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Late-talking and risk for behavioural and emotional problems during childhood and adolescence

Although many toddlers with expressive vocabulary delay ("late talkers") present with age-appropriate language skills by the time they are of school age...

Autism and intellectual disability are differentially related to sociodemographic background at birth

We used population data on Western Australian singletons born from 1984 to 1999 (n = 398,353) to examine the sociodemographic characteristics of children...

The effects of breast-feeding duration on language ability to middle childhood

Modern societies are challenged by "wicked problems" - by definition, those that are difficult to define, multi-casual and hard to treat.

A preliminary study of fetal head circumference growth in Autism Spectrum Disorder

Fetal head circumference (HC) growth was examined prospectively in children with autism spectrum disorder (ASD).

Duration of breast-feeding and language ability to middle childhood

There is controversy over whether increased breast-feeding duration has long-term benefits for language development.

Fetal androgen exposure and pragmatic language ability of girls in middle childhood

Prenatal exposure to testosterone has been shown to affect fetal brain maturation as well as postnatal cognition and behavior in animal studies.

Fetal androgen exposure and pragmatic language ability of girls in middle childhood:

This is the first prospective study to identify an association between early life testosterone exposure and pragmatic language difficulties in girls

Sex-specific white matter alterations in children exposed to high pregestational BMI

This study investigated whether exposure to high pregestational BMI (≥ 25 kg/m2) is associated with alterations in white matter microstructure in early childhood, explored sex-specific effects, and examined associations with cognitive performance.

First Impressions Towards Autistic People: A Systematic Review and Meta-Analysis

Emerging evidence suggests that observers tend to form less favorable first impressions toward autistic people than toward non-autistic people. These negative impressions may be associated with immediate behavioral responses, as well as long-lasting attitudes toward those being observed that may negatively impact their psychosocial wellbeing. 

What Parents, Teachers and Clinicians Know About the Features of Developmental Dyslexia and Its Intervention: A Scoping Review

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.