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The Interrelationships of Psychopathology Symptoms on Social Skills in Adults with Autism or PDD-NOS and Intellectual Disability

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      Most cited references 24

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      Comorbid psychopathology with autism spectrum disorder in children: an overview.

      Comorbidity, the co-occurrence of two or more disorders in the same person, has been a topic receiving considerable attention in the child psychopathology literature overall. Despite many publications in the ADHD, depression and other child literatures, autism spectrum disorder has not received such scrutiny. The purpose of this review will be to discuss the available evidence. We address specific variables in diagnosis and classification of comorbid symptoms, and propose potential avenues for research and practice with respect to differential diagnosis. A brief discussion of the implications for treatment is also provided.
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        Current status of differential diagnosis for children with autism spectrum disorders.

         Johnny Matson (2015)
        Early intervention for autism spectrum disorder (ASD) has proven to be a successful strategy for remediating many difficulties experienced by these children. As a result, accurate diagnoses of children with this range of disorders has become more critical. Additionally, while current training programs are for 3-4 year olds, in efforts to start treatment at younger ages, clinicians are giving these diagnoses at younger and younger ages. A considerable amount of research activity on a technology for making differential diagnoses of ASD has been emerging in recent years. The purpose of this paper is to provide an overview of some of these developments, and to offer opinions on the current status of the area.
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          Social-skills treatments for children with autism spectrum disorders: an overview.

           Tessa Rivet,  M Matson (2007)
          Marked advances in the treatment of children with autism spectrum disorders (ASDs) has occurred in the past few decades, primarily using applied behavior analysis. However, reviews of trends in social skills treatment for children with ASDs have been scant, despite a robust and growing empirical literature on the topic. In this selective review of 79 treatment studies, the authors note that the research has been particularly marked by fragmented development, using a range of intervention approaches and definitions of the construct. Modeling and reinforcement treatments have been the most popular model from the outset, with most studies conducted in school settings by teachers or psychologists. Investigators have been particularly attentive to issues of generalization and follow-up. However, large-scale group studies and comparisons of different training strategies are almost nonexistent. These trends and their implications for future research aimed at filling gaps in the existing literature are discussed.
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            Author and article information

            Journal
            Journal of Developmental and Physical Disabilities
            J Dev Phys Disabil
            Springer Nature
            1056-263X
            1573-3580
            February 2009
            November 2008
            : 21
            : 1
            : 39-55
            10.1007/s10882-008-9124-6
            © 2009
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