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New Zealand Autism Spectrum Disorde
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- Page 5 and 6: Whakapüpütia mai ö mänuka kia k
- Page 7 and 8: “I am tired of having to do 100%
- Page 9 and 10: 2.3 Physical well-being............
- Page 11 and 12: References.........................
- Page 13 and 14: Overview “It is common for me and
- Page 15 and 16: Overview Overview Purpose of the Ne
- Page 17 and 18: Overview Overview Preface I was bor
- Page 19 and 20: Overview Overview educational princ
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- Page 23 and 24: Overview Overview Executive summary
- Page 25 and 26: Overview Overview Key recommendatio
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- Page 35 and 36: Overview Overview Part 7 Mäori per
- Page 37 and 38: Overview Overview or to changes in
- Page 39 and 40: Part 1 Diagnosis and initial assess
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- Page 67 and 68: Part 2 Support for individuals, fam
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- Page 91 and 92: Part 3 Education for learners with
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Part 3: Education for learners with
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Part 3: Education for learners with
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Part 3: Education for learners with
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Part 3: Education for learners with
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Part 3: Education for learners with
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Part 4 Treatment and management of
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Part 4: Treatment and management of
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Part 4: Treatment and management of
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Part 4: Treatment and management of
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Part 5 Living in the community “I
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Part 5: Living in the community 5.1
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Part 5: Living in the community •
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Part 5: Living in the community pos
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Part 5: Living in the community •
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Part 5: Living in the community 5.2
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Part 5: Living in the community •
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Part 5: Living in the community all
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Part 5: Living in the community 5.3
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Part 5: Living in the community Vul
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Part 5: Living in the community Pol
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Part 6 Professional learning and de
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Part 6: Professional learning and d
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Part 6: Professional learning and d
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Part 7 Mäori perspectives “You c
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Part 7: Mäori perspectives This pa
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Part 7: Mäori perspectives Results
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Part 7: Mäori perspectives 7.2 Nat
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Part 7: Mäori perspectives Fewer r
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Part 7: Mäori perspectives ASD and
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Part 7: Mäori perspectives be assu
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Part 7: Mäori perspectives It was
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Part 7: Mäori perspectives care se
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Part 8 Pacific peoples’ perspecti
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Part 8: Pacific peoples’ perspect
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Part 8: Pacific peoples’ perspect
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References “It is not wrong to th
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References 29. English A, Essex J.
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References 74. Krug DA, Arick JR. K
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References 128. McCabe P, McCabe E,
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References 180. Dunlap G, Fox L. Su
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References 223. Charlop-Christy MH,
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References 274. Green CJ, Bassett K
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References 320. Paavonen J, Niemine
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References 368. Unger DD, Parent W,
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References 417. Ministry of Health.
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Glossary “It’s like attacking a
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Glossary Asperger syndrome (AS) Ass
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Glossary Cognitive assessment Cogni
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Glossary Discrete trial training (D
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Glossary Facilitated communication
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Glossary Inclusion Inclusive settin
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Glossary Narrative assessment Natur
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Glossary Phenotype Physiotherapy Pi
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Glossary Regional Intellectual Disa
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Glossary Social decision-making str
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Glossary Tuberose sclerosis Typical
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Glossary Tamariki Ora Tapu Te reo M
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Appendices “I am tired of having
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Appendices Consultation The detaile
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Appendices Practice questions and t
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Appendices Where a recommendation i
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Appendices Sue Robertson (leader of
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Appendices Mary Smith Verifier Mini
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Appendices 3. Steering Group Basia
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Appendices 4. Senior Officials Grou
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Appendices Name Position Additional
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Appendices Name Position Additional
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Appendices 2. Expert peer review Th
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Appendices 299.80 Asperger’s Diso
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Appendices Appendix 5:The role of d
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Appendices 2. What population has t
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Appendices Recommendation: Formal b
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Appendices 2. Systematic instructio
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Appendices 5. Functional approach t
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Appendices Play is used as primary
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New Zealand Autism Spectrum Disorde
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Generic name Trade name NZ prescrib
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Generic name Trade name NZ prescrib