Tag Archives: Early intervention

Autism

Occam’s Razor

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Interfering with Nature: The Consequences of Early Intervention on Human Civilization

Occam’s Razor, a principle attributed to the 14th-century logician and Franciscan friar William of Ockham, asserts that the simplest explanation is often the correct one. This principle has been a foundational tool in science and philosophy, guiding thinkers to avoid unnecessary complexity when formulating explanations. Applying Occam’s Razor to the discussion of autism and ADHD, we find that these neurodivergent traits are not anomalies but integral parts of human nature, designed for specific purposes.

Throughout history, human civilization has advanced through natural processes, adapting and evolving to meet the challenges of each era. However, in recent decades, there has been an increasing trend to interfere with these natural processes, particularly in the realm of developmental disorders such as autism. Early intervention strategies, especially Applied Behavior Analysis (ABA), have been widely adopted with the intention of helping autistic individuals adapt to societal norms. While these intentions may be well-meaning, it is crucial to consider the broader implications of such interference on the natural course of human development and civilization.

The Natural Pace of Development

Human development, both individual and societal, has always progressed at a natural pace. This natural progression is essential for the harmonious evolution of our species. Each stage of development, whether in childhood or in societal advancement, serves a specific purpose in preparing for future challenges.

Natural Development:

  • Individual Growth: Each child develops at their own pace, with unique strengths and abilities. This diversity is essential for a resilient and adaptable society.
  • Societal Evolution: Societies evolve through the contributions of diverse minds, including those who think differently, such as autistic and ADHD individuals. These contributions have historically driven innovation and progress.

The Impact of Early Intervention

Early intervention strategies like ABA aim to modify behaviors in autistic children to align with societal norms. While this may seem beneficial on the surface, it often disregards the natural development and unique strengths of these individuals.

Consequences of ABA:

  • Suppression of Natural Abilities: ABA often focuses on eliminating behaviors deemed undesirable, potentially suppressing the unique abilities and strengths of autistic individuals.
  • Time-Altering Effects: By interfering with the natural development of autistic individuals, we may be altering the course of human advancement. The unique contributions of these individuals, which could drive significant progress, are at risk of being diminished.
  • Generational Impact: The widespread use of early intervention strategies affects not just individuals but entire generations. The long-term impact on society’s ability to innovate and adapt is a concern.

The Role of Autistic and ADHD Individuals in Civilization

Autistic and ADHD individuals have played a crucial role in the advancement of human civilization. Their unique ways of thinking, problem-solving abilities, and intense focus have led to groundbreaking discoveries and innovations.

Contributions to Society:

  • Innovation and Creativity: Autistic and ADHD individuals often excel in areas requiring deep focus and attention to detail. Their contributions to science, technology, and the arts have been invaluable.
  • Problem Solving: Their ability to approach problems from unique perspectives allows for innovative solutions that others might not consider.
  • Natural Diversity: The diversity of thought and ability within the human population is crucial for a resilient and adaptable society.

The Broader Implications

Interfering with the natural development of autistic individuals through strategies like ABA can have far-reaching consequences for society as a whole. It is essential to recognize and respect the natural pace of development and the unique contributions that neurodiverse individuals bring to the table.

Respecting Natural Processes:

  • Holistic Approaches: Instead of focusing solely on behavior modification, holistic approaches that nurture the strengths of autistic individuals should be adopted.
  • Valuing Diversity: Society must learn to value and integrate diverse ways of thinking and being, recognizing that these differences drive progress and innovation.
  • Long-Term Perspective: Understanding that the short-term gains of early intervention may come at the cost of long-term societal advancement is crucial.

Conclusion

The natural progression of human development and societal evolution is a complex and delicate process. Interfering with this process through early intervention strategies like ABA can have unintended consequences, potentially altering the course of human advancement. By recognizing and valuing the unique contributions of autistic and ADHD individuals, we can ensure a more innovative, resilient, and adaptable future for all.

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Autism

Social Genocide

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Beyond Bias: The Systematic Disregard of Autistic Individuals and Its Dire Consequences

Autistic individuals often face systemic discrimination and mistreatment, far beyond mere bias. This mistreatment spans various aspects of society, from law enforcement and legal systems to education and everyday interactions. Such pervasive disregard not only undermines the dignity and rights of autistic people but also poses severe consequences for their safety and well-being. This article explores the widespread mistreatment of autistic individuals, the roots of this issue, and the urgent need for societal change.

Irregular Connectivity and Communication Challenges

Autistic individuals have irregular neural connectivity, leading to difficulties in processing information, especially when it is ambiguous or implied. The world communicates not only verbally but also through written and non-verbal cues that can be unclear and confusing for autistic individuals. This irregular connectivity can result in missed steps, confusion, fear, and anger. When society expects autistic individuals to navigate this ambiguous communication effortlessly, it unfairly places the blame on them when they struggle.

The Reality of Systemic Disregard

Law Enforcement

  • Fear of the Unknowns: For autistic individuals, the fear of unknowns can be overwhelming. When faced with high-stress situations, such as interactions with law enforcement, this fear is magnified. Autistic people may struggle to understand and respond to rapidly shouted instructions, leading to dangerous misunderstandings.
  • Example: In high-pressure scenarios, such as a police officer demanding compliance with shouted commands, an autistic individual may not be able to process the instructions quickly enough. This can lead to perceived non-compliance or resistance.
  • Consequence: Such misunderstandings can result in unnecessary use of force, injuries, or even fatalities. In police interview rooms, the inability to understand the nuanced questioning can lead to false confessions or the dismissal of genuine concerns.

Legal Systems

  • Communication Barriers: Autistic individuals often face significant communication challenges, which are frequently misunderstood by legal professionals. This misunderstanding can lead to a lack of proper legal representation and support.
  • Example: An autistic person seeking legal help may struggle with traditional communication methods, resulting in their concerns being ignored or misunderstood by lawyers.
  • Consequence: This can lead to unjust legal outcomes, prolonged distress, and a

lack of recourse for autistic individuals facing legal issues.

Healthcare and Services

  • Sensory Sensitivities: Autistic individuals often have heightened sensory sensitivities, which can make everyday tasks and interactions challenging. When these sensitivities are not understood or accommodated, it leads to significant distress and neglect.
  • Example: In healthcare or service settings, an autistic person may need specific accommodations for sensory sensitivities. Without understanding and support, their needs are often dismissed, leading to inadequate care.
  • Consequence: This neglect can result in deteriorating health and well-being, as well as a lack of trust in essential services.

Education

  • Implied Instructions: Autistic students often struggle with implied instructions and expectations, leading to misunderstandings and unfair academic penalties. Educators may not recognize the need for explicit, clear instructions.
  • Example: Autistic students may answer questions in a way that reflects their unique thinking patterns, which can be misinterpreted by teachers.
  • Consequence: This results in lower grades, academic failure, and a lack of opportunities for further education and career development.

The Role of Early Intervention and ABA

Early intervention programs and Applied Behavior Analysis (ABA) have been widely promoted with the intention of helping autistic individuals. However, these programs often contribute to the problem by perpetuating harmful biases and teaching autistic individuals that their natural behaviors are wrong.

  • Misguided Intentions: While early intervention aimed to support autistic children, it often focuses on making them conform to non-autistic norms, leading to internalized shame and a lack of self-acceptance.
  • Harmful Messaging: Early intervention campaigns have driven home the message that autism is a tragedy, something to be feared and mourned. Media portrayals often show families devastated by an autism diagnosis, reinforcing the idea that autism is inherently negative.
  • Corporate Endorsement: Large corporations have supported and perpetuated these narratives, spreading the message that autism is something to be feared and urgently addressed. This has led to a widespread societal belief that autistic individuals are fundamentally flawed or broken.
  • Consequence: These approaches can lead to long-term psychological harm, making it harder for autistic individuals to advocate for themselves and navigate societal systems. The narrative that autistic kids are problematic and do “weird” things contributes to stigma and exclusion.

The Urgent Need for Change

The systematic disregard of autistic individuals is not just a matter of bias; it is a violation of human rights. If autistic people cannot rely on essential services like law enforcement, legal aid, education, and healthcare, their safety and well-being are in jeopardy. This widespread mistreatment must be addressed to prevent further harm and ensure that autistic individuals can live with dignity and respect.

Social Genocide Through Systemic Discrimination

Social genocide, or sociocide, involves the systematic destruction of a group’s social structures, identity, and way of life through systemic discrimination. For the autistic community, this form of genocide manifests in the pervasive efforts to “cure” or eliminate autism rather than understanding and supporting autistic individuals. Autistic people, though not a race, represent a unique neurotype within the human species. Society often focuses on the comorbidities and perceived quality-of-life issues associated with autism, driving research and interventions aimed at eradicating autism rather than improving the lives of autistic individuals. This approach denies autistic people the opportunity to live fulfilling lives and to be accepted as they are. It is hypocritical that in an age of cancel culture, which claims to advocate for justice and equality, society simultaneously contributes to the social genocide of the autistic community by promoting stereotypes, exclusion, and harmful “cures.” This contradiction underscores the urgent need to shift the focus from elimination to acceptance and support, recognizing autistic individuals as valuable members of society who deserve to thrive.

Conclusion

Autistic individuals are valuable members of society who contribute in many ways, yet they face systemic mistreatment that undermines their humanity. It is crucial to recognize and address this issue, demanding change from all societal sectors. By raising awareness and advocating for autistic rights, we can work towards a society where autistic individuals are treated with the respect and understanding they deserve. The future of autistic children depends on our commitment to this change.

Autism

Applied Behavioral Therapy

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ABA Therapy

Applied Behavior Analysis (ABA) therapy is one of the most widely recognized and extensively researched interventions for autism spectrum disorder (ASD). Here’s a detailed look at its background, methodology, and the research surrounding its effectiveness, as well as criticisms it has received.

Background and History of ABA Therapy

ABA therapy is based on the principles of behaviorism, which posits that desirable behaviors can be taught through a system of rewards and consequences. Dr. Ivar Lovaas, a clinical psychologist and professor at the University of California, Los Angeles, is often credited with pioneering the use of ABA with autistic children during the late 1960s and early 1970s. His work demonstrated that intensive behavior modification techniques could significantly improve outcomes for children with autism.

How ABA Works

ABA therapy involves the following steps:

  1. Assessment: A behavior analyst conducts an initial assessment to identify specific behavioral challenges and skills deficits in a child with ASD.
  2. Goal Setting: Based on the assessment, specific, measurable goals are set. These goals can range from improving social skills and communication to reducing problematic behaviors.
  3. Intervention: Therapists use various techniques to encourage positive behaviors and reduce negative ones. Common strategies include:
    • Discrete Trial Training (DTT): Breaking down skills into small steps and teaching each step of the skill intensively until mastery.
    • Task Analysis: Further breaking down a behavior into manageable components and teaching them sequentially.
    • Positive Reinforcement: Providing a reward immediately after a desired behavior is exhibited to increase the likelihood of that behavior recurring.
  4. Data Collection and Analysis: Therapists continually collect data on the child’s progress and adjust the intervention as needed.
  5. Generalization and Maintenance: Skills are taught in varied settings and contexts to ensure they are generalizable and maintained over time.

Supporting Research

Numerous studies have demonstrated the efficacy of ABA in improving a range of outcomes for children with ASD, including language skills, social interactions, and academic performance. A landmark study by Lovaas (1987) found that 47% of children who received intensive ABA therapy achieved normal intellectual and educational functioning, compared to only 2% of the control group. Subsequent research has supported these findings, showing significant gains in IQ and adaptive behavior skills in children who receive ABA-based interventions.

Criticisms and Concerns

Despite its widespread use and success, ABA therapy has also faced criticism:

  • Ethical Concerns: Some critics argue that ABA is overly focused on changing behavior to fit societal norms, which can be seen as undermining the acceptance of neurodiversity.
  • Intensity and Rigor: The intensive nature of ABA (often recommended as 40 hours per week) can be stressful for children.
  • Emotional Impact: There are concerns about the potential for ABA to cause emotional harm, as it may sometimes involve ignoring a child’s undesirable behaviors (extinction), which can be distressing.

Studies Highlighting Limitations

Some studies and anecdotal reports from individuals who have undergone ABA therapy highlight potential negative impacts, such as increased stress, anxiety, and a sense of being pressured to conform to neurotypical standards. Additionally, some research suggests that gains made through ABA may not always generalize well to naturalistic settings outside of the therapy environment.

It is important for caregivers and professionals to consider both the potential benefits and the criticisms of ABA to make informed decisions that align with the best interests of each child.

..it is important to note that there are no industry standards for “dose-response”
regarding expected changes for beneficiaries receiving ABA services. What can be interpreted
with confidence is that the number of hours of ABA services rendered did not have the intended
impact of symptom reduction on the PAC scores. This lack of correlation between improvement
and hours of direct ABA services strongly suggests that the improvements seen are due to
reasons other than ABA services and that ABA services are not significantly impacting
outcomes.

U.S. Department of Defense The Autism Comprehensive Care Demonstration Annual Report 2020

Cognitive Load and Brain Connectivity: Rethinking ABA Therapy for Autistic Learning

Applied Behavior Analysis (ABA) therapy has been a prevalent method for teaching behavioral and social skills to individuals on the autism spectrum. However, recent insights into cognitive load theory and the unique brain connectivity patterns observed in autistic individuals suggest a need to reevaluate the impact of ABA therapy on autistic learning.

Cognitive Load Theory and Autistic Learning

Cognitive load theory focuses on the amount of working memory used during learning. It posits that effective learning occurs when this cognitive load is optimized, neither too high nor too low. For autistic learners, who may experience differences in processing sensory information and abstract concepts, ABA therapy’s structured and repetitive approach could potentially overload or under-stimulate their cognitive processes.

Autistic individuals often experience hyper- or hypo-sensitivities to sensory inputs, which can affect their cognitive load. When ABA therapy involves repetitive tasks that do not align with the individual’s sensory processing needs, it could either lead to cognitive overload, where the brain is overwhelmed by demands, or cognitive underload, where the brain is not sufficiently stimulated.

Brain Connectivity Irregularities in Autism

Research into brain connectivity in autism reveals irregular patterns, such as hypo- or hyper-connectivity in different regions of the brain, particularly in the default mode network (DMN) which is associated with social communication and self-referential thoughts​​. These connectivity differences suggest that autistic individuals might process information in unique ways that ABA therapy does not always accommodate.

For example, hypo-connectivity in the DMN might relate to challenges in integrating social information, which is a common focus in ABA. Conversely, hyper-connectivity could lead to intense focus or over-engagement with particular stimuli. ABA’s repetitive and rigid instructional style may not be the most effective approach for engaging the diverse connectivity profiles found in autistic brains.

Toward a More Flexible Approach

Given these considerations, educational approaches for autistic learners might benefit from incorporating principles that account for varying cognitive loads and connectivity patterns. Tailoring learning experiences to the individual’s specific neurological profile could help in managing cognitive load more effectively. This might include:

  • Customized Sensory Experiences: Adjusting the sensory aspects of learning materials to align with individual sensitivities, whether reducing stimuli for hypo-sensitive individuals or enriching the environment for those who are hyper-sensitive.
  • Flexibility in Teaching Methods: Moving away from strictly repetitive tasks and allowing for more creative and exploratory forms of learning that engage different brain networks.
  • Emphasizing Understanding Over Repetition: Focusing on why certain behaviors are encouraged, rather than solely insisting on their repetition, to engage reasoning and self-reflective capacities.

Conclusion

As we continue to learn more about the autistic brain and the complexities of how it processes information, it becomes increasingly clear that personalized educational approaches are necessary. Recognizing the limits of ABA in the context of cognitive load and brain connectivity might prompt educators and therapists to develop more nuanced and supportive strategies that respect and harness the unique ways in which autistic individuals perceive and interact with the world.

Body

Sensory Processing and Substance Abuse

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Sobriety Straight Facts

ADHD and Substance Abuse: Studies have shown that adults with ADHD are approximately 1.5 times more likely to have substance use disorders than those without ADHD. Additionally, around 25% to 40% of adults with substance use disorders are estimated to have ADHD.

Autism Spectrum Disorder (ASD) and Substance Use: Research is more limited in this area, but one study suggested that young adults with ASD are 9 times more likely to have alcohol and substance use problems compared to their neurotypical peers.

Overstimulation with no coping mechanisms is an epidemic. Studies estimate that 25% of people in correctional facilities have ADHD.

Sensory Processing Challenges and Substance Use: Navigating the Path Between Overstimulation and Understimulation in Neurodivergent Individuals

Exploring the intricate relationship between sensory processing difficulties and substance use, particularly among neurodivergent individuals, reveals a nuanced interplay of self-medication practices, emotional regulation, and the quest for sensory equilibrium. This deeper understanding not only highlights the complexities inherent in sensory processing challenges but also underscores the imperative for comprehensive support mechanisms that prioritize understanding and addressing the root causes of sensory dysregulation.

Overstimulation and Substance Use: Navigating the Sensory Maze

  • Seeking Solace in Numbness: Individuals grappling with frequent overstimulation may resort to substances like alcohol or sedatives, aiming to mitigate the sensory onslaught. This numbing effect offers a reprieve, allowing for a semblance of normalcy in overwhelmingly sensory environments.
  • Emotional Equilibrium: The turbulence of emotions that accompanies overstimulation—ranging from anxiety to agitation—often leads individuals down the path of substance use as a means to regain emotional balance. Alcohol, for instance, becomes a tool to dull the sharp edges of anxiety, offering a fleeting sense of calm.
  • Alleviating Physical Distress: Overstimulation isn’t solely a sensory or emotional challenge; it manifests physically, prompting some to turn to pain medication as a salve for the sensory-induced discomfort.

Understimulation and the Quest for Sensory Fulfillment

  • The Pursuit of Sensory Richness: For those experiencing understimulation, stimulants’ allure lies in their capacity to amplify sensory experiences, fostering a connection to the environment that feels otherwise elusive.
  • Breaking the Monotony: The boredom of understimulation can drive individuals to use substances to inject novelty or excitement, challenging the sensory status quo.
  • Emotional Seeking: Similar to their overstimulated counterparts, individuals facing understimulation might engage with substances to craft an emotional landscape that their everyday sensory experiences fail to provide, chasing euphoria or a sense of well-being.

The Spiral into Substance Abuse

Leveraging substances as a coping strategy for sensory processing challenges is fraught with risks, including the potential for dependency and abuse. What begins as an attempt to manage sensory and emotional states can evolve into a cycle of reliance, where the absence of the substance leaves the individual feeling incapable of navigating their sensory world.

Concluding Thoughts: A Path Forward

The intricate dance between sensory processing challenges and substance use underscores the need for a nuanced approach to support, one that goes beyond symptom management to address the core of sensory dysregulation. It beckons a shift towards comprehensive strategies that embrace the complexity of neurodivergence, offering pathways to sensory integration that eschew reliance on substances. This journey, while complex, illuminates the possibility of a future where individuals are empowered to navigate their sensory experiences with resilience and grace.

Your journey is not alone; theneurodivergentbrain.org is a heartfelt initiative born from understanding the struggle against sensory overstimulation and its impact on daily life, especially regarding substance use. I have been there and was there for almost twenty years due to being constantly overstimulated. It is so much better now to manage my Autism and ADHD using everything I’ve shared on this site. I don’t want anyone ever to feel like I have felt, which is why I made this site.

Resources

Addictions

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Resource Blog for Sobriety
  1. ADHD and Substance Abuse: Studies have shown that adults with ADHD are approximately 1.5 times more likely to have substance use disorders than those without ADHD. Additionally, around 25% to 40% of adults with substance use disorders are estimated to have ADHD.
  2. Autism Spectrum Disorder (ASD) and Substance Use: Research is more limited in this area, but one study suggested that young adults with ASD are 9 times more likely to have alcohol and substance use problems compared to their neurotypical peers.
  3. Treatment and Support: Neurodivergent individuals with substance use disorders often require tailored support and interventions. The co-occurrence of substance abuse and neurodevelopmental disorders necessitates a comprehensive approach that addresses both issues concurrently.
  4. Resources for Substance Abuse:
    • Substance Abuse and Mental Health Services Administration (SAMHSA): SAMHSA provides a national helpline that offers free, confidential help for individuals facing substance abuse or mental health issues. Their website also includes a treatment locator tool. Website: www.samhsa.gov
    • National Institute on Drug Abuse (NIDA): NIDA offers extensive research and educational materials on substance use and addiction, including resources specifically related to various populations. Website: www.drugabuse.gov
    • Alcoholics Anonymous (AA) and Narcotics Anonymous (NA): These organizations offer support groups for individuals struggling with alcohol and substance use disorders, respectively. Websites: www.aa.org and www.na.org
Communication and Language

Echolalia

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Understanding Echolalia in Autism Spectrum Disorder

Echolalia, a phenomenon characterized by the repetition of phrases or noises, is a notable behavior in individuals with Autism Spectrum Disorder (ASD). It reflects the complex interplay between neurological processes and behavioral manifestations, offering insights into how autistic individuals perceive and process their world. This exploration delves deeper into the nature of echolalia, its underlying brain mechanisms, impact on daily life, and strategies for effective management and support.

Introduction to Echolalia

Echolalia is not merely a random behavior but often serves specific functions for individuals with autism. It can be classified into two types:

  • Immediate Echolalia involves the immediate repetition of words or phrases just heard. It can serve various functions, such as affirming listening, processing spoken language, or simply as a behavioral response to auditory stimuli.
  • Delayed Echolalia occurs when phrases heard previously are repeated after a delay, which can range from hours to days to even longer. This form of echolalia might serve as a communicative intent or a method of recalling and processing information.

Understanding echolalia within the context of autism requires exploring both the behavioral patterns and the neurological underpinnings that contribute to its manifestation.

Brain Mechanisms Behind Echolalia

The propensity for echolalia in individuals with autism is thought to stem from several neurological factors:

  • Auditory Processing Challenges: Autistic individuals often uniquely process sounds and language. Echolalia may be a strategy to manage or make sense of auditory information, providing additional time for processing and comprehension.
  • Neurological Development: Neuroimaging studies have suggested that differences in brain regions associated with speech and language processing could influence how autistic individuals produce and understand language, potentially leading to behaviors like echolalia.
  • Mirror Neuron System Variability: The mirror neuron system, which is crucial for imitation—a fundamental aspect of learning language—might function differently in people with autism. This difference could be a key factor in the prevalence of echolalia, as these neurons facilitate the replication of speech observed in others.

Impact of Echolalia on Daily Life

Echolalia can significantly impact communication and social interaction:

  • Functional Communication: For some, echolalia serves functional purposes, such as facilitating engagement in conversation or expressing needs indirectly through repeated phrases relevant to their desires or feelings.
  • Social Challenges: Echolalia can complicate social interactions, particularly when the repetitions are out of context, making it difficult for others to understand the intent or respond appropriately.
  • Language Development: While echolalia can be a developmental bridge to more complex language skills, it may also hinder social and communicative growth if not appropriately addressed in therapeutic or educational settings.

Coping Strategies and Support

Managing echolalia effectively involves several focused strategies:

  • Creating Understanding Environments: Educating family members, educators, and peers about echolalia’s role in autism enhances understanding and can foster more supportive interactions.
  • Utilizing Augmentative and Alternative Communication (AAC): Tools such as picture exchange communication systems or digital AAC devices can provide alternative means of communication, reducing reliance on echolalia.

Conclusion

Echolalia in autism presents both challenges and opportunities for communication. By understanding its neurological basis and functional aspects, caregivers and professionals can better support individuals exhibiting this behavior. With continued research and adaptive communication strategies, individuals with echolalia can achieve improved interaction and greater independence in their social and educational environments.

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Grossi, D., Marcone, R., Cinquegrana, T., & Gallucci, M. (2013). On the differential nature of induced and incidental echolalia in autism. Journal of Intellectual Disability Research, 57(10), 903-912.

Xie, F., Pascual, E., & Oakley, T. (2023). Functional echolalia in autism speech: Verbal formulae and repeated prior utterances as communicative and cognitive strategies. Frontiers in psychology, 14, 507.

Violette, J., & Swisher, L. (1992). Echolalic responses by a child with autism to four experimental conditions of sociolinguistic input. Journal of Speech, Language, and Hearing Research, 35(1), 139-147.

Yang, K. (2023). Where There Is an Echo, There Is an Intention: Understanding the Echolalia Phenomenon of Children With Epilepsy and Autism. Communication Disorders Quarterly, 45(1), 42-52.

Mazzaggio, G. (2019). Echolalia as a Communicative Strategy: A Kleefstra-syndrome Case Study. Quaderni di Linguistica e Studi Orientali, 5, 405-427.

Sterponi, L., de Kirby, K., & Shankey, J. (2015). Rethinking language in autism. Autism, 19(5), 517-526.

Fusaroli, R., Weed, E., Rocca, R., Fein, D., & Naigles, L. (2023). Repeat after me? Both children with and without autism commonly align their language with that of their caregivers. Cognitive Science, 47(11), e13369.

Thomas, H. R., Rooney, T., Cohen, M., Bishop, S. L., Lord, C., & Kim, S. H. (2021). Spontaneous expressive language profiles in a clinically ascertained sample of children with autism spectrum disorder. Autism Research, 14(4), 720-732.

Cohn, E. G., Harrison, M. J., & McVilly, K. R. (2023). ‘Let me tell you, I see echolalia as being a part of my son’s identity’: Exploring echolalia as an expression of neurodiversity from a parental perspective. Autism, 13623613231195795.