sameAs
Current trends in psychological research on children with high-functioning autism and Asperger disorderAssessing the minimally verbal school-aged child with autism spectrum disorderInterventions addressing social impairment in autismJoint attention and symbolic play in young children with autism: a randomized controlled intervention studyChildren with autism's response to novel stimuli while participating in interventions targeting joint attention or symbolic play skillsThe Co-Regulation of Emotions Between Mothers and their Children with AutismCommunication interventions for minimally verbal children with autism: a sequential multiple assignment randomized trialTwo to ten years: developmental trajectories of joint attention in children with ASD who received targeted social communication interventions.Development of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism.Early Intervention for Children With Autism Spectrum Disorder Under 3 Years of Age: Recommendations for Practice and Research.Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism.New directions in behavioral treatment of autism spectrum disorders.The association between parental interaction style and children's joint engagement in families with toddlers with autism.Play and joint attention of children with autism in the preschool special education classroom.Social involvement of children with autism spectrum disorders in elementary school classrooms.Exploring the social impact of being a typical peer model for included children with autism spectrum disorderBrief report: longitudinal improvements in the quality of joint attention in preschool children with autismDeveloping an Adaptive Treatment Strategy for Peer-Related Social Skills for Children With Autism Spectrum Disorders.Caregiver-mediated intervention for low-resourced preschoolers with autism: an RCTPreschool based JASPER intervention in minimally verbal children with autism: pilot RCTThe peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD.Social networks and friendships at school: comparing children with and without ASD.Assessing change in early intervention programs for children with autism.Randomized controlled trial of parental responsiveness intervention for toddlers at high risk for autism.Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders.Parents' Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal.Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators.A tangled web: the challenges of implementing an evidence-based social engagement intervention for children with autism in urban public school settings.Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum DisorderLongitudinal follow-up of children with autism receiving targeted interventions on joint attention and playDoes Gender Moderate Core Deficits in ASD? An Investigation into Restricted and Repetitive Behaviors in Girls and Boys with ASDRandomized comparative efficacy study of parent-mediated interventions for toddlers with autism.Examining playground engagement between elementary school children with and without autism spectrum disorder.Increasing Responsive Parent-Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation.Identification of a distinct developmental and behavioral profile in children with Dup15q syndromeSocial network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms.Longitudinal Effects of Adaptive Interventions With a Speech-Generating Device in Minimally Verbal Children With ASDRace, disability, and grade: Social relationships in children with autism spectrum disorders.Minimally verbal school-aged children with autism spectrum disorder: the neglected end of the spectrum.Nonmedical interventions for children with ASD: recommended guidelines and further research needs.
P50
Q22242759-8D18A87E-3D49-41C2-8F87-8C0936686F44Q26822046-7585EC34-75FD-4B3E-933A-E58100590EF6Q26830232-EE71AFAD-38B8-4A9F-B024-0A81B11808CFQ28241267-9E7E5D10-D2C8-4EB4-9EAC-74DBAC98123AQ28253835-1E149B94-79CC-4A4A-8B90-B12F1AEF404EQ29396148-8D3E9B98-11DD-49CC-AB9C-B9846F6D16DDQ30410320-2E2161A8-5B61-42AA-B2B1-6C5908CF42BAQ33677466-7BCDB08B-7929-41E4-BC2A-1D8576ACB0F9Q33824392-1556CCAD-349E-4377-A325-760BAB626D75Q34045057-92487115-C6D9-4BB0-86DE-E3117E4BAF84Q34070143-F9ABB9CB-B535-449D-A160-A8F758C25EB0Q34099159-7AA02587-2356-4E06-8827-FFEBB37A689DQ34225125-BAB8B4D0-5465-419C-B5DF-1945ADB3CEFDQ34255768-839BD931-BE89-4401-8E37-82FD293CE197Q34268401-39D807CF-A1A3-4494-AE15-C917CF0DDC4CQ34302827-DB0B8B1A-588E-40B2-ACA1-3308E52FB013Q34324417-0190863B-5CAF-44CC-B6A8-5268C6767CE4Q34424640-803F6996-363C-4F20-86A4-58B8B22844FEQ34426237-B0AAFA74-5586-4D7C-AAC1-0AD0E7881064Q34465681-3FBF4AF6-0347-45B1-9351-4031F16132F4Q34724905-24C577DF-43FC-4E7E-A37D-AC3B96B0A407Q34792503-CFFCA7F9-75A3-41B8-8D8E-0365A1639F92Q35015489-18C11C3C-10C5-43CF-B463-A42E5D3FB7B2Q35166580-9A45BE15-B8AB-48CA-B0D2-1400FF37AED8Q35616137-ECA1923B-ACE9-4D26-B122-DDD1CBC8353CQ35642239-2407FB73-0B72-4D4E-8F56-1BED135C5284Q35789081-BF508399-69ED-44BD-98C5-FF3F16586DA5Q35793111-A4A5121E-BF57-41C9-9403-D8DC6E666EACQ35884090-C8E11756-D57C-4022-A36D-E61523E11097Q35917257-5B9AA4F4-3E0B-4EB8-AFC0-FB27FE00EE3DQ36173612-54DD433B-7EA3-4570-9717-B2B4F8300538Q36584841-6AAF7122-E8DD-4D00-B894-B4D3378FF8C3Q36653837-B0D798C4-A7A6-4B4B-AB7F-81A5AEA9861AQ36784385-EEFF2D27-44E4-408F-888B-45FB9126C89BQ36876026-F3DC1341-AE4F-4B14-B5EC-B83312F66254Q37029827-AB2EEC4C-13CB-41E9-9793-20DD59D986F4Q37059133-581C6D67-059B-4B80-948A-132799F78822Q37246315-3618E778-8545-4972-93AA-596A7ECA6A25Q37407560-7D5989D2-9F17-4168-872B-0C1BED12A417Q38057177-1ADCE8E5-C990-40A4-900B-F63AB4223AAB
P50
description
researcher ORCID ID = 0000-0003-2266-170X
@en
wetenschapper
@nl
name
Connie Kasari
@ast
Connie Kasari
@en
Connie Kasari
@es
Connie Kasari
@nl
type
label
Connie Kasari
@ast
Connie Kasari
@en
Connie Kasari
@es
Connie Kasari
@nl
prefLabel
Connie Kasari
@ast
Connie Kasari
@en
Connie Kasari
@es
Connie Kasari
@nl
P106
P21
P31
P496
0000-0003-2266-170X