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Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities

Informatics in education, 2019-01, Vol.18 (1), p.41-67

2019

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Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

Computers and education. Artificial intelligence, 2023, Vol.4, p.100145, Article 100145

2023

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Divergent presentation of anxiety in high-risk groups within the intellectual disability population

Journal of neurodevelopmental disorders, 2022-10, Vol.14 (1), p.1-54, Article 54

2022

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Development and psychometric properties of the Clinical Anxiety Scale for People with Intellectual Disabilities (ClASP-ID)

Journal of neurodevelopmental disorders, 2024-07, Vol.16 (1), p.43-14, Article 43

2024

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Phenotypic characteristics and variability in CHARGE syndrome: a PRISMA compliant systematic review and meta-analysis

Journal of neurodevelopmental disorders, 2022-08, Vol.14 (1), p.1-20, Article 49

2022

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The behavioural phenotype of SATB2-associated syndrome: a within-group and cross-syndrome analysis

Journal of neurodevelopmental disorders, 2022-03, Vol.14 (1), p.25-25, Article 25

2022

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Profiles of autism characteristics in thirteen genetic syndromes: a machine learning approach

Molecular autism, 2023-01, Vol.14 (1), p.3-14, Article 3

2023

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Diverse Profiles of Anxiety Related Disorders in Fragile X, Cornelia de Lange and Rubinstein–Taybi Syndromes

Journal of autism and developmental disorders, 2017-12, Vol.47 (12), p.3728-3740

2017

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Williams syndrome: recent advances in our understanding of cognitive, social and psychological functioning

Current opinion in psychiatry, 2019-03, Vol.32 (2), p.60-66

2019

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Utilising Interview Methodology to Inform the Development of New Clinical Assessment Tools for Anxiety in Autistic Individuals Who Speak Few or no Words

Journal of autism and developmental disorders, 2023-06, Vol.53 (6), p.2328-2348

2023

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Anxiety characteristics in individuals with Williams syndrome

Journal of applied research in intellectual disabilities, 2021-07, Vol.34 (4), p.1098-1107

2021

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Behaviours that Challenge in SATB2-associated Syndrome: Correlates of Self-injury, Aggression and Property Destruction

Journal of autism and developmental disorders, 2023-09

2023

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Teaching computer programming with PRIMM: a sociocultural perspective

Computer science education, 2019-07, Vol.29 (2-3), p.136-176

2019

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Computing in the classroom: Tales from the chalkface

Information technology (Munich, Germany), 2018-04, Vol.60 (2), p.103-112

2018

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Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

Computers and education. Artificial intelligence, 2023, Vol.2023 (4), p.keine Angaben-2023:4

2023

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The Executive Function Account of Repetitive Behavior: Evidence from Rubinstein-Taybi Syndrome

American journal on intellectual and developmental disabilities, 2023-01, Vol.128 (1), p.49-65

2023

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Culturally Relevant Areas of Opportunity for K-12 Computing Lessons

2023 IEEE Frontiers in Education Conference (FIE), 2023, p.1-5

2023

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Temper outbursts in Lowe syndrome: Characteristics, sequence, environmental context and comparison to Prader–Willi syndrome

Journal of applied research in intellectual disabilities, 2019-09, Vol.32 (5), p.1216-1227

2019

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Towards a Framework for Learning Content Analysis in K-12 AI/ML Education

2023 IEEE Frontiers in Education Conference (FIE), 2023, p.1-5

2023

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A Comparative Study of Sociability in Angelman, Cornelia de Lange, Fragile X, Down and Rubinstein Taybi Syndromes and Autism Spectrum Disorder

American journal on intellectual and developmental disabilities, 2016-11, Vol.121 (6), p.465-486

2016

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Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management

Autism : the international journal of research and practice, 2021-02, Vol.25 (2), p.429-439

2021

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‘It wasn’t the strategies on their own’: Exploring caregivers’ experiences of accessing services in the development of interventions for autistic people with intellectual disability

Autism : the international journal of research and practice, 2024-05, Vol.28 (5), p.1231-1244

2024

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Differences in the Information Needs of Parents With a Child With a Genetic Syndrome: A Cross‐Syndrome Comparison

Journal of policy and practice in intellectual disabilities, 2018-06, Vol.15 (2), p.94-100

2018

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Scaling of Early Social Cognitive Skills in Typically Developing Infants and Children with Autism Spectrum Disorder

Journal of autism and developmental disorders, 2020-11, Vol.50 (11), p.3988-4000

2020

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Teachers' Motivations to Learn about ML and AI

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2, 2022, p.609-609

2022

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Integrating the Constructionist Learning Theory with Computational Thinking Classroom Activities

Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

Divergent presentation of anxiety in high-risk groups within the intellectual disability population

Development and psychometric properties of the Clinical Anxiety Scale for People with Intellectual Disabilities (ClASP-ID)

Phenotypic characteristics and variability in CHARGE syndrome: a PRISMA compliant systematic review and meta-analysis

The behavioural phenotype of SATB2-associated syndrome: a within-group and cross-syndrome analysis

Profiles of autism characteristics in thirteen genetic syndromes: a machine learning approach

Diverse Profiles of Anxiety Related Disorders in Fragile X, Cornelia de Lange and Rubinstein–Taybi Syndromes

Williams syndrome: recent advances in our understanding of cognitive, social and psychological functioning

Utilising Interview Methodology to Inform the Development of New Clinical Assessment Tools for Anxiety in Autistic Individuals Who Speak Few or no Words

Anxiety characteristics in individuals with Williams syndrome

Behaviours that Challenge in SATB2-associated Syndrome: Correlates of Self-injury, Aggression and Property Destruction

Teaching computer programming with PRIMM: a sociocultural perspective

Computing in the classroom: Tales from the chalkface

Artificial Intelligence teaching and learning in K-12 from 2019 to 2022: A systematic literature review

The Executive Function Account of Repetitive Behavior: Evidence from Rubinstein-Taybi Syndrome

Culturally Relevant Areas of Opportunity for K-12 Computing Lessons

Temper outbursts in Lowe syndrome: Characteristics, sequence, environmental context and comparison to Prader–Willi syndrome

Towards a Framework for Learning Content Analysis in K-12 AI/ML Education

A Comparative Study of Sociability in Angelman, Cornelia de Lange, Fragile X, Down and Rubinstein Taybi Syndromes and Autism Spectrum Disorder

Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management

‘It wasn’t the strategies on their own’: Exploring caregivers’ experiences of accessing services in the development of interventions for autistic people with intellectual disability

Differences in the Information Needs of Parents With a Child With a Genetic Syndrome: A Cross‐Syndrome Comparison

Scaling of Early Social Cognitive Skills in Typically Developing Infants and Children with Autism Spectrum Disorder

Teachers' Motivations to Learn about ML and AI

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