Objectively Measured Interactions of Preschoolers With and Without Autism

This study objectively measured associations between children’s peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Read more “Objectively Measured Interactions of Preschoolers With and Without Autism” →