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Critical autism studies (CAS) is an interdisciplinary research field within autism studies led by autistic people. [1] [2] [3] This field is related to both disability studies and neurodiversity studies. [4] [5] [6] CAS as a discipline is led by autistic academics, and many autistic people engage with the discipline in nonacademic spaces.
With over 40 years of experience working with autistic people, TEACCH methodology continues to evolve, refining its approach. [2] [17] It is a "pioneering" program for assisting with ASD education, research and service delivery for children and adults. [19]
Investigators working on autism-related projects, regardless of their funding source, are strongly encourages to submit any type of autism-related data generated in their laboratories. [10] After extensive consultations with the research community, NDAR has established a two-tiered submission strategy for investigators receiving NIH funding.
Despite the growing diagnosis of autism, which has been estimated to affect more than 2 million children and teens across the country, experts and advocates have bemoaned glaring gaps in services ...
Stories about nonverbal autistic teens rarely galvanize the public imagination. But when one such youth has made the transition in a few short years from having a limited ability to communicate to ...
More recent models attribute autism to neurological and sensory models that are overly worked and subsequently produce the autistic repertoire. Lovaas and Smith (1989) proposed that children with autism have a mismatch between their nervous systems and the environment, [ 149 ] while Bijou and Ghezzi (1999) proposed a behavioral interference ...
Research in Autism Spectrum Disorders is a peer-reviewed medical journal published monthly by Elsevier. It covers applied topics pertaining to autism spectrum disorders. Since the spring of 2023, the editor-in-chief is David Beversdorf (University of Missouri). According to the Journal Citation Reports, in 2012 the journal had an impact factor ...
Higher academic achievement: Mainstreaming has shown to be more academically effective than exclusion practices. [9] For instance, the National Center for Learning Disabilities found that the graduation rate for students with learning disabilities was 70.8% for the 2013-2014 year, [10] although this report does not differentiate between students enrolled in mainstreaming, inclusive, or ...