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It has been suggested that quantitative measures of differential hand skill or reaching preference may provide more valid measures than traditional...
Elucidating the underlying nature of the disorder(s) is a crucial step towards tailoring intervention to the biological and cognitive makeup of each individual.
We suggest that 37 weeks' gestation may not be the optimal cutoff for defining perinatal risk as it applies to behavioural development.
This research explored the relationship between the broader autism phenotype (BAP) among parents, an index of genetic liability for ASD, and proband...
We tested whether maternal vitamin D insufficiency during pregnancy is related to the autism phenotype.
Antenatal testosterone exposure influences fetal neurodevelopment and gender-role behavior in postnatal life and may contribute to differences in...
Little is known about how or when language and visuospatial processing lateralise in the brain, and if individual differences in lateralisation are related to early language or visuospatial abilities. We explored if patterns of language and visuospatial lateralisation are related to cognitive skills in young children.
While parenting self-efficacy and broader autism phenotype (BAP) have been linked to caregiver depression, anxiety and stress at specific points in time, their influence on longer-term mental health trajectories remains unknown, especially for caregivers who participate in support programs for their infants with very-early autistic features.
Early life nutrition is associated with child behaviour; however, the interplay with genetic vulnerability is understudied. We hypothesised that psychiatric genetic risk interacted with early nutrition to predict behavioural problems in childhood and adolescence.
Despite decades of research, misconceptions about developmental dyslexia remain widespread among those responsible for identifying and supporting affected children. Identifying the nature and persistence of these beliefs is essential to improving practice and policy. We conducted a scoping review to map the understanding of developmental dyslexia among teachers, parents and clinicians by identifying their beliefs about its features and interventions.