,” constituted as a way of coping with a sense of alienation, related to her impaired development in reciprocal social interacti
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South, Mikle, Michael J. Larson, Erin Krauskopf, and Ann Clawson. "Error processing in high-functioning Autism Spectrum Disorders." Biological Psychology 85, no. 2 (2010): 242–51. http://dx.doi.org/10.1016/j.biopsycho.2010.07.009.

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Narzisi, Antonio, Filippo Muratori, Sara Calderoni, Franco Fabbro, and Cosimo Urgesi. "Neuropsychological Profile in High Functioning Autism Spectrum Disorders." Journal of Autism and Developmental Disorders 43, no. 8 (2012): 1895–909. http://dx.doi.org/10.1007/s10803-012-1736-0.

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Zajic, Matthew C., Nancy McIntyre, Lindsay Swain-Lerro, Stephanie Novotny, Tasha Oswald, and Peter Mundy. "Attention and written expression in school-age, high-functioning children with autism spectrum disorders." Autism 22, no. 3 (2016): 245–58. http://dx.doi.org/10.1177/1362361316675121.

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High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism s
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Tsang, Vicky. "Eye-tracking study on facial emotion recognition tasks in individuals with high-functioning autism spectrum disorders." Autism 22, no. 2 (2016): 161–70. http://dx.doi.org/10.1177/1362361316667830.

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The eye-tracking experiment was carried out to assess fixation duration and scan paths that individuals with and without high-functioning autism spectrum disorders employed when identifying simple and complex emotions. Participants viewed human photos of facial expressions and decided on the identification of emotion, the negative–positive emotion orientation, and the degree of emotion intensity. Results showed that there was an atypical emotional processing in the high-functioning autism spectrum disorder group to identify facial emotions when eye-tracking data were compared between groups. W
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Schwarzkopf, D. S., E. J. Anderson, B. de Haas, S. J. White, and G. Rees. "Visual cortical architecture in high-functioning autism spectrum disorders." Journal of Vision 13, no. 9 (2013): 831. http://dx.doi.org/10.1167/13.9.831.

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Ghaziuddin, M., and K. Welch. "The Michigan Autism Spectrum Questionnaire: A Rating Scale for High-Functioning Autism Spectrum Disorders." Autism Research and Treatment 2013 (2013): 1–5. http://dx.doi.org/10.1155/2013/708273.

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Jensen de López, Kristine, Kristen Schroeder, and Anna Gavarró. "Successful passive sentence comprehension among Danish adolescents with autism spectrum disorders." Autism & Developmental Language Impairments 3 (January 2018): 239694151876123. http://dx.doi.org/10.1177/2396941518761239.

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Background and aims Language abilities vary greatly across children with autism spectrum disorders (ASD). In the present study, we investigate passive sentence comprehension, which has been underexplored among individuals with autism spectrum disorders and found to be delayed among other clinical populations. This study is the first to assess grammatical comprehension among Danish-speaking adolescents with autism spectrum disorders. Methods Fifteen Danish-speaking adolescents with autism (mean age: 14.9 years; age range: 13–18 years) participated in a picture selection task assessing comprehen
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Grennan, Susan, Arlene Mannion, and Geraldine Leader. "Gelotophobia and High-Functioning Autism Spectrum Disorder." Review Journal of Autism and Developmental Disorders 5, no. 4 (2018): 349–59. http://dx.doi.org/10.1007/s40489-018-0144-6.

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Crasta, Jewel. "Sensory Processing Among Children With High-Functioning Autism Spectrum Disorders." American Journal of Occupational Therapy 69, Suppl. 1 (2015): 6911505030p1. http://dx.doi.org/10.5014/ajot.2015.69s1-po2109.

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Dissertations / Theses on the topic "High functioning autism spectrum disorders"

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Schwartz, Caley Bryce. "Predicting Variation in Social Outcome among Adolescents with High-Functioning Autism." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/249.

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Even among the most high-functioning individuals with autism, there is a wide range of variation in outcome. This study examined within-child factors, such as temperament, that contribute to variation in social outcomes, the most salient area of deficit among individuals with high-functioning autism (HFA). Approach/withdrawal tendencies and effortful control were used to predict variation in symptoms and social skills. A unique multi-method approach employing self- and parent-report measures, physiological assessment, and social observation was used to determine whether temperament could be us
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Liu, Ying Galen, and 劉穎. "Reading ability and executive functioning of adolescents with high-functioning autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/212560.

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Background: Regarding the research on individuals with autism, more focus was on the behavioral and social aspects, whereas relatively limited attention has received in the domain of learning of this population. As the development of assessments in assessing the needs of the population is getting more comprehensive and sophisticated in recent years, there is a trend of increase in the number of children being identified with Autistic Spectrum Disorder (ASD) and were placed in general educational settings and engaged in mainstream academic curricula. 　　To survive in the mainstream educatio
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Burnett, Hollie. "Executive dysfunction in high functioning autism." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/25825.

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Background: There is presently a lack of consistency in research designed to measure executive functioning (EF) in autism that may be attributable to lack of homogeneity or comorbid conditions (i.e. learning disability or additional diagnosis) in test samples. Aim: A systematic review focused on a subset of EF (verbal fluency: VF) was conducted, using only studies of high-functioning individuals with autism (HFA) without an additional diagnosis or learning disability. An empirical study was conducted comparing the executive functioning profile of individuals with HFA and typically developed (T
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De, Gennaro Laura M. "Loneliness in Adolescents with High-Functioning Autism Spectrum Disorder." Thesis, Hofstra University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3727071.

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<p>Individuals with Autism Spectrum Disorder have difficulties with interpersonal relationships at all ages and functioning levels, including difficulties in effective communication, sharing enjoyment and interests with others, and emotional reciprocity (American Psychiatric Association, 2000). Many individuals with Autism Spectrum Disorder struggle with social connectedness. In typically developing individuals, a lack of social connectedness may yield a perception of loneliness. In the current study, the investigator sought to determine what features influence perceptions of loneliness in ado
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Boggs, Koren Marie. "Cue salience in face processing by high functioning individuals with autism spectrum disorders /." Full text available from ProQuest UM Digital Dissertations, 2007. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1800276561&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258560402&clientId=22256.

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Thesis (Ph.D.)--University of Mississippi, 2007.<br>Typescript. Vita. Major professor: Alan M. Gross "June 2007." Includes bibliographical references (leaves 62-72). Also available online via ProQuest to authorized users.
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Brooks, Whitney T. "Gender Differences in Social Skills, Peer Relationships, and Emotional Correlates in Adults with High Functioning Autism Spectrum Disorders." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1416567167.

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Burton, Jenny Marie. "Exploring Symptomatology in Girls with High-Functioning Autism Spectrum Disorder." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1573571253621505.

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Ung, Danielle. "Peer Victimization in Youth with High-Functioning Autism Spectrum Disorder." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6421.

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Peer victimization is a serious national concern affecting as many as 54% of typically developing children and adolescents. Although an extensive body of literature on peer victimization in typically developing youth exists, few studies have focused on how this problem affects youth with autism spectrum disorders (ASD) who may be at a higher risk to experience peer victimization due to ASD symptomology and other common comorbid characteristics (e.g., anxiety and depressive symptoms) that may invite peer aggression. In this study, 81 school-aged youth between the ages of 9 and 17 years (M= 11.9
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Masse, Joshua J. "Examining the efficacy of parent-child interaction therapy with high-functioning autism." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10353.

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Thesis (Ph. D.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains xii, 170 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 93-112).
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Hildebrand, Jonovich Sarah. "Association between Parenting Behaviors, Social Skills, and Anxiety in Children with High-Functioning Autism Spectrum Disorders." University of Toledo / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1182518785.

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Books on the topic "High functioning autism spectrum disorders"

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Sansosti, Frank J. High-functioning autism/Asperger syndrome in schools: Assessment and intervention. Guilford Press, 2010.

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A, Powell-Smith Kelly, and Cowan Richard J, eds. High-functioning autism/Asperger syndrome in schools: Assessment and intervention. Guilford Press, 2010.

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Aspy, Ruth. Designing comprehensive interventions for individuals with high-functioning autism and asperger syndrome: The Ziggurat model. 2nd ed. AAPC Pub., 2012.

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Penney, Owens, and Myles Brenda Smith, eds. Successful problem-solving for high-functioning students with autism spectrum disorders: Evidence-based strategy - antecedent-based intervention. AAPC Pub., 2013.

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author, Grossman Barry G., ed. The Ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger syndrome. Autism Asperger Publishing Co., 2008.

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Facing your fears facilitator's manual: Group therapy for managing anxiety in children with high-functioning autism spectrum disorders. Paul H. Brookes, 2011.

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Annellise, Kolar, ed. The hidden curriculum and other everyday challenges for elementary-age children with high-functioning autism. 2nd ed. AAPC Publishing, 2013.

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Moyer, Sherry A. The ECLIPSE model: Teaching self-regulation, executive function, attribution, and sensory awareness to students with Asperger syndrome, high-functioning autism, and related disorders. Autism Asperger Pub. Co., 2009.

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Zachary, Pullen, ed. Life & spectrum: A revealing look at high functioning autism and Asperger's syndrome. Creative Combinations, 2013.

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Smith, Myles Brenda, and Myles Brenda Smith, eds. Asperger syndrome and higher functioning autism spectrum disorders: A guide for effective practice. 3rd ed. PRO-ED, 2011.

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Book chapters on the topic "High functioning autism spectrum disorders"

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Woods, Douglas W., Matthew R. Capriotti, Madison Pilato, et al. "High-Functioning Autism (HFA)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_344.

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Diehl, Joshua J., Karen Tang, and Brynn Thomas. "High-Functioning Autism (HFA)." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2018. http://dx.doi.org/10.1007/978-1-4614-6435-8_344-3.

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Diehl, Joshua J., Karen Tang, and Brynn Thomas. "High-Functioning Autism (HFA)." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_344.

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Woods, Douglas W., Matthew R. Capriotti, Madison Pilato, et al. "High-Functioning Autism Diagnostic Interview." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100670.

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Berenguer, Carmen, Ana Miranda, Carla Colomer, Inmaculada Baixauli, and Belen Rosello. "Socialization and High-Functioning Autism." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102429-1.

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Berenguer, Carmen, Ana Miranda, Carla Colomer, Inmaculada Baixauli, and Belen Rosello. "Socialization and High-Functioning Autism." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102429.

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Barahona-Corrêa, Bernardo. "The High-Functioning Group: High-Functioning Autism and Asperger Syndrome in Adults." In Autism Spectrum Disorders in Adults. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-42713-3_5.

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Silverman, Stephan M., Lauren Kenworthy, and Rich Weinfeld. "What Are High-Functioning Autism Spectrum Disorders?" In School Success for Kids with High-Functioning Autism. Routledge, 2021. http://dx.doi.org/10.4324/9781003237860-1.

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Margari, Lucia, Concetta de Giambattista, and Patrizia Ventura. "Comparison of High-Functioning Autism and Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2019. http://dx.doi.org/10.1007/978-1-4614-6435-8_102343-1.

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Margari, Lucia, Concetta de Giambattista, and Patrizia Ventura. "Comparison of High-Functioning Autism and Asperger Syndrome." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_102343.

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Conference papers on the topic "High functioning autism spectrum disorders"

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de-la-Iglesia, Myriam, and José-Sixto Olivar. "BARRIERS TO LEARNING: PSYCHOSOCIAL FACTORS RELATED TO THE RISK FACTORS FOR SUICIDE IN HIGH FUNCTIONING AUTISM SPECTRUM DISORDERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0215.

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Haslinger, Evelin, Francisco Dutra dos Santos Jr, and Patrícia F. da Silva. "App Inventor: ferramenta de autoria para a criação de aplicativos educacionais apropriados a crianças com Transtorno do Espectro Autista - TEA de Alto Funcionamento." In Workshop de Desafios da Computação aplicada à Educação. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/desafie.2019.12187.

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This challenge arises as a consequence of studies and reflections on pedagogical practices with the use of ?educational software for mobile devices?. The possibilities of using this resource in the classroom may be favorable to the educator as a technology accessible to the inclusion of students with high-functioning autism spectrum disorder (ASD). Given this context, our goal is to develop a ?QUIZ? for mobile devices - using the APP-inventor app aimed at improving the social interactions of students with high- functioning autism. Therefore, we believe that the application of a ?QUIZ? with sch
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Ohring, Peter. "Web-based multi-player games to encourage flexibility and social interaction in high-functioning children with autism spectrum disorder." In the 7th international conference. ACM Press, 2008. http://dx.doi.org/10.1145/1463689.1463750.

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de-la-Iglesia, Myriam, and José-Sixto Olivar. "EDUCATIONAL RESEARCH EXPERIENCE: INCREASE IN THE QUALITY COMMUNICATIVE OF A GROUP OF CHILDREN WITH HIGH FUNCTIONING AUTISM SPECTRUM DISORDER USING A TRAINING IN REFERENTIAL COMMUNICATION SKILLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0214.

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Rabbani, Naila, and Paul John Thornalley. "Blood Biomarkers associated with Autism Spectrum Disorder may Provide Early Diagnosis." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0151.

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Autism spectrum disorders (ASD) are a collection of neuropsychiatric disorders. ASD affects 1 in 87 in Qatar and is expected to increase. The high variability and heterogeneity of the symptoms makes diagnosis of ASD difficult and uncertain, particularly at the early stages of development. If detected early, clinical support can be given to promote optimal development and well-being of children with ASD and even achieve complete remission. The current method of diagnosing ASD is by observations and interviews made by experts in child development to assess child behavior, communication and cogni
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Silva, Greis F. Mireya, and Alberto Barbosa Raposo. "Identifying Awareness Requirements in Face-to-Face Collaborative Applications for Users with Autism Spectrum Disorders." In XIII Simpósio Brasileiro de Sistemas Colaborativos. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/sbsc.2016.9492.

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Individuals with Autism Spectrum Disorders (ASD), mainly those with high severity, have difficulties to identify and understand the others’ actions and emotions and, therefore, to understand the basic concepts of a collaborative work, even in face-to-face situations. We developed and evaluated a multitouch collaborative game with youths with high severity in ASD. Despite the positive results to encourage the social interaction, we observed that they had difficulties to understand tasks, to identify their partners, and the workspace. Based on these difficulties, we identify a set of awareness r
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Lyakso, Elena, Olga Frolova, and Aleksandr Nikolaev. "VOICE AND SPEECH FEATURES AS A DIAGNOSTIC SYMPTOM." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact074.

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"The study of the peculiarities of speech of children with atypical development is necessary for the development of educational programs, children’s socialization and adaptation in society. The aim of this study is to determine the acoustic features of voice and speech of children with autism spectrum disorders (ASD) as a possible additional diagnostic criterion. The multiplicity of symptomatology, different age of its manifestation, and the presence of a leading symptom complex individually for each child make it difficult to diagnose ASD. To determine the specificity of speech features of AS
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