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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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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.1-49, Article 49

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.3-3, Article 3

2023

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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

2019

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Difficulties with design: The challenges of teaching design in K-5 programming

Computers and education, 2020-06, Vol.150, p.103838, Article 103838

2020

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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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Measurement tools for behaviours that challenge and behavioural function in people with intellectual disability: A systematic review and meta-analysis of internal consistency, inter-rater reliability, and test-retest reliability

Clinical psychology review, 2024-06, Vol.110, p.102434-102434, Article 102434

2024

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Prevalence of anxiety symptomatology and diagnosis in syndromic intellectual disability: A systematic review and meta-analysis

Neuroscience and biobehavioral reviews, 2022-07, Vol.138, p.104719-104719, Article 104719

2022

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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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Behavioural and physiological indicators of anxiety reflect shared and distinct profiles across individuals with neurogenetic syndromes

Psychiatry research, 2023-08, Vol.326, p.115278-115278, Article 115278

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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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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The behavioral phenotype of Rubinstein–Taybi syndrome: A scoping review of the literature

American journal of medical genetics. Part A, 2022-09, Vol.188 (9), p.2536-2554

2022

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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

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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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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Measurement tools for mental health problems and mental well-being in people with severe or profound intellectual disabilities: A systematic review

Clinical psychology review, 2017-11, Vol.57, p.32-44

2017

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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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Executive function, repetitive behaviour and restricted interests in neurodevelopmental disorders

Research in developmental disabilities, 2022-03, Vol.122, p.104166-104166, Article 104166

2022

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Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis

Autism, 2021-01, Vol.25 (1), p.18-32

2021

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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

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

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

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

Difficulties with design: The challenges of teaching design in K-5 programming

Anxiety characteristics in individuals with Williams syndrome

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

Measurement tools for behaviours that challenge and behavioural function in people with intellectual disability: A systematic review and meta-analysis of internal consistency, inter-rater reliability, and test-retest reliability

Prevalence of anxiety symptomatology and diagnosis in syndromic intellectual disability: A systematic review and meta-analysis

Computing in the classroom: Tales from the chalkface

Behavioural and physiological indicators of anxiety reflect shared and distinct profiles across individuals with neurogenetic syndromes

Teaching computer programming with PRIMM: a sociocultural perspective

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

The behavioral phenotype of Rubinstein–Taybi syndrome: A scoping review of the literature

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

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

Measurement tools for mental health problems and mental well-being in people with severe or profound intellectual disabilities: A systematic review

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

Teachers' Motivations to Learn about ML and AI

Executive function, repetitive behaviour and restricted interests in neurodevelopmental disorders

Anxiety and intellectual functioning in autistic children: A systematic review and meta-analysis

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