Therapies for Children With Autism Spectrum Disorders

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1633. Kalyva E and Avramidis E. Improving Communication between Children with Autism and Their Peers through the “Circle of Friends”: A Small-Scale Intervention Study. Journal of Applied Research in Intellectual Disabilities. 2005 Sep;18(3):253-261. X-3 1634. Kamen S and Skier J. Dental management of the autistic child. Spec Care Dentist. 1985 Jan-Feb;5(1):20-3. X-10 1635. Kamio Y and Toichi M. Memory illusion in high-functioning autism and Asperger’s disorder. J Autism Dev Disord. 2007 May;37(5):867-76. X-2, X-4 1636. Kamps D, Walker D, Maher J, et al. Academic and environmental effects of small group arrangements in classrooms for students with autism and other developmental disabilities. J Autism Dev Disord. 1992 Jun;22(2):277-93. X-10 1637. Kamps DM, Barbetta PM, Leonard BR, et al. Classwide peer tutoring: an integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. J Appl Behav Anal. 1994 Spring;27(1):49-61. X-3, X-10 1638. Kamps DM, Dugan E, Potucek J, et al. Effects of cross-age peer tutoring networks among students with autism and general education students. Journal of Behavioral Education. 1999 Jun;9(2):97-115. X-10 1639. Kamps DM, Dugan EP, Leonard BR, et al. Enhanced small group instruction using choral responding and student interaction for children with autism and developmental disabilities. Am J Ment Retard. 1994 Jul;99(1):60-73. X-10 1640. Kamps DM, Leonard BR, Vernon S, et al. Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. J Appl Behav Anal. 1992 Summer;25(2):281-8. X-10 1641. Kane A, Luiselli JK, Dearborn S, et al. Wearing a Weighted Vest as Intervention for Children with Autism/Pervasive Developmental Disorder: Behavioral Assessment of Stereotypy and Attention to Task. The Scientific Review of Mental Health Practice. 2004 Fal-Win;3(2):19-24. X-3 1642. Kaplan H, Clopton M, Kaplan M, et al. Snoezelen multi-sensory environments: Task engagement and generalization. Research in Developmental Disabilities. 2006 Jul- Aug;27(4):443-455. X-3 1643. Kaplan M, Carmody DP and Gaydos A. Postural orientation modifications in autism in response to ambient lenses. Child Psychiatry Hum Dev. 1996 Winter;27(2):81-91. X-1, X-2, X-3, X-4, X-10 1644. Kaplan M, Edelson SM and Seip JA. Behavioral changes in autistic individuals as a result of wearing ambient transitional prism lenses. Child Psychiatry Hum Dev. 1998 Fall;29(1):65-76. X-10 1645. Kaplan RS and Steele AL. An analysis of music therapy program goals and outcomes for clients with diagnoses on the autism spectrum. J Music Ther. 2005 Spring;42(1):2-19. X- 1 1646. Kapur SO. Infantile autism: Case studies. NIMHANS Journal. 1989 Jan;7(1):87-90. X-3, X-4, X-10 D-114
1647. Karmali I, Greer RD, Nuzzolo-Gomez R, et al. Reducing Palilalia by Presenting Tact Corrections to Young Children with Autism. Analysis of Verbal Behavior Journal Citation: v21 p145-153 2005 Publisher: Association for Behavior Analysis International. 1219 South Park Street, Kalamazoo, MI 49001. Tel: 269-492-9310; Fax: 269-492-9316; e-mail: mail@abainternational.org; Web site: http://www.abainternational.org/TAVB.asp. 2005 Pub Types: Journal Articles; Reports - Research. X-3 1648. Kasa-Hendrickson C and Kluth P. “We Have to Start with Inclusion and Work It Out as We Go”: Purposeful Inclusion for Non-Verbal Students with Autism. International Journal of Whole Schooling. 2005 Oct;2(1):2-14. X-1, X-3, X-4 1649. Kasai K, Hashimoto O, Kawakubo Y, et al. Delayed automatic detection of change in speech sounds in adults with autism: a magnetoencephalographic study. Clin Neurophysiol. 2005 Jul;116(7):1655-64. X-1, X-3, X-4 1650. Kasari C. Assessing change in early intervention programs for children with autism. J Autism Dev Disord. 2002 Oct;32(5):447-61. X-1, X-2, X-3 1651. Kasari C, Chamberlain B and Bauminger N. Social emotions and social relationships: Can children with autism compensate? Burack, Jacob A.; Charman, Tony; Yirmiya, Nurit; Zelazo, Philip R. 2001:(2001). The development of autism: Perspectives from theory and research. (pp. 309-323). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers. xvii, 374. X-1, X-2, X-3, X-4 1652. Kasari C, Freeman SFN and Paparella T. Early intervention in autism: Joint attention and symbolic play. Glidden, Laraine Masters (2001). 2001:International review of research in mental retardation: Autism (vol. 23). (pp. 207-237). San Diego, CA, US: Academic Press. xiii, 312. X-1, X-2, X-3, X-4 1653. Kashinath S, Woods J and Goldstein H. Enhancing generalized teaching strategy use in daily routines by parents of children with autism. J Speech Lang Hear Res. 2006 Jun;49(3):466-85. X-3 1654. Kastner JL and Gellin BG. Measles-mumps-rubella vaccine and autism: the rise (and fall?) of a hypothesis. Pediatr Ann. 2001 Jul;30(7):408-15. X-1, X-2, X-3, X-4 1655. Katagiri J. The effect of music and song texts on the emotional understanding of children with autism. J Music Ther. 2009 Spring;46(1):15-31. X-1 1656. Kates-McElrath K and Axelrod S. Behavioral intervention for autism: A distinction Between two behavior analytic approaches. . Behavior Analyst. 2006;7(2):242-252. X-1, X-2, X-3 1657. Kato H, Usuda J, Okunaka T, et al. Basic and clinical research on photodynamic therapy at Tokyo Medical University Hospital. Lasers Surg Med. 2006 Jun;38(5):371-5. X-1, X-2, X-3, X-4 1658. Katz RC, Cacciapaglia H and Cabral K. Labeling bias and attitudes toward behavior modification revisited. J Behav Ther Exp Psychiatry. 2000 Mar;31(1):67-72. X-1, X-4 D-115
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Comparative Effectiveness Review Nu
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This report is based on research co
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Acknowledgments We are indebted to
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Therapies for Children With Autism
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Dietary and Other Medical Intervent
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Figures Figure A. Analytic framewor
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Table A. Description of interventio
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Analytic Framework Figure A. Analyt
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Strength of evidence. The degree of
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epetitive behavior showed improveme
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subgroups of children, although the
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We encourage investigators to provi
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9. Remington B, Hastings RP, Kovsho
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46. Green J, Charman T, McConachie
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82. Reaven JA, Blakeley-Smith A, Ni
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120. Masi G, Cosenza A, Mucci M, et
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157. Evangeliou A, Vlachonikolis I,
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Introduction Need for Evidence for
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Interventions intended primarily to
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Table 1. Description of behavioral
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Serotonin reuptake inhibitors. Sero
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Table 3. Description of medical and
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Table 4. Description of allied heal
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Key Questions and Analytic Framewor
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Chapter 4 discusses the results in
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Methods This chapter documents proc
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• Did not present aggregated resu
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Additional behavioral interventions
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1. Did the study employ a group des
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Scoring: Studies minimally had to h
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These ratings of applicability do n
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Figure 2. Disposition of articles a
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• ABA-based approaches including
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education, children in the intensiv
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abilities. This finding is further
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Table 10. Outcomes of early intensi
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forecast behavior; perspective taki
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interaction with peers; outcome mea
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hyperactivity, inattention, challen
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Table 12. Outcomes of RCTs assessin
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Schedule for Affective Disorders an
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SCAS-P=Spence Child Anxiety Scale-P
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Summary of the literature. Jarusiew
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Table 14. Overview of educational s
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on the Ankara Developmental Screeni
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Checklist scores decreased by 8.4 f
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Table 15. Outcomes of studies asses
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evaluated the effects of risperidon
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that this somnolence improved over
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Table 17. Outcomes of RCTs of antip
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Serotonin Reuptake Inhibitors SRIs
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One prospective case series of esci
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Most participants were recruited fr
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Dietary and Other Medical Intervent
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Summary of the literature-other int
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withdrew after the first six weeks;
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therefore described separately belo
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addressed, 85 typically involves on
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In the second paper, 89 treatment s
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Table 25. Overview of CAM studies a
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Teacher and Parent Scales, behavior
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Because of the potentially increase
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Educational Interventions Child cha
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showed diminished response to escit
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oom as the other assessments, so it
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contrast group (n=18) on three meas
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and are based on consideration of f
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Few studies directly comparing the
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Strength of evidence. The strength
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While individual studies of CBT and
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Table 32. Summary of results of edu
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Table 33. Summary of results of med
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strength of this reviewed literatur
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Table 36. Intervention, strength of
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Table 37. Interventions/outcomes wi
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gains. 104 Other studies have seen
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percent of behavioral studies repor
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limited followup, lack of comparati
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individual intervention is warrante
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selecting participants for their st
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studies lacked an arm that consider
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23. Kanner L. Autistic Disturbances
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62. Dosman CF, Drmic IE, Brian JA,
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104. Ben-Itzchak E and Zachor DA. T
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142. Tyminski RF and Moore PJ. The
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177. Aman MG, McDougle CJ, Scahill
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214. Correia CT, Almeida JP, Santos
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252. Akhondzadeh S, Tajdar H, Moham
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290. Dawson G, Rogers S, Munson J,
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Acronyms/Abbreviations ABA Applied
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Appendix A. Exact Search Strings an
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Table A2. PsycINFO search strategie
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Therapies for Children with Autism
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Therapies for Children with ASD Sys
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Appendix C. Evidence Tables Tables
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Evidence Table. Therapies for child
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Country: US Practice setting: Clini
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Dunn-Geier et al., 2000 (continued)
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Evidence Table: Therapies for Child
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Appendix D. List of Excluded Studie
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31. Aarsland D, Cummings JL and Lar
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59. Ahearn WH, Clark KM, Gardenier
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89. Allison DB, Basile VC and MacDo
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118. Ando H, Yoshimura I and Wakaba
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146. Atkinson RP, Jenson WR, Rovner
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177. Bakare MO, Agomoh AO, Ebigbo P
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204. Baron-Cohen S, Scott FJ, Allis
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233. Bebko JM, Perry A and Bryson S
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262. Bergmann F, Stepp H, Metzger R
Page 627 and 628:
291. Birkan B, McClannahan LE and K
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319. Boddy F, Rowan EN, Lett D, et
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348. Bouma R and Schweitzer R. The
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376. Broadstock M, Doughty C and Eg
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404. Brudnak MA. Application of gen
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432. Buitelaar JK. Why have drug tr
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460. Butler DE, Nordin IC, L’Ital
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489. Campbell M, Locascio JJ, Choro
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517. Caronna EB, Augustyn M and Zuc
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546. Case-Smith J and Miller H. Occ
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574. Charlop MH, Burgio LD, Iwata B
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602. Cheng CW, Cho SH, Taylor M, et
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631. Cicero FR and Pfadt A. Investi
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662. Collier D and Reid G. A compar
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691. Coskun M, Karakoc S, Kircelli
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718. Cullen LA, Barlow JH and Cushw
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748. Davidovitch M, Holtzman G and
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777. DeLeon IG, Fisher WW and Marhe
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805. Devlin SD, Harber MM. Collabor
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834. Doherty K, Fitzgerald M and Ma
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863. Dudley LL, Johnson C and Barne
Page 669 and 670: 893. Dybvik AC. Autism and the Incl
Page 671 and 672: 924. Elder JH. In-home communicatio
Page 673 and 674: 953. Erickson CA, Posey DJ, Stigler
Page 675 and 676: 979. Faja S, Aylward E, Bernier R,
Page 677 and 678: 1008. Ferri R, Elia M, Agarwal N, e
Page 679 and 680: 1037. Fisher W, Kerbeshian J and Bu
Page 681 and 682: 1066. Fragala-Pinkham M, Haley SM a
Page 683 and 684: 1095. Furneaux B. Keeping the balan
Page 685 and 686: 1124. Garcaa-Villamisar D, Wehman P
Page 687 and 688: 1152. Ghezzi PM. Discrete Trials Te
Page 689 and 690: 1180. Goin-Kochel RP, Myers BJ and
Page 691 and 692: 1210. Gordon R, Handleman JS and Ha
Page 693 and 694: 1239. Grimaldi BL. The central role
Page 695 and 696: 1268. Guptill JT, Booker AB, Gibbs
Page 697 and 698: 1296. Hamdan-Allen G. Brief report:
Page 699 and 700: 1324. Hare DJ, Jones JPR and Paine
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Page 703 and 704: 1386. Heilbrun AB, Jr., Blum N and
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Page 719: 1619. Joyce PR. The medical model-w
Page 723 and 724: 1673. Kelly AB, Garnett MS, Attwood
Page 725 and 726: 1702. Kielinen M, Linna SL and Moil
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Page 729 and 730: 1761. Koegel RL and Frea WD. Treatm
Page 731 and 732: 1790. Kolmen BK, Feldman HM, Handen
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Page 753 and 754: 2099. Malone RP, Maislin G, Choudhu
Page 755 and 756: 2127. Marin FZ. CAM versus nucleopl
Page 757 and 758: 2157. Martineau J, Roux S, Adrien J
Page 759 and 760: 2185. Matson JL and Lo Vullo SV. A
Page 761 and 762: 2213. McCabe H. The Importance of P
Page 763 and 764: 2240. McDougle CJ, Holmes JP, Carls
Page 765 and 766: 2267. McHale SM, Olley JG, Marcus L
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Page 769 and 770: 2325. Minderaa RB, Anderson GM, Vol
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2354. Montgomery JM, Duncan CR and
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2385. Morrison RS, Sainato DM, Benc
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2413. Munesue T, Ono Y, Mutoh K, et
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2445. Napolitano DA, Tessing JL, Mc
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2474. Niederhofer H and Pittschiele
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2501. Nwora AJ and Gee BM. A case s
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2530. Olive ML, Lang RB and Davis T
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2559. Owens JA, Rosen CL and Mindel
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2589. Pansegrouw I and Alant E. Com
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2618. Paul C, Williams KE, Riegel K
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2646. Perry R, Nobler MS and Campbe
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2675. Piazza CC, Hagopian LP, Hughe
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2704. Poon L, Partika N and Bolman
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2734. Prizant BM. Speech-language p
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2764. Rapp JT, Vollmer TR, St. Pete
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2792. Reed P, Broomfield L, McHugh
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2819. Remington G, Sloman L, Konsta
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2849. Ringdahl JE, Kitsukawa K, And
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2877. Rogers SJ. Interventions that
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2908. Rossignol DA. Novel and emerg
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2939. Rutter M, Kreppner J, Croft C
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2967. Sandt D. Social Stories for S
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2994. Scanlon K. Art therapy with a
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3023. Schneider CK, Melmed RD, Bars
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3054. Schwartz IS, Sandall SR, Garf
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3085. Shafer MS, Egel AL and Neef N
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3115. Shipley-Benamou R, Lutzker JR
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3143. Siller M and Sigman M. The be
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3173. Smith C, Felce D, Jones E, et
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3202. Snyder A, Bossomaier T and Mi
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3230. Spero MH. The emancipation of
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3259. Stephens CE. Spontaneous imit
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3289. Strambi M, Longini M, Hayek J
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3318. Suzumura K. How an autistic b
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3346. Tager-Flusberg H and Calkins
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3376. Taylor I, O’Reilly M and La
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3407. Thunberg G, Ahlsen E and Sand
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3435. Trembath D, Balandin S, Toghe
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3464. Turner-Brown LM, Perry TD, Di
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3492. Van Der Putt R, Dineen C, Jan
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3522. Vitiello B. Recent NIMH clini
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3553. Walenski M, Mostofsky SH, Gid
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3581. Weber RC and Thorpe J. Teachi
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3610. Wheeler JJ, Baggett BA, Fox J
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3637. Williams B. Mental handicap n
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3669. Wimpory D, Chadwick P and Nas
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3698. Worth S and Reynolds S. The A
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3728. Young JM, Krantz PJ, McClanna
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3759. Zuddas A, Di Martino A, Mugli
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Appendix F. Approach to Categorizin
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APPENDIX G. Discussion of Recent Sy
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one a casein free regime. Diets wer
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outcome data as Type 6, defined as
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Yes—no disclosures to make G7 Bai
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Table G1. Characteristics of recent
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Random assignment Appropriate compa
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Study Group design Random assignmen
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APPENDIX I. Applicability Summary T
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Social skills (continued) Domain De
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