Porfolio On Child Behavioral Issues

Task 1: Case study of a young person and approach to support them

Here, the task is all about understanding and giving support to a child with behavioral problems. Specific behavioral problem in this case is identified as Autism. In order to ensure that anonymity is maintained, a pseudonym is considered throughout the study. Child's educational development involves the skills of following areas such as behavior, social skills and attention and concentration (Anastopoulos et al. 2020). There are communication skills that work with independence skills and sensory needs of a child. Children with BAME background are given their legitimate support for their studies. The case study is about Mikey who is an eight year old kid that is diagnosed with behavioral issues and having severity of it. Mikey needs complete support to help the emotional barrier to become stronger. Mikey has faced difficulties in terms of maintaining social interactions and engaging in appropriate activities with peers. Mikey’s parents faced several difficulties with his morning routine that caused behavioral issues (Bettini et al 2020).

Mikey was also troubled in concentration of schoolwork and difficulties with communication with peers. Mikey has to overcome this behavioral disorder and become prominent in terms of occupational therapy management (Case, Schram, and Yun, 2019). Better functions and accommodations are made for helping Mikey. There are evaluation procedures observed for sensory profile and revised knox play scale. Following this process, it is expected that Mikey’s behavior will be analyzed and calming him down during a panic attack will be possible. A person with sensory difficulties displays behavior of not understanding the comfort standards of touching each other. It can be identified in terms of pain and sensibility of the environment process. A person’s ability to complete emotional integration and face the challenges of daily lives is important in assessment of autism (Denny et al. 2019).

The evaluation conducted has given results to Mikey as he would scream with a sudden noise of alarm, blender, and his sister crying. Mikey is found out to face difficulties in terms of waking up and getting ready for school (Downs et al. 2019). He is found out to be taking naps during daytime and frequently appears fatigued. Mikey also becomes impulsive and he is seen to be flopping the floor. None of the interactive games were played by Mikey and he has this one spinning toy with him that he would play. Playing on and off with lights is seen as there will be a humor subsection engaged in for Mikey’s ability to fantasize and imagine himself playing a different role is also seen. Mikey has scored like a 12 month old while other individuals are seen to be playing and socializing at his age. Mimicking and imitation of situations is also not applicable for Mikey as it requires a proper development of the brain cells. Mikey needs to go through a long term treatment plan along with demonstration of improved sensory modulation as a part of evidence in case of Mikey (Fabiano, and Pyle, 2019). Verbal communication has been quite devastating for Mikey and he needs to visit the therapist for every 45-minute session five times in the entire week.

PEOP model can be used for Mike in order to understand the treatment session that was complete. A specially designed session helps with cognitive development of psychological assessment in focusing main elements. Interests and skills are required to be thoroughly managed for Mikey for personalizing Mikey’s experiences (Freeman et al. 2019). Occupational performances are indulged in convergence of the elements such as frequent management of impulsive behaviour. Focusing on the adaptation of behavioral theories requires how persons are thinking with an approach of improvising mental disorders. During this treatment, Mikey was allowed to play with other kids in the school and as a part of the test, one kid cried out loder. This was arisual point for Mikey as he quickly stood up and hid in the corner.

Moreover, there were theories of sensory integration as remediate some processing challenges Mikey had experienced. Children were exposed to find out the processing of sensory input output and adapting behaviour of the people. There should be updated cultural efficiencies incorporated (Giannopoulou et al. 2020). It is observed that a teacher is a constant friend of students and any behavioral inefficient will be highlighted throughout for making the student understand differentiation. There is improved optimization observed on specific accounts of preserving the roles and finding the right treatment plan for the student. In order to calm down the student in concern, it becomes important to provide Mikey an environment free of any prejudices and the environment that helps in making reasonable working needs (Jao et al. 2019). Behavioral flexibility and difficulty in socializing are identified as important work for the management of hyper and hypo sensitivity relational management.

Individual people are expected to find out behavioral analysis on this autism spectrum. Mikey’s diagnosis has displayed different behaviours that relate to the triad of impairment. Integration difficulties are observed as there are sensory stimuli indulged within behavioral management of hypersensitivity in childcare (Josilowski and Morris, 2019). Children often feel threatened around new people and they feel overwhelmed for emotional distress management. Practitioner has to support sensory stimuli for sensory needs development.

Prior to the introduction of the sensory anxiety process, Mikey’s behavioral analysis was conducted. Academic tasks were assigned for the management of important activities. High levels of adult support and finding out the negative impact of relationships with peers have been seen (Lekwa, Reddy, and Shernoff, 2019). As a practitioner, sensory diet programs have to be managed and collaborated for ensuring best possible outcomes of getting emotional support in need. “Behaviours relating to proprioception were observed in Mikey as he would frequently rock on his chair and seek the climbing wall at playtimes”. According To the GDPR, all data recorded needs to be locked up in a secure environment. This data is safe under the tagline of the data protection segment and understanding the storage of data that complies with data protection act 2018 (León-del-Barco et al. 2019). Some sensory need assessments can be performed for the management of processes explained as pushing up the gym ball against the wall while moving it forward up and down. Weighted ball playing and rolling on the bench side by side is also seen. Hoops are an important part of jumping and throwing objects. There were star jumps seen as a part of sensory need improvement. While the weather is dry, a child is required to be given the liberty to play outside and with equipment. Children that are running around here and there go through at least four activities to choose from and to ensure that the learner is not able to participate in activities (Lloyd et al. 2019). United convention of child rights gives a clear idea of children's needs and indicates what sensory changes should be focused while the process is ongoing.

The indicative actions evolve around as reinforcement needs for the activities of class are assessed. Mikey is seen to be more comfortable and calms down while he is inside the classroom (McKenna et al. 2019). Lesser disruption is seen in Mikey while he is inside the classroom. There is systematic indulgence identified in terms of proceeding with peers and interacting with ample amounts of audits. Any audit improvisation was not found inside class as there was adequate support provided for the teacher to gain permissions and interact with peers inside school for Mikey. Mikey has been performing well while he is inside the classroom and recognizes activities well in academic learning. With an efficient engagement in the classroom, Mikey might overcome his behavioral disorders. Mikey is prone towards a less adult approach of continuing work and revealing peer interaction. Improving the social interactions in an occasion of learning has been essential and sensory activities are prioritized before starting of school curriculum. Child's academic impact finding out in a classroom setting and associating in social interactions with an involvement of peers has been important (O’Rourke, Bray, and Anastopoulos, 2020). Children need to be overwhelmed by being supported by adults and interacting with peers to improve the support criteria.

I would argue on the facts of specific learning and continuing with the aspects of sensory activity management. The starting of sensory work prior to the start of the school day has become essential and it should be noted that each individual with integration difficulties needs to work on experience and needs (Owens et al. 2020). Any form of harm or distress to the learner should be managed. Promoting the long term academic integrity and social outcome management have been essential in this effective management of Mikey. This student is still in the building years and requires to perform in different aspects of life. The intervention is expected to provide adequate support to Mikey by helping them to participate in lessons with greater levels of independence and continue developing the relationship with peers. In the case of Mikey only a few times are observed for him to go out of class and calm down the senses (Rith-Najarian, Boustani, and Chorpita, 2019). Mikey appears to be more settled in a classroom environment and activities like wobble board, monkey bars, rolling beam can be participated in for the management of children. The children are expected to run around outside and choose activities to be performed. Each day sensory projections can be completed and effective management of academic processes can be improvised for management of a range of activities. Following a discussion with Mikey’s parents and assistant teacher with 1:1 operations it has been identified that emotional barriers will be assessed and recognition of work is required to be improved.

Behavioral difficulties are becoming difficult to manage due to the surge pandemic situation and unavailability of trained professionals. However, in this setup the job is to provide sensory stimuli, support the hyposensitive child with appropriate responses, and show stronger behavioral efficacies (Sutherland et al. 2019). Intervention of the learner emotional barrier towards learning is optimized within this case study of Mikey. Mikey was also assessed under the profile of relational activity finding out. Sensitivity under the vestibular balance and showing preference on jumping from height has been shown. Body awareness is associated with the componential analysis of activities to reform mental stability. The case highlighted aspects of complying with data protection acts and normalizing play equipment, wherever it was possible. As a practitioner, it becomes an important aspect to understand the interest areas, and work on rights of data protection as well. Any research data is not supposed to be disclosed in front of participants for the management of reinforcements in case of Mikey.

Sensory integration is identified as an organization of sensation for use. This type of records are interpreted inside meaningful sensory development and identifying the principles of ASI intervention (Sutton, Webster, and Westerveld, 2019). Individualized treatment therapy started from the pandemic situation requires to be controlled and Mikey has been provided multiple sessions on behavioral management. One possible support for Mikey is included with making him feel that he is also a normal child and he can develop his normal life. ASI is identified as a strategy that many of the pediatrics use for providing additional support to the needy. In Mikey’s case, the work needs to be done in two ways: attention and sensation (Wills et al. 2019). Now, optimal attention has been facilitated for children's sensory processing disorder management. It is also expected to ensure that Mikey had transitions of strategies at home and during one session, many tasks are performed. Moreover, a scentsation generation engages in experiments of providing input for optimal arousal. This input can be different in terms of types and Mikey way introduced to weighted blanket and weighted vest. Now the treatment resulted in regulating the emotions and therapeutic devices allowed Mikey to gain proprioceptive input. Therapeutic devices have allowed us to notice when Mikey is calm and when he is not (Bölte, Girdler, and Marschik, 2019). To conclude, the lesson has observed a greater level of independence and developed a sensory relationship with peers.

References

Journals

Anastopoulos, A.D., King, K.A., Besecker, L.H., O’Rourke, S.R., Bray, A.C. and Supple, A.J., 2020. Cognitive-behavioral therapy for college students with ADHD: Temporal stability of improvements in functioning following active treatment. Journal of Attention Disorders, 24(6), pp.863-874.

Bettini, E., Cumming, M.M., O’Brien, K.M., Brunsting, N.C., Ragunathan, M., Sutton, R. and Chopra, A., 2020. Predicting special educators’ intent to continue teaching students with emotional or behavioral disorders in self-contained settings. Exceptional Children, 86(2), pp.209-228.

Case, L., Schram, B. and Yun, J., 2019. Motivating children with autism spectrum disorder in gross motor-skill assessments. Journal of Physical Education, Recreation & Dance, 90(4), pp.32-38.

Denny, R.K., Gunter, P.L., Shores, R.E. and Campbell, C.R., 2019. Educational placements of students with emotional and behavioral disorders: What do they indicate?. In Issues in Educational Placement (pp. 119-144). Routledge.

Downs, K.R., Caldarella, P., Larsen, R.A., Charlton, C.T., Wills, H.P., Kamps, D.M. and Wehby, J.H., 2019. Teacher praise and reprimands: The differential response of students at risk of emotional and behavioral disorders. Journal of Positive Behavior Interventions, 21(3), pp.135-147.

Fabiano, G.A. and Pyle, K., 2019. Best practices in school mental health for attention-deficit/hyperactivity disorder: A framework for intervention. School Mental Health, 11(1), pp.72-91.

Freeman, J., Yell, M.L., Shriner, J.G. and Katsiyannis, A., 2019. Federal policy on improving outcomes for students with emotional and behavioral disorders: Past, present, and future. Behavioral Disorders, 44(2), pp.97-106.

Giannopoulou, I., Kotopoulea-Nikolaidi, M., Daskou, S., Martyn, K. and Patel, A., 2020. Mindfulness in eating is inversely related to binge eating and mood disturbances in university students in health-related disciplines. Nutrients, 12(2), p.396.

Jao, N.C., Robinson, L.D., Kelly, P.J., Ciecierski, C.C. and Hitsman, B., 2019. Unhealthy behavior clustering and mental health status in United States college students. Journal of American College Health, 67(8), pp.790-800.

Josilowski, C.S. and Morris, W.A., 2019. A Qualitative Exploration of Teachers' Experiences with Students with Autism Spectrum Disorder Transitioning and Adjusting to Inclusion: Impacts of the Home and School Collaboration. The Qualitative Report, 24(6), pp.1275-1286.

Lekwa, A.J., Reddy, L.A. and Shernoff, E.S., 2019. Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology, 34(1), p.109.

León-del-Barco, B., Mendo-Lázaro, S., Polo-Del-Río, M.I. and López-Ramos, V.M., 2019. Parental psychological control and emotional and behavioral disorders among Spanish adolescents. International journal of environmental research and public health, 16(3), p.507.

Lloyd, B.P., Bruhn, A.L., Sutherland, K.S. and Bradshaw, C.P., 2019. Progress and priorities in research to improve outcomes for students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 44(2), pp.85-96.

McKenna, J.W., Shin, M., Solis, M., Mize, M. and Pfannenstiel, K., 2019. Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis. Psychology in the Schools, 56(4), pp.608-629.

O’Rourke, S.R., Bray, A.C. and Anastopoulos, A.D., 2020. Anxiety symptoms and disorders in college students with ADHD. Journal of attention disorders, 24(12), pp.1764-1774.

Owens, J.S., Evans, S.W., Coles, E.K., Holdaway, A.S., Himawan, L.K., Mixon, C.S. and Egan, T.E., 2020. Consultation for classroom management and targeted interventions: Examining benchmarks for teacher practices that produce desired change in student behavior. Journal of Emotional and Behavioral Disorders, 28(1), pp.52-64.

Rith-Najarian, L.R., Boustani, M.M. and Chorpita, B.F., 2019. A systematic review of prevention programs targeting depression, anxiety, and stress in university students. Journal of affective disorders, 257, pp.568-584.

Sutherland, K.S., Conroy, M.A., McLeod, B.D., Kunemund, R. and McKnight, K., 2019. Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2), pp.76-85.

Task 2: Reflection

My thoughts have been reflecting throughout this module of learning and understanding each individual component distribution. I would like to use Gibbs’ reflective cycle for further identification of my learning.

Before this module was studied, I used to think that the module would only cover traumatized younger people. However, my beliefs have been proven wrong as the topic included multiple types of counseling and interventions. These are created in order to support a child's emotional barrier of learning and the process that highlights behavioral deficiencies (Kelly, 2017). I found it quite useful as a range of examples was presented to me. I was also exposed towards strategic interventions that funded my skills of being a practitioner. Children that are going to be under my care will not be deprived of appropriate support for management of trauma (Nugraha, Athfyanti, and Prabawa, 2020).

One of the important analyses that have helped me in management of ever-growing demand is associated with following the kids' mental health. The particular age group that I am working with is quite vulnerable and schools are needed to become conscious regarding this age group’s behaviour. Giving the children lessons on self-esteem and making them understand the importance of behavioral sustainability is important to help them succeed in their future lives (Guo, Tian, and Huebner, 2018). According to research statistics, children with lower self-esteem have a tendency to back out of challenges and they are often not supported as per the requirements. As a practitioner, this module has helped me nourish my concepts against behavioral dispute and ensure that the children receive parental support. I have also learned that individual growth of children also matters as they are provided with numerous opportunities to achieve growth (Reeves, and Brock, 2018).

I started by creating a set of questionnaires that finds out the gap of analysis. My target was to understand why these kids are being left out in an environment filled with development components. No conclusions should be jumped off as understanding the essential behavioral component is important. Children need to engage in active listening as if they are not attentive in listening they will not be able to cope with the other children of their age (Gökkaya, 2017). It is a matter of analyzing self-esteem as questioning and listening provide an interactive environment that enhances a chance of a self esteem development. Setting up achievable goals is also important in this case as I was quite skeptical regarding the process functionality. The analysis has to go through multiple stages of relationship management with peers. Strengthening these relationships is associated with the importance of open speaking about specific concerns (Yang et al. 2019). I have indulged in three active learning modules and this includes listening as an important aspect of care giving to the needful. There are emotional barriers observed which is expected to be managed through center-based approach in support of understanding the emotional companionship. Uses of code of ethics as an important part of learning has been improvised and I have understood the limitation of emotional barrier while participating in this process.

Keeping up with children’s specific issues and believing in the positive outcomes of interactiveness with pupils are expected to help them with behavioral issues (Dai et al. 2020). I believe now that specific conditions can be healed with establishments of a good relationship and finding out best ever opportunities to grow in future life.

References

Journals

Dai, A., Wu, L.Q., Jacobs, R.C., Raghuram, A. and Dhar, S.U., 2020. Implementation of a Medical School Elective Course Incorporating Case-Based Learning: a Pilot Study. Medical Science Educator, pp.1-6.

Gökkaya, F., 2017. Peer bullying in schools: A cognitive behavioral intervention program. Child and Adolescent Mental Health, 9.

Guo, L., Tian, L. and Huebner, E.S., 2018. Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress. Journal of school psychology, 69, pp.16-27.

Nugraha, I., Athfyanti, N.N. and Prabawa, H.W., 2020. The development of computer-assisted instruction game on mirror reflection concepts for junior high school students. Jurnal Inovasi Pendidikan IPA, 6(1), pp.1-10.

Reeves, M.A.L. and Brock, S.E., 2018. School behavioral threat assessment and management. Contemporary School Psychology, 22(2), pp.148-162.

Yang, Q., Tian, L., Huebner, E.S. and Zhu, X., 2019. Relations among academic achievement, self-esteem, and subjective well-being in school among elementary school students: A longitudinal mediation model. School Psychology, 34(3), p.328.

Task 3: Analysis of approach supporting emotional barriers

The current working set up is an education set up that works with primary school students and children with behavioral problems. This setup has identified a student number of 207 pupils. Class teachers and teaching assistants are also going to give enough support to this operation of the environment (Doan et al. 2019). This approach is going to use academic data and record data on behavioral disorders like autism in children. The counter move is to think into a consideration of approach that helps in interaction vulnerability with young people. Specific explorations of active listening have been commented here as active listening can break the barrier of emotional learning. Congruence is one real and transparent issue that requires to be addressed while its own expressions have been processed. There is more focus given on the facilitation of honest communication while the study is being conducted (Ferguson, Craig, and Dounavi, 2019).

As per Carl Roger, it can be explained that unconditional positive regard is actually offering a person full and caring attention without judgment or evaluations. Going beyond the recognition of listening compatibility of children, learners have become a barrier to the stress relief options. “counselling discusses meanings and experiences about which they may be unaware have been important in today’s era (Grove et al. 2019).” It is observed that empathy is another virtue that refers to the seeing of the world from a different person’s eyes and accepting the recognition factors. Clear expressions are designed on identification of level of stress in younger children. Counsellor realistic goals identification and authenticity is important for honest communication management.

Physical and mental process is included with listening. Participation in the listening process and analyzing core components has been improvised. Listening can be identified as a process of constructing the messages with spoken and verbal message management. Thoughtful attentions are covered with the perspectives of active listening components and practicing successful improvisations (Fuller, and Kaiser, 2019). The children with whom entire work is conducted might be engaged in four levels of work and these are ignoring one another and practicing pretending. Constant chatter of preschool children has been associated with selective listening. There are active participants observed that focus on empathetic listening components. Children that are growing within a modern society help isolation of processes for accepting responsibility and peer communication. Thinking anything negative about each other has engaged in un-realistic process of acceptability and responsibility has come up with a fact of developing a range of skills (Quesnel-Vallières et al. 2019).

Children these days are more prone towards individual learning. Social isolation, which has been caused by the pandemic situation, requires the children to be engaged in corporate social responsibilities and identify their growth objectives. Generation of awareness and acting towards the improvised conceptual breakdown of active listening for kids with behavioral disorder is important (Haruvi-Lamdan et al. 2020). Building a positive relationship with staff can help the children sustain in their lives and identify the actual meaning of manageable interventions. Authors also discuss the factors that present skills to cope up with any situation that comes in the pathway of healthy child development. Mentoring approaches are required as the emotional well being of pupils is encouraging resilience through building a positive attitude with staff. Johnson had conducted a study named “Little Things” in the year 2008, which had provided better scopes of living and combating with challenges that gives empathetic approach to managing life styles. The study however is staff dependent and operations need to be managed in an appropriate way.

As a result, of providing sustainable opportunities to the children, help is given to them to ensure the child's concerns (Hollocks et al. 2019). Now, each child journal is maintained by the staff to ensure that there is appropriate growth notified. The process includes an identification of what has gone well and what has the child learned throughout a week while understanding and reassuring the components of child safety. Children might have different types of queries to be solved and addressing on how the progress of active listening is going. Any behavioral changes or the child being engaged in any kind of fight with other people needs to be recorded in this journal. Children's safeguarding process is expected to be indulged along with finding out specific emotional needs and attitude management (Hudson, Hall, and Harkness, 2019). In a busy classroom, setup individual child needs and their development criteria might be overlooked. However, in the process of child behavior management, the systematic attitudes should be recorded.

Improving the concepts of academic learning also becomes a great support for the children to be promoted and developing foundations of behavioral success. Keeping the children under a safe educational guidance program has become essential and this particular approach is essentially pointing out towards the communication of a classroom environment (Hyman, Levy, and Myers, 2020). Setting achievable goals and targets that will be specifically fulfilled by individual people is a primary requirement of this process. Children under this program are encouraged to participate in different types of tasks and recognize how the tasks are being supported around them. In this way, behavioral assessments can be performed and they will get the chance of growth within a common educational system (Liu et al. 2019). Counselling and mentoring the children in an academic setup is important for protective factors that fosters communication in smaller groups and coming up with specified issues faced in school based learning.

Schools nowadays are focusing on budget cuts and the ever growing number of school staff is particularly suited towards the supportive continuity in managing the children's behavior. Emotional needs evaluation can be done through applying the listening technique as a management of emotional barriers. A range of counseling aspects, such as talking with them openly and freely has been engaged (Maenner, Shaw, and Baio, 2020). The specific concerns of children should be valued and listened carefully while they engage in different types of activities. Young children need to set aside prejudices and talk about their emotional and mental needs as much as possible so that a good amount of solutions is provided. As an activist, emotional barrier support can be provided after knowing the concerns and gaining insights on the problem. Some barriers of listening are identified as the distractions can be formed through allowing a mind to wander. Environmental factors are associated with noise, temperature and interruptions (Pierce et al. 2019). Distractions are observed from the speaker that includes habit, language and dress.

Inhibitors to listening should be indulged such as directing and leading in various mindful activities, labelling and diagnosis of process (Nahmias et al. 2019). Inappropriately talking about personal things should be noted in the student journal and behavior analysis should be done whether the student is faking attention or not. Over interpreting, is another component that works with reassuring and humoring. Judging and evaluating self-reflection theories have also become important. The children might be found out not understanding speakers' feelings and all these things needed to be recorded. Moralising, preaching and patronizing have become important as in judging mental and emotional well being of the student in concern. Students should also show interest in participating in the process simultaneously so that individual identification of good behavior is done and communication activities are spread among other young learners as well (Nasser, Al-Shawwa, and Abu-Naser, 2019). However, lack of budget and cost control in the education sector is probably being a cause of increased untrained counselors that are unable to give proper care to children.

Continue your exploration of Policy Interventions in Indigenous Education with our related content.

Reference

Journals

Bölte, S., Girdler, S. and Marschik, P.B., 2019. The contribution of environmental exposure to the etiology of autism spectrum disorder. Cellular and Molecular Life Sciences, 76(7), pp.1275-1297.

Doan, R.N., Lim, E.T., De Rubeis, S., Betancur, C., Cutler, D.J., Chiocchetti, A.G., Overman, L.M., Soucy, A., Goetze, S., Freitag, C.M. and Daly, M.J., 2019. Recessive gene disruptions in autism spectrum disorder. Nature genetics, 51(7), pp.1092-1098.

Ferguson, J., Craig, E.A. and Dounavi, K., 2019. Telehealth as a model for providing behaviour analytic interventions to individuals with autism spectrum disorder: A systematic review. Journal of autism and developmental disorders, 49(2), pp.582-616.

Fuller, E.A. and Kaiser, A.P., 2019. The effects of early intervention on social communication outcomes for children with autism spectrum disorder: A meta-analysis. Journal of autism and developmental disorders, pp.1-18.

Grove, J., Ripke, S., Als, T.D., Mattheisen, M., Walters, R.K., Won, H., Pallesen, J., Agerbo, E., Andreassen, O.A., Anney, R. and Awashti, S., 2019. Identification of common genetic risk variants for autism spectrum disorder. Nature genetics, 51(3), pp.431-444.

Haruvi-Lamdan, N., Horesh, D., Zohar, S., Kraus, M. and Golan, O., 2020. Autism spectrum disorder and post-traumatic stress disorder: An unexplored co-occurrence of conditions. Autism, 24(4), pp.884-898.

Hollocks, M.J., Lerh, J.W., Magiati, I., Meiser-Stedman, R. and Brugha, T.S., 2019. Anxiety and depression in adults with autism spectrum disorder: a systematic review and meta-analysis. Psychological medicine, 49(4), pp.559-572.

Hudson, C.C., Hall, L. and Harkness, K.L., 2019. Prevalence of depressive disorders in individuals with autism spectrum disorder: A meta-analysis. Journal of Abnormal Child Psychology, 47(1), pp.165-175.

Liu, S., Li, E., Sun, Z., Fu, D., Duan, G., Jiang, M., Yu, Y., Mei, L., Yang, P., Tang, Y. and Zheng, P., 2019. Altered gut microbiota and short chain fatty acids in Chinese children with autism spectrum disorder. Scientific reports, 9(1), pp.1-9.

Maenner, M.J., Shaw, K.A. and Baio, J., 2020. Prevalence of autism spectrum disorder among children aged 8 years—autism and developmental disabilities monitoring network, 11 sites, United States, 2016. MMWR Surveillance Summaries, 69(4), p.1.

Nahmias, A.S., Pellecchia, M., Stahmer, A.C. and Mandell, D.S., 2019. Effectiveness of community‐based early intervention for children with autism spectrum disorder: a meta‐analysis. Journal of Child Psychology and Psychiatry, 60(11), pp.1200-1209.

Pierce, K., Gazestani, V.H., Bacon, E., Barnes, C.C., Cha, D., Nalabolu, S., Lopez, L., Moore, A., Pence-Stophaeros, S. and Courchesne, E., 2019. Evaluation of the diagnostic stability of the early autism spectrum disorder phenotype in the general population starting at 12 months. JAMA pediatrics, 173(6), pp.578-587.

Quesnel-Vallières, M., Weatheritt, R.J., Cordes, S.P. and Blencowe, B.J., 2019. Autism spectrum disorder: insights into convergent mechanisms from transcriptomics. Nature Reviews Genetics, 20(1), pp.51-63.

Schaaf, C.P., Betancur, C., Yuen, R.K., Parr, J.R., Skuse, D.H., Gallagher, L., Bernier, R.A., Buchanan, J.A., Buxbaum, J.D., Chen, C.A. and Dies, K.A., 2020. A framework for an evidence-based gene list relevant to autism spectrum disorder. Nature Reviews Genetics, 21(6), pp.367-376.

Sgritta, M., Dooling, S.W., Buffington, S.A., Momin, E.N., Francis, M.B., Britton, R.A. and Costa-Mattioli, M., 2019. Mechanisms underlying microbial-mediated changes in social behavior in mouse models of autism spectrum disorder. Neuron, 101(2), pp.246-259.

Xu, G., Strathearn, L., Liu, B., O’Brien, M., Kopelman, T.G., Zhu, J., Snetselaar, L.G. and Bao, W., 2019. Prevalence and treatment patterns of autism spectrum disorder in the United States, 2016. JAMA pediatrics, 173(2), pp.153-159.