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Research
CNTNAP2 variants affect early language development in the general populationWe tested the hypothesis that these CNTNAP2 variants affect communicative behavior, measured at 2 years of age in a large epidemiological sample...
Research
Inner speech impairment in children with autism is associated with greater nonverbal than verbal skillsWe present a new analysis of Whitehouse, Maybery, and Durkin's (2006, Experiment 3) data on inner speech in children with autism (CWA).
Research
Hypertensive diseases of pregnancy predict parent-reported difficult temperament in infancyThese data suggest that the link between maternal hypertensive diseases of pregnancy and child behavioral development begins in the first year of life.
Research
Does cerebral lateralization develop? A study using functional transcranial Doppler ultrasound assessingIn the majority of people, language production is lateralized to the left cerebral hemisphere and visuospatial skills to the right.
People
Andrew WhitehouseDeputy Director (Research); Angela Wright Bennett Professor of Autism Research at The Kids Research Institute Australia; Director, CliniKids
News & Events
Autism researcher wins accolade for science videosProfessor Andrew Whitehouse has been awarded an Autism Spectrum Australia Recognition Award for his work communicating scientific findings to families.
Sibling Support and Teen Talk Studies form
Research
“We Need Community-Centred, Strongly Ethical Genetic Research”: A Qualitative Investigation of Community Attitudes Toward Autism GeneticsAutism genetics has historically attracted a substantial proportion of autism research funding internationally. However, more recently, several controversies centered on ethical conduct and lack of community consultation have emerged. This has triggered Autistic-led protests for the functional and meaningful inclusion of Autistic voices in the research design.
Research
“I Just Feel Like the Teacher Understood Me, and She Knew What I Needed”: School Experiences of Autistic Students from Diverse BackgroundsGathering Autistic young people's testimony is critical for understanding their lived experience of education and designing settings in which these students can thrive. Despite increasing knowledge in this field, we lack perspectives from a broad range of Autistic students which necessarily limits our ability to build inclusive, supportive environments for all. This study explored the educational experiences of preschool and school-aged Autistic students from diverse age groups, backgrounds, and educational settings.