Sarah Levinson

TL;DR: This work examined the associations across three language domains and their relations to parent- and teacher-rated social skills among children with ASD and found only semantics significantly predicted children’s social skills.

TL;DR: Examination of parent-teacher disagreement on ratings of behavior problems among children with ASD during the fall and spring of the school year revealed that higher informant disagreement on children's behavior problems in the fall predicted lower parent school involvement in the spring, suggesting that greater informant agreement may foster parental school involvement over time.

TL;DR: This paper explored how individual child language domains (semantics, syntax, pragmatics), teacher years of experience, and classroom placement (general or special education) relate to STR quality for children with autism spectrum disorder (ASD) across the school year.

TL;DR: Pragmatic and semantic language skills were associated with closer relationships in student-teacher relationships and language-focused therapies may be effective in carrying over to impact STR quality.

TL;DR: This paper examined the school messages that autistic individuals received and how individuals engaged with these external messages to formulate their identities, and found that autistic students actively reclaimed and shaped their identities to prioritize a positive, empowered sense of self.