首页 > 最新文献

Journal of Autism and Developmental Disorders最新文献

英文 中文
Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children. 严厉的父母教养与自闭症儿童情感和行为困难的轨迹。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-11-04 DOI: 10.1007/s10803-023-06167-4
Georgia Cronshaw, Emily Midouhas

Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study sought to investigate the association between harsh parenting (smacking, shouting, telling off) and the trajectories of emotional and behavioural difficulties in autistic children from ages 3 to 7. A sample comprising of 349 autistic children participated from the UK's Millennium Cohort Study. Associations between harsh parenting and child emotional and behavioural difficulties were modelled using multilevel growth curve models. In autistic children, harsh parenting was associated with total emotional and behavioural difficulties and behavioural (but not emotional) problems concurrently. Moreover, harsh parenting was not associated with changes in emotional and behavioural difficulties over time. Harsh parenting may have an important role in externalising problems in young autistic children indicating the need for public health strategies which educate parents on its effects.

与普通人群中的其他儿童相比,自闭症儿童同时出现情绪和行为困难的比率更高。然而,对导致自闭症患者情绪(内在)和行为(外在)困难发展的环境因素知之甚少。这项研究试图调查严厉的育儿方式(拍打、大喊大叫、训斥)与3至7岁自闭症儿童情绪和行为困难轨迹之间的关系。英国千禧年队列研究的349名自闭症儿童参与了一个样本。使用多水平增长曲线模型对严厉的育儿与儿童情绪和行为困难之间的关系进行了建模。在自闭症儿童中,严厉的育儿方式与完全的情绪和行为困难以及行为(但不是情绪)问题同时相关。此外,严厉的育儿方式与情绪和行为困难随时间的变化无关。严厉的育儿方式可能在将自闭症儿童的问题外在化方面发挥着重要作用,这表明需要制定公共卫生策略,教育父母了解其影响。
{"title":"Harsh Parenting and Trajectories of Emotional and Behavioural Difficulties in Autistic Children.","authors":"Georgia Cronshaw, Emily Midouhas","doi":"10.1007/s10803-023-06167-4","DOIUrl":"10.1007/s10803-023-06167-4","url":null,"abstract":"<p><p>Autistic children show higher rates of co-occurring emotional and behavioural difficulties compared to other children in the general population. However, the environmental factors which contribute to the development of emotional (internalising) and behavioural (externalising) difficulties in autistic individuals are poorly understood. This study sought to investigate the association between harsh parenting (smacking, shouting, telling off) and the trajectories of emotional and behavioural difficulties in autistic children from ages 3 to 7. A sample comprising of 349 autistic children participated from the UK's Millennium Cohort Study. Associations between harsh parenting and child emotional and behavioural difficulties were modelled using multilevel growth curve models. In autistic children, harsh parenting was associated with total emotional and behavioural difficulties and behavioural (but not emotional) problems concurrently. Moreover, harsh parenting was not associated with changes in emotional and behavioural difficulties over time. Harsh parenting may have an important role in externalising problems in young autistic children indicating the need for public health strategies which educate parents on its effects.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4637-4649"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11549161/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration. 种族和实际障碍诊断和治疗服务的黑人家庭自闭症青年:混合方法的探索。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-12-01 DOI: 10.1007/s10803-023-06166-5
Harlee Onovbiona, Lauren Quetsch, Rebecca Bradley

The present study explored the role race-related barriers and practical barriers to treatment participation play in treatment effectiveness and satisfaction among Black families with autistic youth using a mixed-method approach. In a sample of Black caregivers with autistic youth (N = 101), multiple regressions were conducted to examine the impact of reported racial and practical barriers on parental stress, treatment effectiveness, and treatment satisfaction. Caregivers provided further narratives on their experience navigating diagnostic and treatment services in qualitative interviews. The study demonstrated that Black caregivers of autistic youth are still encountering several racial and logistical barriers when seeking treatment and diagnostic services for their children. These barriers negatively impact caregiver stress and caregiver perceived treatment quality. Contrary to the barriers and stress experienced by Black caregivers, caregivers are generally satisfied with the treatments they are utilizing and find them helpful. The narratives told by caregivers further elucidate the tumultuous experiences of Black caregivers as they seek diagnostic and treatment services for their children. An experience that may be worsened by family, professional, and systemic barriers, and can be improved by advocacy, acceptance, peer and community support, and increased knowledge. Black families of autistic youth call for increased compassion, support, training, and humility among professionals who serve autistic youth.

本研究采用混合方法探讨了种族相关障碍和实际障碍对黑人自闭症青少年家庭治疗效果和满意度的影响。在黑人照顾者与自闭症青少年(N = 101)的样本中,我们进行了多元回归来检验报告的种族和实际障碍对父母压力、治疗效果和治疗满意度的影响。护理人员在定性访谈中进一步叙述了他们在诊断和治疗服务方面的经验。研究表明,照顾自闭症青少年的黑人在为他们的孩子寻求治疗和诊断服务时,仍然会遇到一些种族和后勤障碍。这些障碍对照顾者压力和照顾者感知的治疗质量产生负面影响。与黑人照顾者所经历的障碍和压力相反,照顾者通常对他们正在使用的治疗感到满意,并发现它们很有帮助。护理人员讲述的故事进一步阐明了黑人护理人员在为孩子寻求诊断和治疗服务时的混乱经历。这种经历可能会因家庭、专业和系统障碍而恶化,但可以通过宣传、接受、同伴和社区支持以及增加知识来改善。有自闭症青少年的黑人家庭呼吁为自闭症青少年服务的专业人士增加同情、支持、培训和谦逊。
{"title":"Racial and Practical Barriers to Diagnostic and Treatment Services for Black Families of Autistic Youth: A Mixed-Method Exploration.","authors":"Harlee Onovbiona, Lauren Quetsch, Rebecca Bradley","doi":"10.1007/s10803-023-06166-5","DOIUrl":"10.1007/s10803-023-06166-5","url":null,"abstract":"<p><p>The present study explored the role race-related barriers and practical barriers to treatment participation play in treatment effectiveness and satisfaction among Black families with autistic youth using a mixed-method approach. In a sample of Black caregivers with autistic youth (N = 101), multiple regressions were conducted to examine the impact of reported racial and practical barriers on parental stress, treatment effectiveness, and treatment satisfaction. Caregivers provided further narratives on their experience navigating diagnostic and treatment services in qualitative interviews. The study demonstrated that Black caregivers of autistic youth are still encountering several racial and logistical barriers when seeking treatment and diagnostic services for their children. These barriers negatively impact caregiver stress and caregiver perceived treatment quality. Contrary to the barriers and stress experienced by Black caregivers, caregivers are generally satisfied with the treatments they are utilizing and find them helpful. The narratives told by caregivers further elucidate the tumultuous experiences of Black caregivers as they seek diagnostic and treatment services for their children. An experience that may be worsened by family, professional, and systemic barriers, and can be improved by advocacy, acceptance, peer and community support, and increased knowledge. Black families of autistic youth call for increased compassion, support, training, and humility among professionals who serve autistic youth.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4465-4480"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138459992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Alert Child to Sleepy Adolescent: Age Trends in Chronotype, Social Jetlag, and Sleep Problems in Youth with Autism. 从警觉的儿童到困倦的青少年:自闭症青少年的睡眠类型、社会时差和睡眠问题的年龄趋势。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-11-28 DOI: 10.1007/s10803-023-06187-0
Briana J Taylor, Kahsi A Pedersen, Carla A Mazefsky, Martine A Lamy, Charles F Reynolds, William R Strathmann, Matthew Siegel

Purpose: Developmental changes in sleep in youth with autism spectrum disorder (ASD) are understudied. In non-ASD youth, adolescents exhibit a "night owl chronotype" (i.e., later sleep/wake timing) and social jetlag (i.e., shifts in sleep timing across school nights and weekends), with corresponding sleep problems. The purpose of this study is to evaluate age trends in chronotype, social jetlag, and sleep problems in high-risk youth with ASD.

Methods: Youth with ASD (N = 171), ages 5-21 years old, were enrolled at the time of admission to specialized psychiatric units. Caregivers reported children's demographic information, habitual sleep timing, and sleep problems. Multivariate analyses evaluated the effect of age on chronotype, social jetlag, and sleep problems and the effects of chronotype and social jetlag on sleep problems. Covariates and moderators included sex, race, verbal ability, autism symptom severity, supplemental melatonin, and pubertal status.

Results: Older age was associated with later chronotype, more social jetlag, fewer sleep anxiety/co-sleeping problems, fewer night waking and parasomnia problems, and more daytime alertness problems. The effect of age on chronotype was stronger for youth with greater social affective symptom severity. Mediation analyses showed that later chronotype statistically mediated the association between age and daytime alertness problems.

Conclusions: Youth with ASD may exhibit night owl chronotype behavior and social jetlag as they enter adolescence. Shifts toward a later chronotype may be exacerbated by autism severity and may contribute to alertness problems and sleepiness during the day. Chronotype is modifiable and may be leveraged to improve daytime functioning in youth with ASD.

目的:对青少年自闭症谱系障碍(ASD)的睡眠发育变化进行研究。在非asd青少年中,青少年表现出“夜猫子型”(即晚睡/晚醒时间)和社交时差(即在学校晚上和周末的睡眠时间变化),并伴有相应的睡眠问题。本研究的目的是评估高危青少年自闭症患者的睡眠类型、社会时差和睡眠问题的年龄趋势。方法:171例5-21岁的青少年ASD患者在入院时被纳入专门的精神科。照顾者报告了儿童的人口统计信息、习惯性睡眠时间和睡眠问题。多变量分析评估了年龄对睡眠类型、社会时差和睡眠问题的影响,以及睡眠类型和社会时差对睡眠问题的影响。协变量和调节因素包括性别、种族、语言能力、自闭症症状严重程度、补充褪黑激素和青春期状态。结果:年龄越大,睡眠类型越晚,社交时差越多,睡眠焦虑/共睡问题越少,夜间醒来和睡眠异常问题越少,白天警觉性问题越多。年龄对时间型的影响在社会情感症状严重程度较高的青少年中更为明显。中介分析显示,较晚的时间类型在统计上介导了年龄与白天警觉性问题之间的关联。结论:患有自闭症的青少年在进入青春期后可能会表现出夜猫子的时间型行为和社会时差。自闭症的严重程度可能会加剧向晚睡型的转变,并可能导致白天的警觉性问题和嗜睡。睡眠类型是可以改变的,可以用来改善青少年ASD患者的日间功能。
{"title":"From Alert Child to Sleepy Adolescent: Age Trends in Chronotype, Social Jetlag, and Sleep Problems in Youth with Autism.","authors":"Briana J Taylor, Kahsi A Pedersen, Carla A Mazefsky, Martine A Lamy, Charles F Reynolds, William R Strathmann, Matthew Siegel","doi":"10.1007/s10803-023-06187-0","DOIUrl":"10.1007/s10803-023-06187-0","url":null,"abstract":"<p><strong>Purpose: </strong>Developmental changes in sleep in youth with autism spectrum disorder (ASD) are understudied. In non-ASD youth, adolescents exhibit a \"night owl chronotype\" (i.e., later sleep/wake timing) and social jetlag (i.e., shifts in sleep timing across school nights and weekends), with corresponding sleep problems. The purpose of this study is to evaluate age trends in chronotype, social jetlag, and sleep problems in high-risk youth with ASD.</p><p><strong>Methods: </strong>Youth with ASD (N = 171), ages 5-21 years old, were enrolled at the time of admission to specialized psychiatric units. Caregivers reported children's demographic information, habitual sleep timing, and sleep problems. Multivariate analyses evaluated the effect of age on chronotype, social jetlag, and sleep problems and the effects of chronotype and social jetlag on sleep problems. Covariates and moderators included sex, race, verbal ability, autism symptom severity, supplemental melatonin, and pubertal status.</p><p><strong>Results: </strong>Older age was associated with later chronotype, more social jetlag, fewer sleep anxiety/co-sleeping problems, fewer night waking and parasomnia problems, and more daytime alertness problems. The effect of age on chronotype was stronger for youth with greater social affective symptom severity. Mediation analyses showed that later chronotype statistically mediated the association between age and daytime alertness problems.</p><p><strong>Conclusions: </strong>Youth with ASD may exhibit night owl chronotype behavior and social jetlag as they enter adolescence. Shifts toward a later chronotype may be exacerbated by autism severity and may contribute to alertness problems and sleepiness during the day. Chronotype is modifiable and may be leveraged to improve daytime functioning in youth with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4529-4539"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11215932/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder. 在适应性共享阅读中提高词汇和听力理解:对患有自闭症谱系障碍的学龄前儿童的干预。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-10-05 DOI: 10.1007/s10803-023-06149-6
Emre Laçin

Purpose: This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.

Methods: A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.

Results: Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.

Conclusion: The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.

目的:本研究考察了ASD儿童通过适应性共享阅读在词汇和听力技能方面的改善。它还调查了这种增加对新书和社会有效性的推广效应。方法:采用多探针跨参与者设计,研究ASR(适应性共享阅读)对自闭症谱系障碍(ASD)幼儿词汇和听力理解技能的影响。参与者是在土耳其一所学前特殊教育机构学习的被诊断为自闭症谱系障碍的讲土耳其语的儿童。研究人员使用视觉分析方法分析了从基线、干预、概括和掌握阶段获得的数据。结果:经过干预,三名参与的儿童的词汇量和听力理解能力都逐渐提高。研究结果表明,患有自闭症谱系障碍的幼儿可以在支持下参与共享阅读干预并从中受益。结论:自适应共享阅读法(ASR)是提高幼儿ASD词汇和听力理解能力的有效方法。
{"title":"Increasing Vocabulary and Listening Comprehension During Adapted Shared Reading: An Intervention for Preschoolers with Autism Spectrum Disorder.","authors":"Emre Laçin","doi":"10.1007/s10803-023-06149-6","DOIUrl":"10.1007/s10803-023-06149-6","url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the improvement in vocabulary and listening skills of children with ASD through adapted shared reading. It also investigated the generalisation effect of this increase to new books and social validity.</p><p><strong>Methods: </strong>A multiple probe across participants design was used to investigate the effect of ASR (adapted shared reading) on the vocabulary and listening comprehension skills of young children with autism spectrum disorder (ASD). The participants were Turkish-speaking children diagnosed with ASD attending a preschool special education institution in Turkey. The researcher analysed the data obtained from the baseline, intervention, generalization and mastery phases using the visual analysis method.</p><p><strong>Results: </strong>Following the intervention, all three participating children gradually improved their vocabulary and listening comprehension skills. The findings suggest that young children with ASD can participate in and benefit from shared reading interventions with support.</p><p><strong>Conclusion: </strong>The adapted shared reading method (ASR) is an effective method for increasing the vocabulary and listening comprehension skills of young children with ASD.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4376-4393"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41131516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Does Having a Sibling Affect Autistic People's Empathy? 有兄弟姐妹会影响自闭症患者的同理心吗?
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-11-07 DOI: 10.1007/s10803-023-06153-w
Yonat Rum, Ofer Golan, Carrie Allison, Paula Smith, Simon R White, Simon Baron-Cohen

This study examined whether autistic people with siblings score higher on measures of empathy than those without siblings. Cohorts of autistic children (n = 939; mean age = 7.35 years (SD = 2.15)) and autistic adults (n = 736; mean age = 37 years (SD = 12.39)) from the Cambridge Autism Research Database (CARD) were each divided into two groups: with or without siblings. Empathy was measured using the children version of the Empathy Quotient (EQ) (parent-report) for children. For adults, the EQ (self-report version) and the Reading the Mind in the Eyes Test (RMET) were used. Contrary to the hypothesis, autistic children without siblings scored higher on EQ than those with siblings (t(283.70) = 4.20, p < .001; d = 0.50). In adults, there was no difference between autistic adults with and without siblings on both measures, but there was an interaction effect between sex and group on the RMET (f(1732) = 4.10, p = 0.04): whilst autistic males without siblings on average scored lower than females, autistic males with siblings on average performed similarly to females. Future research should investigate the possible effect of siblings on autistic males' empathy performance in a larger cohort of autistic individuals. Children's empathic abilities may be underestimated by their parents when they have siblings due to a contrast effect.

这项研究调查了有兄弟姐妹的自闭症患者在移情测量方面是否比没有兄弟姐妹的人得分更高。自闭症儿童(n = 939;平均年龄 = 7.35年(SD = 2.15))和自闭症成年人(n = 736;平均年龄 = 37年(SD = 12.39))被分为两组:有兄弟姐妹或没有兄弟姐妹。移情是使用儿童版的移情商(EQ)(家长报告)来测量的。对于成年人,使用EQ(自我报告版)和阅读眼睛中的想法测试(RMET)。与假设相反,没有兄弟姐妹的自闭症儿童的情商得分高于有兄弟姐妹的儿童(t(283.70) = 第4.20页 (1732) = 4.10,p = 0.04):虽然没有兄弟姐妹的自闭症男性的平均得分低于女性,但有兄弟姐妹的孤独症男性的平均表现与女性相似。未来的研究应该在更多的自闭症患者中调查兄弟姐妹对自闭症男性移情表现的可能影响。当孩子有兄弟姐妹时,由于对比效应,他们的父母可能会低估孩子的移情能力。
{"title":"Does Having a Sibling Affect Autistic People's Empathy?","authors":"Yonat Rum, Ofer Golan, Carrie Allison, Paula Smith, Simon R White, Simon Baron-Cohen","doi":"10.1007/s10803-023-06153-w","DOIUrl":"10.1007/s10803-023-06153-w","url":null,"abstract":"<p><p>This study examined whether autistic people with siblings score higher on measures of empathy than those without siblings. Cohorts of autistic children (n = 939; mean age = 7.35 years (SD = 2.15)) and autistic adults (n = 736; mean age = 37 years (SD = 12.39)) from the Cambridge Autism Research Database (CARD) were each divided into two groups: with or without siblings. Empathy was measured using the children version of the Empathy Quotient (EQ) (parent-report) for children. For adults, the EQ (self-report version) and the Reading the Mind in the Eyes Test (RMET) were used. Contrary to the hypothesis, autistic children without siblings scored higher on EQ than those with siblings (t<sub>(283.70)</sub> = 4.20, p < .001; d = 0.50). In adults, there was no difference between autistic adults with and without siblings on both measures, but there was an interaction effect between sex and group on the RMET (f<sub>(1732)</sub> = 4.10, p = 0.04): whilst autistic males without siblings on average scored lower than females, autistic males with siblings on average performed similarly to females. Future research should investigate the possible effect of siblings on autistic males' empathy performance in a larger cohort of autistic individuals. Children's empathic abilities may be underestimated by their parents when they have siblings due to a contrast effect.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4650-4660"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11549165/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71481842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism. 机器人技术在自闭症儿童社交情绪学习中的应用综述。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-11-28 DOI: 10.1007/s10803-023-06193-2
Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng

This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.

本综述综合了目前在促进自闭症谱系障碍儿童社交情感学习的机器人技术方面的研究。它检查机器人技术的类型所采用的,他们的应用,并在现有文献的差距。我们的范围评价遵循了系统评价和荟萃分析(PRISMA)报告指南的首选报告项目。对相关数据库的系统搜索使我们能够确定使用机器人技术培养自闭症儿童社交、情感和认知技能的研究。我们的研究表明,各种各样的机器人,如Nao、Kaspar和Zeno,已经被用来通过模仿游戏、轮流、共同注意、情感识别和对话来支持社交和情感技能的发展。由于这些研究大多是在临床环境中进行的,因此需要在课堂和社区环境中进行进一步的研究。此外,文献呼吁进行更多高质量的纵向研究,以评估机器人辅助治疗的长期有效性和可持续性,并评估适合个人需求的适应性和个性化干预措施。建议更多地强调教育工作者、家长和卫生专业人员的专业发展,将机器人技术作为基于证据的干预措施,作为为自闭症儿童创造包容性学习环境的途径。
{"title":"A Scoping Review of the Use of Robotics Technologies for Supporting Social-Emotional Learning in Children with Autism.","authors":"Sarika Kewalramani, Kelly-Ann Allen, Erin Leif, Andrea Ng","doi":"10.1007/s10803-023-06193-2","DOIUrl":"10.1007/s10803-023-06193-2","url":null,"abstract":"<p><p>This scoping review synthesises the current research into robotics technologies for promoting social-emotional learning in children with autism spectrum disorder. It examines the types of robotics technologies employed, their applications, and the gaps in the existing literature. Our scoping review adhered to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) reporting guidelines. The systematic search of relevant databases allowed us to identify studies that use robotics technologies for fostering social, emotional, and cognitive skills in young children with autism. Our review has revealed that various robots, such as Nao, Kaspar, and Zeno, have been used to support the development of social and emotional skills through imitation games, turn-taking, joint attention, emotional recognition, and conversation. As most of these studies were conducted in clinical settings, there is a need for further research in classroom and community-based environments. Additionally, the literature calls for more high-quality longitudinal studies to assess the long-term effectiveness and sustainability of robot-assisted therapy and to assess adaptive and personalised interventions tailored to individual needs. More emphasis is recommended on professional development for educators, parents, and health professionals to incorporate robotics technologies as evidence-based interventions as a pathway for creating inclusive learning environments for children with autism.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4481-4495"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138451557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder. 大流行前的执行功能保护有和没有自闭症谱系障碍的儿童免受大流行焦虑。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-12-01 Epub Date: 2023-12-01 DOI: 10.1007/s10803-023-06175-4
Celia Romero, Lauren Kupis, Zachary T Goodman, Bryce Dirks, Adriana Baez, Amy L Beaumont, Sandra M Cardona, Meaghan V Parlade, Michael Alessandri, Jason S Nomi, Lynn K Perry, Lucina Q Uddin

The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.

2019冠状病毒病大流行可能加剧了自闭症谱系障碍(ASD)儿童的抑郁、焦虑和执行功能困难。EF技能与心理健康结果呈正相关。在这里,我们通过将大流行前EF评估与大流行几个月后的焦虑和抑郁症状联系起来,探讨了有和没有ASD的儿童对大流行反应的社会心理影响。我们发现,通过执行功能行为评定量表(behavioral Rating Inventory of Executive Function)测量的大流行前抑制和转移困难预示着更高的焦虑症状风险。这些发现对于促进社区康复和最大限度地做好临床准备,以支持面临不良心理社会后果风险增加的儿童至关重要。
{"title":"Pre-pandemic Executive Function Protects Against Pandemic Anxiety in Children with and Without Autism Spectrum Disorder.","authors":"Celia Romero, Lauren Kupis, Zachary T Goodman, Bryce Dirks, Adriana Baez, Amy L Beaumont, Sandra M Cardona, Meaghan V Parlade, Michael Alessandri, Jason S Nomi, Lynn K Perry, Lucina Q Uddin","doi":"10.1007/s10803-023-06175-4","DOIUrl":"10.1007/s10803-023-06175-4","url":null,"abstract":"<p><p>The COVID-19 pandemic may have exacerbated depression, anxiety, and executive function (EF) difficulties in children with autism spectrum disorder (ASD). EF skills have been positively associated with mental health outcomes. Here, we probed the psychosocial impacts of pandemic responses in children with and without ASD by relating pre-pandemic EF assessments with anxiety and depression symptoms several months into the pandemic. We found that pre-pandemic inhibition and shifting difficulties, measured by the Behavior Rating Inventory of Executive Function, predicted higher risk of anxiety symptoms. These findings are critical for promoting community recovery and maximizing clinical preparedness to support children at increased risk for adverse psychosocial outcomes.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":"4610-4623"},"PeriodicalIF":3.2,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138459991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support. 孤独症儿童照顾者的附属污名体验与抑郁症状:社会支持的调节作用。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-29 DOI: 10.1007/s10803-024-06655-1
Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley

Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual's association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child's autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client's depression.

照顾自闭症儿童的人往往会感到耻辱,这可能导致有害的心理健康后果。附属耻辱感是由于个体与被耻辱感者的联系而产生的耻辱感的内化和心理反应。社会支持已被证明调解特殊需要儿童照顾者的附属耻辱和抑郁之间的关系。然而,关于社会支持作为自闭症儿童这种关系的调节因素的研究尚未完成。我们研究了附属污名、社会支持和抑郁之间的关系,以及社会支持的调节作用。通过在线问卷调查,110名自闭症儿童的照顾者报告了他们孩子的自闭症特征、附属耻辱、感知到的社会支持和抑郁症状。一个温和的回归运行,以确定是否社会支持显著影响关联耻辱和抑郁症之间的关联。附属污名与抑郁症状呈正相关,社会支持与抑郁症状负相关。社会支持对附属病耻感与抑郁症状关系的调节作用不显著。在将社会支持变量分为家庭、重要他人和朋友亚组后,没有发现额外的显著调节因子。这是第一个在北美调查亲缘耻辱感的研究之一,它表明亲缘耻辱感不仅存在于自闭症儿童的父母身上,而且与抑郁症有着显著的联系。与这些父母一起工作的临床医生可能会专注于克服附属耻辱,以潜在地改善他们的客户的抑郁症。
{"title":"Experiences of Affiliate Stigma and Depressive Symptoms in Caregivers of Autistic Children: The Moderating Effect of Social Support.","authors":"Kayla Gordon, Melissa Susko, Laura de la Roche, Elizabeth Kelley","doi":"10.1007/s10803-024-06655-1","DOIUrl":"https://doi.org/10.1007/s10803-024-06655-1","url":null,"abstract":"<p><p>Caregivers with an autistic child often experience stigma, which can lead to detrimental mental health consequences. Affiliate stigma is the internalization of, and psychological responses to, stigma experienced due to an individual's association with a person who is stigmatized. Social support has been shown to mediate the relationship between affiliate stigma and depression in caregivers of special needs children. However, research on social support as a moderator of this relationship in autistic children has not been completed. We examined the associations between affiliate stigma, social support, and depression as well as the moderating role of social support. Using online questionnaires, 110 caregivers of autistic children reported their child's autistic traits, affiliate stigma, perceived social support and depressive symptoms. A moderated regression was run to determine if social support significantly impacted the association between affiliate stigma and depression. Affiliate stigma was positively associated with depressive symptoms and social support was negatively associated with depressive symptoms. The moderating effect of social support on the relationship between affiliate stigma and depressive symptoms was not significant. Upon separating the social support variable into family, significant other, and friend subgroups, no additional significant moderators were found. This is one of the first studies to investigate affiliate stigma in North America and demonstrates that affiliate stigma is not only experienced by parents of autistic children but is significantly associated with depression. Clinicians working with these parents might focus on overcoming affiliate stigma to potentially ameliorate their client's depression.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children. 自闭症与非自闭症儿童自我报告的多维性别认同。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-29 DOI: 10.1007/s10803-024-06667-x
Jacqueline C S To, Marshall M C Hui, Karson T F Kung

Absract: PURPOSE: The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing "wish to be of the opposite sex" was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures.

Methods: Using self-reported multidimensional measures, the present study assessed gender identity in autistic and non-autistic children aged 4 to 11 years (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls). Child-friendly measures were used to assess own-gender similarity, other-gender similarity, gender contentedness, and wish to be of the other gender. Vocabulary and non-verbal reasoning were also assessed.

Results: Based on descriptive statistics, compared with non-autistic boys, autistic boys showed increased gender identity variance across all four dimensions (lower own-gender similarity, higher other-gender similarity, lower gender contentedness, greater wish to be of the other gender). These group differences between autistic and non-autistic boys were medium and statistically significant for three of the four dimensions and small-to-medium and marginally significant for the remaining dimension. Autistic girls and non-autistic girls did not show consistent or significant differences in gender identity. There were no differences between the autistic and non-autistic groups in vocabulary or non-verbal reasoning in either boys or girls.

Conclusion: Gender identity variance may emerge early in development in autistic individuals, but the trajectory may differ for boys and girls.

摘要:目的:以往的几项评估青少年自闭症个体性别认同的研究大多包括儿童和青少年参与者,严重依赖父母报告的测量方法,结果好坏参半。在大多数研究中使用了来自儿童行为检查表中评估“希望成为异性”的单一家长报告项目。之前只有一项研究专门针对儿童,但该研究采用了家长报告的方法。方法:采用自我报告的多维度测量方法,对4 ~ 11岁自闭症和非自闭症儿童(30名自闭症男孩,35名非自闭症男孩,20名自闭症女孩,35名非自闭症女孩)的性别认同进行评估。儿童友好措施被用来评估自己的性别相似性,其他性别相似性,性别满足感,并希望成为另一个性别。词汇和非语言推理也被评估。结果:基于描述性统计,与非自闭症男孩相比,自闭症男孩在所有四个维度上的性别认同差异都有所增加(自身性别相似度较低,其他性别相似度较高,性别满足感较低,希望成为异性)。自闭症和非自闭症男孩之间的组间差异在四个维度中的三个维度上具有中等统计学意义,在其余维度上具有中小统计学意义。自闭症女孩和非自闭症女孩在性别认同上没有一致或显著的差异。自闭症组和非自闭症组在男孩和女孩的词汇和非语言推理方面没有差异。结论:性别认同差异可能在自闭症早期出现,但男孩和女孩的发展轨迹可能不同。
{"title":"Self-Reported Multidimensional Gender Identity in Autistic and Non-Autistic Children.","authors":"Jacqueline C S To, Marshall M C Hui, Karson T F Kung","doi":"10.1007/s10803-024-06667-x","DOIUrl":"https://doi.org/10.1007/s10803-024-06667-x","url":null,"abstract":"<p><strong>Absract: </strong>PURPOSE: The several prior studies assessing gender identity in young autistic individuals mostly included a mix of child and adolescent participants, heavily relied on parent-reported measures, and yielded mixed findings. A single parent-reported item from the Child Behavior Checklist assessing \"wish to be of the opposite sex\" was employed in most of these studies. Only one prior study focused specifically on children, but that study employed parent-reported measures.</p><p><strong>Methods: </strong>Using self-reported multidimensional measures, the present study assessed gender identity in autistic and non-autistic children aged 4 to 11 years (30 autistic boys, 35 non-autistic boys, 20 autistic girls, 35 non-autistic girls). Child-friendly measures were used to assess own-gender similarity, other-gender similarity, gender contentedness, and wish to be of the other gender. Vocabulary and non-verbal reasoning were also assessed.</p><p><strong>Results: </strong>Based on descriptive statistics, compared with non-autistic boys, autistic boys showed increased gender identity variance across all four dimensions (lower own-gender similarity, higher other-gender similarity, lower gender contentedness, greater wish to be of the other gender). These group differences between autistic and non-autistic boys were medium and statistically significant for three of the four dimensions and small-to-medium and marginally significant for the remaining dimension. Autistic girls and non-autistic girls did not show consistent or significant differences in gender identity. There were no differences between the autistic and non-autistic groups in vocabulary or non-verbal reasoning in either boys or girls.</p><p><strong>Conclusion: </strong>Gender identity variance may emerge early in development in autistic individuals, but the trajectory may differ for boys and girls.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142750390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children. 不同文化和语言背景的自闭症儿童的发育和功能结果。
IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL Pub Date : 2024-11-27 DOI: 10.1007/s10803-024-06654-2
Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi

Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.

儿童通常通过关注他人来学习。自闭症的特征可能会影响儿童获得对早期学习至关重要的社会刺激,从而增加儿童出现学习障碍的可能性。最近的报告强调,来自少数民族背景的自闭症儿童并发智力障碍的可能性更高。本研究旨在首先证实早期自闭症特征与较低的发育商数同时存在并具有前瞻性关联,其次研究文化和语言多样性(CALD)自闭症儿童和非文化和语言多样性自闭症儿童在接受为期一年的基于小组的丹佛早期启蒙教育模式(G-ESDM)后在发育和功能方面取得的进步。为实现研究目标,我们利用了 114 名非 CALD 和 91 名 CALD 自闭症学龄前儿童接受 G-ESDM 的二手数据。儿童在接受服务时接受了自闭症诊断观察表(ADOS)的测试。在进入服务机构时(时间 1)和 12 个月后(时间 2),分别进行了穆伦早期学习量表和文兰适应行为量表-II 的测试。虽然没有发现自闭症特质与发育商数(DQ)同时存在关联,但在第一阶段的 ADOS 分数和第二阶段的发育商数之间发现了显著的前瞻性关联,在控制了第一阶段的发育商数后,两组儿童的前瞻性关联仍然存在。经过一年的早期治疗,自闭症儿童在认知和功能行为方面取得了明显的进步,两组之间没有差异。研究结果表明,自闭症幼儿在早期发育方面取得了显著的进步,这也丰富了对来自 CALD 社区的自闭症儿童的发育和功能结果的研究。
{"title":"Developmental and Functional Outcomes Amongst Culturally and Linguistically Diverse Autistic Children.","authors":"Zehra Al Fahdawi, Cheryl Dissanayake, Ifrah Abdullahi","doi":"10.1007/s10803-024-06654-2","DOIUrl":"https://doi.org/10.1007/s10803-024-06654-2","url":null,"abstract":"<p><p>Children typically learn by attending to other people. Autism traits may impact access to social stimuli fundamental to early learning, increasing children's likelihood of a learning disability. Recent reports have highlighted that Autistic children from minority backgrounds have a higher likelihood of co-occurring intellectual disability. This study aimed to firstly confirm that early autism traits are concurrently and prospectively associated with lower developmental quotients, and secondly to examine the developmental and functional gains in Culturally and Linguistically Diverse (CALD) and non-CALD Autistic children following one year of Group-based Early Start Denver Model (G-ESDM). Secondary data on 114 non-CALD and 91 CALD Autistic preschoolers receiving the G-ESDM was utilised to address the study aims. Children were administered the Autism Diagnostic Observation Schedule (ADOS) at entry into the service. The Mullen Scales of Early Learning and the Vineland Adaptive Behaviour Scales-II were administered at both entry (Time 1) and 12 months later (Time 2). While no concurrent associations were found between autism traits and Developmental Quotient (DQ), significant associations were found prospectively with ADOS scores at Time 1 and DQ at Time 2, holding for both groups after controlling for DQ at Time 1. Autistic children made significant gains in cognition and functional behaviour following one year of early therapy, with no differences between the two groups. The results indicate that young Autistic children make significant gains in early development and add to the sparse research on the developmental and functional outcomes of Autistic children from CALD communities.</p>","PeriodicalId":15148,"journal":{"name":"Journal of Autism and Developmental Disorders","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142728888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Journal of Autism and Developmental Disorders
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1