Surviving in the mainstream: Capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school
By Jill Ashburner, J. Ziviani, S. Rodger. 2010
307 citations recorded by the source corpus.
Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/2f0f767fe46e1b90d3848cc8c189e1d16085df86
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Clinical Psychology
In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- Including students with autism in schools: a whole school approach to improve outcomes for students with autism (2020, background): “It is also common for students with autism to underachieve relative to their cognitive ability (Ashburner, Ziviani, and Rodger 2010) or to experience particular challenges in some academic areas, while doing very well or even displaying exceptional skills in others (Keen, Webster, and Ridley 2016).”
- A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools (2016, background): “Unfortunately educational outcomes for students with autism at school (Ashburner, Ziviani, and Rodger 2010) and once they leave school (Australian Bureau of Statistics 2012; Howlin et al. 2014) are poor, compared to both the typical population and other disability groups.”