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<div style="direction: ltr;font-family: Tahoma;color: #000000;font-size: 10pt;">Hi there,
<div>Does anyone know of any studies training verbal children or adolescents with Autism Spectrum Disorders in reference? I do not mind if the focus was preventing under- versus over-informativity (or both), whether the training was embedded in broader training
(e.g. on 'conversation skills' or 'social skills'), whether the studies found or did not find significant differences post-intervention. Indeed, if a study <span style="font-size: 10pt;">actually</span><span style="font-size: 10pt;"> aimed to </span><span style="font-size: 10pt;">train
a different domain (e.g. Theory of Mind or Inhibitory Control) but this led to an improvement in appropriate use of linguistic reference, then I'd like to know about that study, too!</span></div>
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<div>I have found surprisingly little for this topic with this population.</div>
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<div>Many thanks in advance,</div>
<div>Kirsten</div>
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<div style="font-family:Tahoma; font-size:13px"><font size="1"><i>Dr. Kirsten Abbot-Smith<br>
Lecturer in Developmental Psychology and Co-director of Kent Child Development Unit<br>
University of Kent<br>
Keynes College<br>
Canterbury<br>
CT2 7NP<br>
UK</i></font><br>
<i><font size="1">Tel: +44 1227 82 3016 / 7424<br>
http://www.kent.ac.uk/psychology/people/abbot-smithk/<br>
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