I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
15
,
No
.
3
,
J
u
n
e
2
0
2
6
,
p
p
.
202
1
~
2
0
3
2
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
5
i
3
.
3
8
8
7
5
2021
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Ev
a
lua
ting so
cio
e
mo
tiona
l skill inte
rv
entions
f
o
r p
res
cho
o
l
children
with
auti
sm
spectru
m diso
rder:
a
sy
st
ema
tic
review
Richa
rd
Rick
ie
Ak
a
t
1
,
Su
ziy
a
ni M
o
ha
m
ed
2
,
Nurul K
ha
ir
a
ni I
s
m
a
il
2
1
F
a
c
u
l
t
y
o
f
Ed
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
sa
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
2
C
e
n
t
r
e
f
o
r
Ed
u
c
a
t
i
o
n
a
l
a
n
d
C
o
mm
u
n
i
t
y
W
e
l
l
b
e
i
n
g
S
t
u
d
i
e
s
,
F
a
c
u
l
t
y
o
f
E
d
u
c
a
t
i
o
n
,
U
n
i
v
e
r
si
t
i
K
e
b
a
n
g
s
a
a
n
M
a
l
a
y
s
i
a
,
B
a
n
g
i
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
an
27
,
2
0
2
6
R
ev
is
ed
Mar
12
,
2
0
2
6
Acc
ep
ted
May
14
,
2
0
2
6
Th
is
st
u
d
y
a
ims
to
sy
ste
m
a
ti
c
a
ll
y
re
v
iew
a
n
d
sy
n
t
h
e
siz
e
re
c
e
n
t
e
m
p
iri
c
a
l
e
v
id
e
n
c
e
o
n
so
c
i
o
e
m
o
ti
o
n
a
l
s
k
il
l
in
terv
e
n
ti
o
n
s
f
o
r
p
re
sc
h
o
o
l
c
h
il
d
re
n
wit
h
a
u
ti
sm
sp
e
c
tru
m
d
iso
rd
e
r
(ASD)
fro
m
a
n
e
d
u
c
a
ti
o
n
a
l
e
v
a
lu
a
ti
o
n
p
e
rsp
e
c
ti
v
e
.
G
u
id
e
d
b
y
t
h
e
p
re
fe
rre
d
re
p
o
rti
n
g
it
e
m
s
fo
r
sy
ste
m
a
ti
c
re
v
iew
s
a
n
d
m
e
ta
-
a
n
a
ly
se
s
(P
RIS
M
A)
fra
m
e
wo
rk
,
a
sy
ste
m
a
ti
c
s
e
a
rc
h
o
f
S
c
o
p
u
s
a
n
d
Web
o
f
S
c
ien
c
e
(W
o
S
)
i
d
e
n
ti
fied
1
5
p
e
e
r
-
re
v
iew
e
d
stu
d
ies
p
u
b
li
sh
e
d
b
e
twe
e
n
2
0
1
9
a
n
d
2
0
2
5
.
Th
e
i
n
c
lu
d
e
d
stu
d
ies
we
re
th
e
m
a
ti
c
a
ll
y
a
n
a
ly
z
e
d
a
n
d
a
p
p
ra
ise
d
u
sin
g
th
e
m
ix
e
d
m
e
th
o
d
s
a
p
p
ra
i
sa
l
to
o
l
(M
M
AT)
.
T
h
e
fin
d
in
g
s
re
v
e
a
led
th
re
e
d
o
m
in
a
n
t
in
terv
e
n
ti
o
n
th
e
m
e
s:
i
)
re
latio
n
sh
ip
-
b
a
se
d
a
n
d
d
e
v
e
lo
p
m
e
n
tal
in
terv
e
n
t
io
n
s
;
ii
)
stru
c
t
u
re
d
a
n
d
s
k
il
l
-
f
o
c
u
se
d
in
ter
v
e
n
ti
o
n
s
;
a
n
d
iii
)
c
re
a
ti
v
e
,
e
x
p
re
ss
iv
e
,
a
n
d
tec
h
n
o
lo
g
y
-
su
p
p
o
rted
a
p
p
r
o
a
c
h
e
s,
d
e
m
o
n
stra
ti
n
g
o
v
e
ra
ll
p
o
siti
v
e
e
ffe
c
ts
o
n
s
o
c
io
e
m
o
ti
o
n
a
l
o
u
tco
m
e
s.
Ho
we
v
e
r,
th
e
st
re
n
g
th
o
f
e
v
id
e
n
c
e
re
m
a
in
s
m
o
d
e
ra
te
d
u
e
to
m
e
th
o
d
o
l
o
g
ica
l
h
e
tero
g
e
n
e
it
y
,
sm
a
ll
sa
m
p
le
siz
e
s,
a
n
d
li
m
it
e
d
lo
n
g
it
u
d
in
a
l
d
e
sig
n
s.
Th
e
se
fin
d
in
g
s
h
i
g
h
li
g
h
t
t
h
e
imp
o
rtan
c
e
o
f
d
e
v
e
lo
p
m
e
n
tally
a
p
p
r
o
p
riate
a
n
d
flex
i
b
le
i
n
terv
e
n
ti
o
n
d
e
sig
n
s
in
in
c
l
u
siv
e
e
a
rly
c
h
il
d
h
o
o
d
e
d
u
c
a
ti
o
n
.
Th
e
re
v
iew
o
ffe
rs
p
ra
c
ti
c
a
l
imp
li
c
a
ti
o
n
s
f
o
r
e
d
u
c
a
to
rs,
c
u
rricu
lu
m
d
e
v
e
l
o
p
e
rs,
a
n
d
p
o
li
c
y
m
a
k
e
rs.
S
p
e
c
ifi
c
a
ll
y
,
it
e
m
p
h
a
siz
e
s
th
e
n
e
e
d
fo
r
e
v
i
d
e
n
c
e
-
b
a
se
d
s
o
c
io
e
m
o
ti
o
n
a
l
p
ro
g
ra
m
s to
stre
n
g
th
e
n
in
c
l
u
siv
e
p
re
sc
h
o
o
l
p
ra
c
ti
c
e
s fo
r
c
h
il
d
re
n
w
it
h
ASD.
K
ey
w
o
r
d
s
:
Au
tis
m
s
p
ec
tr
u
m
d
is
o
r
d
er
I
n
clu
s
iv
e
ed
u
ca
tio
n
Pre
s
ch
o
o
l in
ter
v
en
tio
n
s
So
cio
em
o
tio
n
al
s
k
ills
Sy
s
tem
atic
r
ev
iew
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Su
ziy
an
i M
o
h
am
e
d
C
en
tr
e
f
o
r
E
d
u
ca
tio
n
al
an
d
C
o
m
m
u
n
ity
W
ellb
ein
g
Stu
d
ies,
F
ac
u
lty
o
f
E
d
u
ca
tio
n
Un
iv
er
s
iti Ke
b
an
g
s
aa
n
Ma
lay
s
ia
B
an
g
i,
4
3
6
0
0
,
Selan
g
o
r
,
Ma
la
y
s
ia
E
m
ail: su
ziy
an
i@
u
k
m
.
ed
u
.
m
y
1.
I
NT
RO
D
UCT
I
O
N
Au
tis
m
s
p
ec
tr
u
m
d
is
o
r
d
er
(
A
SD)
is
n
o
t
a
m
en
tal
illn
es
s
;
r
at
h
er
,
it
is
a
n
eu
r
o
d
ev
el
o
p
m
e
n
tal
co
n
d
itio
n
ass
o
ciate
d
with
aty
p
ical
b
r
ain
d
ev
elo
p
m
e
n
t
[
1
]
.
ASD
is
a
life
lo
n
g
an
d
h
eter
o
g
en
e
o
u
s
co
n
d
itio
n
ch
ar
ac
ter
ized
b
y
p
e
r
s
is
ten
t
d
if
f
icu
lties
in
s
o
cial
co
m
m
u
n
icatio
n
an
d
i
n
ter
ac
tio
n
,
ac
c
o
m
p
an
ie
d
b
y
r
estricte
d
in
ter
ests
,
r
ep
etitiv
e
b
eh
av
io
r
,
an
d
a
s
tr
o
n
g
p
r
ef
er
en
ce
f
o
r
s
am
en
es
s
an
d
r
o
u
tin
e
[
2
]
–
[
5
]
.
I
n
r
e
ce
n
t
d
ec
ad
es,
th
e
p
r
ev
alen
ce
o
f
ASD
h
as in
cr
ea
s
ed
s
u
b
s
tan
tially
am
o
n
g
ch
ild
r
en
wo
r
ld
wid
e.
Fo
r
in
s
tan
ce
,
d
ata
f
r
o
m
th
e
ce
n
ter
s
f
o
r
d
is
ea
s
e
co
n
tr
o
l
an
d
p
r
e
v
e
n
tio
n
(
C
DC
)
in
d
icate
a
m
a
r
k
ed
r
is
e
in
ASD
p
r
ev
ale
n
ce
in
th
e
Un
ited
States
,
in
cr
ea
s
in
g
f
r
o
m
ea
r
lier
lo
w
esti
m
ates
to
ap
p
r
o
x
im
ately
1
i
n
5
4
c
h
ild
r
en
,
s
u
g
g
esti
n
g
th
at
m
illi
o
n
s
o
f
c
h
ild
r
e
n
ar
e
liv
in
g
with
ASD
[
6
]
.
Similar
ly
,
n
atio
n
al
d
ata
in
Ma
lay
s
ia
s
h
o
w
an
in
cr
ea
s
e
in
ASD
p
r
ev
alen
ce
a
m
o
n
g
ch
ild
r
en
a
g
ed
5
a
n
d
6
,
r
is
in
g
f
r
o
m
1
in
1
7
5
in
2
0
2
1
t
o
1
in
1
6
8
in
2
0
2
2
[
7
]
,
r
ef
lectin
g
a
co
n
s
is
ten
t
u
p
war
d
tr
en
d
.
At
t
h
e
g
lo
b
al
lev
el,
th
e
W
o
r
ld
Hea
lth
Or
g
an
izatio
n
(
W
HO)
esti
m
ates
th
at
ap
p
r
o
x
im
ately
1
i
n
1
0
0
c
h
i
l
d
r
e
n
w
o
r
l
d
w
i
d
e
h
av
e
ASD
[
8
]
,
with
h
i
g
h
e
r
p
r
e
v
a
l
e
n
c
e
c
o
n
s
i
s
t
e
n
t
l
y
o
b
s
e
r
v
e
d
in
b
o
y
s
th
a
n
in
g
ir
ls
[
9
]
,
[
1
0
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
0
2
1
-
2
0
3
2
2022
T
h
is
g
r
o
win
g
p
r
ev
alen
ce
h
a
s
p
lace
d
in
c
r
ea
s
in
g
p
r
ess
u
r
e
o
n
f
am
ilies
,
ed
u
ca
to
r
s
,
a
n
d
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
y
s
tem
s
to
p
r
o
v
id
e
ef
f
ec
tiv
e
an
d
ap
p
r
o
p
r
iate
s
u
p
p
o
r
t
[
1
1
]
–
[
1
3
]
.
T
h
e
ter
m
“sp
ec
tr
u
m
”
in
AS
D
r
ef
lects
th
e
wid
e
r
an
g
e
o
f
ch
ar
ac
ter
is
tics
,
ab
ilit
ies,
an
d
lev
els
o
f
s
ev
er
ity
th
at
ca
n
v
ar
y
s
ig
n
if
i
ca
n
tly
am
o
n
g
in
d
i
v
id
u
als
af
f
ec
ted
b
y
th
e
d
is
o
r
d
e
r
[
8
]
,
[
1
4
]
–
[
1
6
]
.
Am
o
n
g
th
e
d
ev
elo
p
m
e
n
tal
d
o
m
ain
s
af
f
ec
ted
in
c
h
ild
r
en
with
ASD,
s
o
cio
em
o
tio
n
al
s
k
ills
ar
e
p
ar
ti
cu
lar
ly
cr
itical
[
7
]
,
[
1
7
]
,
as
th
ese
s
k
ills
u
n
d
er
p
in
em
o
tio
n
al
r
eg
u
latio
n
,
a
d
ap
tiv
e
b
eh
a
v
io
r
,
an
d
m
ea
n
i
n
g
f
u
l
i
n
ter
p
er
s
o
n
al
in
ter
ac
tio
n
s
[
1
8
]
.
I
m
p
air
m
en
t
s
in
th
is
d
o
m
ain
o
f
ten
h
in
d
e
r
ch
ild
r
en
'
s
ab
ilit
y
to
en
g
ag
e
with
p
ee
r
s
,
ex
p
r
ess
th
eir
f
ee
lin
g
s
ap
p
r
o
p
r
iately
,
an
d
n
a
v
ig
ate
d
aily
s
o
cial
en
v
ir
o
n
m
en
ts
[
1
9
]
–
[
2
1
]
.
T
h
ese
ch
allen
g
es
ar
e
p
ar
ticu
lar
ly
e
v
id
en
t
in
ea
r
ly
e
d
u
ca
tio
n
al
s
ettin
g
s
,
wh
e
r
e
s
o
c
ial
in
ter
ac
tio
n
an
d
em
o
tio
n
al
r
esp
o
n
s
iv
en
ess
f
o
r
m
th
e
f
o
u
n
d
atio
n
o
f
lear
n
in
g
e
x
p
er
ien
ce
s
[
2
2
]
.
Fro
m
a
d
ev
el
o
p
m
en
tal
p
er
s
p
e
ctiv
e,
em
o
tio
n
al
d
ev
elo
p
m
en
t b
eg
in
s
in
in
f
a
n
cy
th
r
o
u
g
h
th
e
ex
p
r
ess
io
n
o
f
b
asic
em
o
tio
n
s
an
d
r
esp
o
n
s
es
to
f
ac
ial
cu
es,
g
r
ad
u
ally
ev
o
lv
in
g
in
t
o
m
o
r
e
co
m
p
l
ex
s
o
cio
em
o
tio
n
al
co
m
p
eten
cies
s
u
ch
as
em
p
ath
y
,
s
elf
-
r
eg
u
latio
n
,
an
d
r
elatio
n
s
h
ip
-
b
u
ild
in
g
[
2
3
]
,
[
2
4
]
.
T
h
is
tr
ajec
to
r
y
is
cr
u
cial
,
as
s
tr
o
n
g
s
o
cio
em
o
tio
n
al
co
m
p
eten
ce
in
ea
r
ly
ch
ild
h
o
o
d
is
co
n
s
is
ten
tly
ass
o
ciate
d
with
l
o
n
g
-
ter
m
ac
ad
em
ic
ac
h
iev
em
en
t,
p
s
y
c
h
o
lo
g
ical
w
ell
-
b
ein
g
,
an
d
s
u
cc
ess
f
u
l so
cial
ad
ap
tatio
n
later
in
life
[
2
5
]
,
[
2
6
]
.
C
o
n
s
eq
u
e
n
tly
,
d
elay
s
o
r
im
p
air
m
en
ts
in
s
o
cio
em
o
tio
n
al
d
ev
el
o
p
m
en
t
d
u
r
in
g
th
e
p
r
esch
o
o
l
y
ea
r
s
m
ay
h
av
e
en
d
u
r
in
g
ed
u
ca
tio
n
al
an
d
p
s
y
ch
o
s
o
cial
co
n
s
eq
u
en
ce
s
[
2
7
]
,
p
ar
ticu
lar
l
y
f
o
r
c
h
ild
r
en
with
ASD.
I
n
ter
n
atio
n
ally
,
th
e
im
p
o
r
tan
ce
o
f
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
en
t
in
ea
r
ly
c
h
ild
h
o
o
d
ed
u
ca
tio
n
is
wid
ely
r
ec
o
g
n
ized
.
T
h
e
Natio
n
al
Ass
o
ciatio
n
f
o
r
th
e
E
d
u
ca
tio
n
o
f
Yo
u
n
g
C
h
ild
r
en
(
NAE
YC
)
,
an
ac
cr
ed
itin
g
b
o
d
y
f
o
r
k
in
d
er
g
ar
ten
s
in
t
h
e
Un
ited
States
,
h
ig
h
lig
h
ts
th
e
cr
itical
r
o
le
o
f
c
h
ild
r
e
n
’
s
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
e
n
t
with
in
lear
n
in
g
cu
r
r
icu
lu
m
an
d
th
e
ass
ess
m
en
t
o
f
ch
ild
r
en
’
s
d
ev
elo
p
m
en
t
[
2
8
]
.
Sev
er
al
k
ey
o
r
g
an
izatio
n
s
,
s
u
ch
as
t
h
e
co
ll
ab
o
r
ativ
e
f
o
r
ac
ad
em
ic,
s
o
cial,
an
d
em
o
tio
n
al
lear
n
i
n
g
(
C
ASEL
)
,
th
e
ce
n
ter
o
n
th
e
s
o
cial
an
d
em
o
tio
n
al
f
o
u
n
d
atio
n
f
o
r
ea
r
ly
lear
n
in
g
(
C
SEFE
L
)
,
an
d
th
e
tech
n
ical
ass
is
tan
ce
ce
n
ter
o
n
s
o
cial
an
d
em
o
tio
n
al
in
ter
v
e
n
tio
n
s
(
T
AC
SEI
)
h
av
e
b
ee
n
estab
lis
h
ed
to
p
r
o
v
i
d
e
co
m
p
r
eh
en
s
iv
e
r
eso
u
r
ce
s
o
n
s
o
cio
em
o
tio
n
al
lear
n
i
n
g
in
y
o
u
n
g
ch
il
d
r
en
.
I
n
th
e
Ma
lay
s
ian
c
o
n
tex
t,
th
e
Natio
n
al
Pre
s
ch
o
o
l
Stan
d
ar
d
C
u
r
r
icu
lu
m
was
in
t
r
o
d
u
ce
d
t
o
cu
ltiv
ate
a
b
alan
ce
d
an
d
h
o
lis
tic
g
en
er
ati
o
n
b
y
en
c
o
m
p
ass
in
g
s
ix
co
r
e
p
illar
s
:
co
m
m
u
n
icatio
n
,
s
p
ir
itu
ality
,
attitu
d
es
an
d
v
alu
es,
h
u
m
an
ity
,
p
e
r
s
o
n
al
s
k
ills
,
p
h
y
s
ical
a
n
d
ae
s
th
etic
d
ev
elo
p
m
e
n
t,
as
well
as
s
cien
ce
an
d
tec
h
n
o
lo
g
y
.
No
tab
ly
,
th
e
cu
r
r
icu
lu
m
p
lace
s
p
ar
ticu
lar
e
m
p
h
asis
o
n
p
e
r
s
o
n
al
an
d
s
elf
-
m
a
n
ag
em
e
n
t
s
k
i
lls
,
wh
ich
f
o
r
m
th
e
f
o
u
n
d
atio
n
o
f
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
e
n
t
b
y
e
n
co
u
r
ag
in
g
ch
ild
r
en
to
r
ec
o
g
n
ize
,
m
an
a
g
e
,
an
d
ex
p
r
ess
th
eir
em
o
tio
n
s
wh
ile
f
o
s
ter
in
g
em
p
ath
y
an
d
awa
r
e
n
ess
o
f
o
th
e
r
s
’
f
ee
lin
g
s
.
T
h
is
p
o
licy
em
p
h
asis
h
ig
h
lig
h
ts
th
e
g
r
o
win
g
n
ee
d
f
o
r
ev
id
e
n
ce
-
b
a
s
ed
s
o
cio
em
o
tio
n
al
in
ter
v
e
n
tio
n
s
th
at
alig
n
with
in
clu
s
iv
e
p
r
esch
o
o
l
cu
r
r
icu
lu
m
f
r
am
ewo
r
k
s
an
d
s
u
p
p
o
r
t h
o
lis
tic
ch
ild
d
ev
elo
p
m
en
t in
Ma
lay
s
ian
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
s
ettin
g
s
.
R
esear
ch
co
n
s
is
ten
tly
h
ig
h
lig
h
ts
th
e
v
alu
e
o
f
ea
r
ly
in
ter
v
e
n
tio
n
,
n
o
tin
g
th
at
tar
g
eted
s
u
p
p
o
r
t
d
u
r
in
g
th
e
p
r
esch
o
o
l
y
ea
r
s
ca
n
lead
to
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
ch
ild
r
e
n
'
s
co
m
m
u
n
icatio
n
,
s
elf
-
awa
r
en
ess
,
an
d
in
ter
p
er
s
o
n
al
ab
ilit
ies
[
2
9
]
,
[
3
0
]
.
T
h
is
is
lar
g
ely
attr
ib
u
ted
to
th
e
r
ap
id
d
ev
el
o
p
m
e
n
t
o
f
s
o
cio
em
o
tio
n
al
s
k
ills
th
at
ty
p
ically
o
cc
u
r
s
d
u
r
in
g
th
e
p
r
esch
o
o
l
p
er
i
o
d
[
2
2
]
.
M
o
r
eo
v
e
r
,
ev
id
en
ce
-
b
ased
in
ter
v
en
tio
n
s
h
av
e
b
ee
n
s
h
o
wn
to
y
ield
f
a
v
o
r
a
b
le
o
u
tco
m
es
an
d
en
h
a
n
ce
d
f
u
n
cti
o
n
al
ca
p
ab
ilit
ies
[
2
8
]
,
[
3
1
]
,
[
3
2
]
.
H
o
wev
er
,
th
e
h
eter
o
g
en
e
o
u
s
n
atu
r
e
o
f
ASD
an
d
th
e
v
ar
y
in
g
lev
els
o
f
s
u
p
p
o
r
t
r
e
q
u
ir
e
d
ac
r
o
s
s
th
e
s
p
ec
t
r
u
m
[
3
3
]
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
in
ter
v
e
n
tio
n
s
th
a
t
ar
e
ca
r
ef
u
lly
d
esig
n
e
d
,
co
n
t
ex
tu
ally
g
r
o
u
n
d
e
d
,
an
d
r
esp
o
n
s
iv
e
to
in
d
iv
id
u
al
d
if
f
er
en
ce
s
.
Giv
en
t
h
e
ed
u
ca
tio
n
al
n
atu
r
e
o
f
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
s
,
s
y
s
tem
atic
ev
alu
atio
n
o
f
th
eir
ef
f
ec
tiv
en
ess
,
im
p
lem
en
tatio
n
co
n
tex
ts
,
a
n
d
m
eth
o
d
o
lo
g
ical
r
ig
o
r
is
ess
en
tial
to
in
f
o
r
m
ev
id
en
ce
-
b
ased
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
p
r
ac
tices.
E
f
f
ec
tiv
e
s
o
cio
em
o
tio
n
al
in
te
r
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l
c
h
ild
r
en
with
ASD
o
f
ten
in
v
o
lv
e
in
teg
r
ated
ap
p
r
o
ac
h
es
th
at
co
m
b
in
e
b
eh
a
v
io
r
al
,
s
o
c
ial,
an
d
ed
u
ca
tio
n
al
s
tr
ateg
ies
with
in
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
o
en
s
u
r
e
b
o
th
e
f
f
ec
tiv
en
ess
an
d
s
u
s
tain
ab
ilit
y
,
s
u
ch
in
ter
v
en
ti
o
n
s
m
u
s
t
b
e
ad
ap
tab
le
to
d
iv
er
s
e
ed
u
ca
tio
n
al
co
n
tex
t
s
an
d
alig
n
ed
with
t
h
e
d
ev
el
o
p
m
en
tal
n
ee
d
s
o
f
y
o
u
n
g
c
h
ild
r
e
n
.
Desp
ite
th
e
g
r
o
win
g
b
o
d
y
o
f
r
esear
ch
o
n
au
tis
m
an
d
s
o
cio
em
o
tio
n
al
lear
n
in
g
,
s
y
s
tem
atic
r
ev
iews
th
at
s
p
ec
if
ically
ex
a
m
in
e
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
ti
o
n
s
f
o
r
p
r
esch
o
o
l
ch
ild
r
e
n
with
ASD
f
r
o
m
a
n
ed
u
ca
tio
n
al
ev
al
u
atio
n
p
er
s
p
ec
tiv
e
r
em
ain
s
ca
r
ce
.
E
x
i
s
tin
g
r
ev
iews
ten
d
to
p
r
io
r
itize
s
ch
o
o
l
-
ag
ed
p
o
p
u
latio
n
s
,
s
in
g
le
in
ter
v
en
tio
n
m
o
d
alities
,
o
r
b
r
o
ad
d
ev
elo
p
m
en
tal
o
u
tco
m
es,
with
r
elativ
ely
litt
le
atten
tio
n
g
iv
en
to
t
h
e
p
r
esch
o
o
l
p
er
i
o
d
as
a
cr
itical
win
d
o
w
f
o
r
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
[
3
4
]
.
Fu
r
th
er
m
o
r
e,
m
a
n
y
p
r
io
r
r
ev
iews
ad
o
p
t
d
escr
ip
ti
v
e
ap
p
r
o
ac
h
es
a
n
d
lack
s
y
s
tem
atic
ap
p
r
aisal
o
f
m
eth
o
d
o
l
o
g
ical
q
u
ality
an
d
in
ter
v
en
tio
n
ef
f
e
ctiv
en
ess
ac
r
o
s
s
ed
u
ca
tio
n
al
co
n
tex
ts
.
T
o
d
ate,
th
er
e
r
em
ain
s
a
p
au
city
o
f
m
eth
o
d
o
lo
g
ically
r
ig
o
r
o
u
s
an
d
d
e
v
elo
p
m
en
tal
ly
f
o
c
u
s
ed
r
e
v
iews
th
at
s
y
s
tem
atica
lly
s
y
n
th
esize
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l
c
h
ild
r
en
with
ASD
with
in
i
n
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
an
d
e
d
u
ca
tio
n
al
co
n
tex
ts
.
Ad
d
r
ess
in
g
th
ese
g
ap
s
,
t
h
e
p
r
esen
t
s
y
s
tem
atic
r
ev
iew
ap
p
l
ies
th
e
p
r
ef
er
r
ed
r
e
p
o
r
tin
g
ite
m
s
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
m
eta
-
a
n
aly
s
es
(
PR
I
SMA)
f
r
am
ewo
r
k
t
o
s
y
n
th
e
s
ize
r
ec
en
t
em
p
ir
ical
e
v
id
en
ce
o
n
s
o
cio
e
m
o
tio
n
a
l
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esc
h
o
o
l
c
h
ild
r
en
with
ASD.
I
n
ad
d
itio
n
t
o
m
a
p
p
in
g
p
u
b
l
icatio
n
tr
en
d
s
an
d
in
ter
v
en
tio
n
ty
p
es,
th
is
r
ev
ie
w
in
teg
r
ates
a
s
tr
u
ctu
r
ed
m
e
th
o
d
o
lo
g
ical
q
u
ality
ap
p
r
aisal
u
s
in
g
th
e
m
ix
ed
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
s
o
cio
emo
tio
n
a
l skill in
terven
tio
n
s
fo
r
p
r
esch
o
o
l c
h
ild
r
en
w
ith
a
u
tis
m
… (
R
ich
a
r
d
R
ickie
A
ka
t
)
2023
m
eth
o
d
s
ap
p
r
aisal
to
o
l
(
MM
AT
)
,
th
er
eb
y
o
f
f
er
in
g
ev
al
u
ativ
e
in
s
ig
h
ts
in
to
t
h
e
s
tr
en
g
th
a
n
d
cr
e
d
ib
ilit
y
o
f
th
e
ex
is
tin
g
ev
id
en
ce
b
ase.
B
y
s
y
s
tem
atica
lly
ex
am
in
in
g
d
iv
er
s
e
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
ap
p
r
o
ac
h
es,
in
clu
d
in
g
r
elatio
n
s
h
ip
-
b
ased
,
s
tr
u
ctu
r
ed
,
a
n
d
c
r
ea
tiv
e
o
r
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
s
tr
ateg
ies,
th
is
r
ev
iew
co
n
tr
ib
u
tes
a
d
ev
el
o
p
m
e
n
tally
s
en
s
itiv
e
an
d
m
eth
o
d
o
lo
g
ically
in
f
o
r
m
ed
s
y
n
th
esis
to
s
u
p
p
o
r
t
ev
id
en
ce
-
b
ased
d
ec
is
io
n
-
m
ak
in
g
am
o
n
g
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
to
r
s
,
r
esear
ch
er
s
,
an
d
p
o
licy
m
ak
er
s
.
B
u
ild
in
g
u
p
o
n
th
ese
r
esear
c
h
g
ap
s
,
th
is
s
tu
d
y
p
r
o
v
id
es
a
d
ev
elo
p
m
en
tally
f
o
cu
s
ed
s
y
n
th
esis
b
y
s
y
s
tem
atica
lly
r
ev
iewin
g
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
e
n
tio
n
s
f
o
r
p
r
esch
o
o
l
ch
ild
r
en
with
A
SD
with
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
c
o
n
tex
ts
.
Un
lik
e
p
r
ev
i
o
u
s
s
y
s
tem
atic
r
ev
iews
th
at
p
r
ed
o
m
in
an
tly
em
p
h
asized
s
ch
o
o
l
-
ag
ed
p
o
p
u
latio
n
s
,
s
in
g
le
in
ter
v
e
n
tio
n
ap
p
r
o
ac
h
es,
o
r
b
r
o
ad
d
ev
elo
p
m
en
tal
o
u
t
co
m
es,
th
is
r
ev
iew
in
teg
r
ates
r
elatio
n
s
h
ip
-
b
ased
,
s
tr
u
ctu
r
ed
,
an
d
cr
ea
tiv
e
o
r
te
ch
n
o
lo
g
y
-
s
u
p
p
o
r
ted
in
ter
v
en
ti
o
n
s
in
to
a
u
n
if
ied
th
em
atic
f
r
am
ewo
r
k
.
Po
s
itio
n
in
g
t
h
e
s
y
n
th
esis
with
in
i
n
clu
s
iv
e
p
r
esch
o
o
l
ed
u
ca
tio
n
an
d
p
o
licy
-
r
ele
v
an
t
co
n
tex
ts
,
th
e
s
tu
d
y
c
o
n
tr
ib
u
t
es
a
co
n
tex
t
-
s
en
s
itiv
e
ev
id
en
ce
b
ase
to
in
f
o
r
m
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
d
esig
n
,
ed
u
ca
tio
n
al
p
r
ac
tice,
a
n
d
ea
r
ly
c
h
ild
h
o
o
d
p
o
licy
.
2.
M
E
T
H
O
D
T
h
is
s
y
s
tem
atic
r
ev
iew
f
o
llo
wed
th
e
PR
I
SMA
g
u
id
elin
es
[
3
5
]
,
[
3
6
]
,
w
h
ich
p
r
o
v
id
e
a
s
tr
u
ctu
r
ed
f
r
am
ewo
r
k
f
o
r
co
n
d
u
ctin
g
tr
a
n
s
p
ar
en
t
an
d
r
e
p
r
o
d
u
cib
le
s
y
s
tem
atic
r
ev
iews
[
3
7
]
–
[
3
9
]
.
T
h
e
r
ev
iew
p
r
o
ce
s
s
co
n
s
is
ted
o
f
f
o
u
r
m
ain
p
h
as
es:
id
en
tific
atio
n
,
s
cr
ee
n
in
g
,
elig
ib
ilit
y
,
an
d
in
clu
s
io
n
,
as
s
ee
n
in
Fig
u
r
e
1
.
I
n
itially
,
1
,
6
6
9
r
ec
o
r
d
s
wer
e
r
etr
iev
ed
th
r
o
u
g
h
d
atab
ase
s
ea
r
ch
in
g
.
Af
ter
ap
p
ly
in
g
p
r
ed
ef
in
ed
s
cr
ee
n
in
g
cr
iter
ia
an
d
r
em
o
v
in
g
d
u
p
licates,
2
5
6
f
u
ll
-
tex
t
a
r
ticles
wer
e
ass
es
s
ed
f
o
r
elig
ib
ilit
y
.
Ultim
ately
,
1
5
s
tu
d
ies
m
et
th
e
in
clu
s
io
n
cr
iter
ia
an
d
wer
e
in
clu
d
ed
in
th
e
f
in
al
q
u
alitativ
e
s
y
n
th
esis
.
P
R
I
SMA
is
p
ar
ticu
lar
ly
s
u
itab
le
f
o
r
s
y
s
tem
atic
liter
atu
r
e
r
ev
ie
ws
(
SLR)
in
th
e
s
o
cial
s
cien
c
es,
as
it
s
u
p
p
o
r
ts
th
e
f
o
r
m
u
lati
o
n
o
f
clea
r
r
esear
ch
q
u
esti
o
n
s
,
ex
p
licit
in
clu
s
io
n
cr
iter
ia,
an
d
s
y
s
tem
atic
lite
r
atu
r
e
ex
am
in
atio
n
[
4
0
]
.
A
SLR
i
s
a
r
esear
ch
m
eth
o
d
o
l
o
g
y
th
at
s
y
n
t
h
esizes
f
in
d
in
g
s
f
r
o
m
p
r
im
a
r
y
s
tu
d
ies to
ad
d
r
ess
clea
r
ly
d
e
f
in
ed
r
esear
ch
q
u
esti
o
n
s
in
a
tr
an
s
p
ar
en
t
a
n
d
r
ep
licab
le
m
a
n
n
er
[
4
1
]
.
T
h
e
p
r
o
ce
s
s
co
m
m
en
ce
d
with
th
e
f
o
r
m
u
latio
n
o
f
a
clea
r
ly
d
ef
in
e
d
r
esear
ch
q
u
esti
o
n
,
wh
ich
s
er
v
es
as
th
e
m
eth
o
d
o
lo
g
ical
f
o
u
n
d
atio
n
g
u
id
in
g
th
e
s
co
p
e,
s
e
ar
ch
s
tr
ateg
y
,
s
tu
d
y
s
elec
tio
n
,
an
d
s
y
n
t
h
esis
o
f
ev
id
en
ce
[
4
2
]
.
B
ased
o
n
th
ese
p
r
in
cip
les,
th
e
p
r
esen
t
r
e
v
iew
was
g
u
id
ed
b
y
t
h
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
(
R
Qs):
−
W
h
at
ar
e
p
u
b
licatio
n
tr
en
d
s
an
d
m
eth
o
d
o
l
o
g
ical
ch
a
r
ac
ter
is
tics
o
f
r
ec
en
t
ev
id
e
n
ce
-
b
ase
d
in
ter
v
e
n
tio
n
s
tu
d
ies ad
d
r
ess
in
g
s
o
cio
em
o
ti
o
n
al
s
k
ills
d
ev
elo
p
m
e
n
t in
p
r
e
s
ch
o
o
l c
h
ild
r
e
n
with
ASD?
(
R
Q1
)
−
W
h
at
ty
p
es
o
f
ev
i
d
en
ce
-
b
ased
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
h
av
e
b
ee
n
r
e
p
o
r
te
d
to
b
e
ef
f
ec
tiv
e
f
o
r
p
r
esch
o
o
l c
h
ild
r
en
with
ASD?
(
R
Q2
)
−
W
h
at
d
ev
elo
p
m
en
tal
o
u
tco
m
e
s
h
av
e
b
ee
n
r
e
p
o
r
ted
in
r
elatio
n
to
th
e
ef
f
ec
tiv
e
n
ess
o
f
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l c
h
ild
r
en
with
ASD?
(
R
Q3
)
Fig
u
r
e
1
.
PR
I
SMA
f
lo
w
d
iag
r
am
o
f
th
e
s
tu
d
y
s
elec
tio
n
p
r
o
c
ess
[
3
5
]
,
[
3
6
]
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
0
2
1
-
2
0
3
2
2024
2
.
1
.
I
dentif
ica
t
io
n
T
h
is
r
ev
iew
em
p
lo
y
e
d
th
e
f
o
u
r
p
r
im
a
r
y
s
tag
es
o
f
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
to
id
en
tify
an
d
s
elec
t
r
elev
an
t
p
u
b
licatio
n
s
.
I
n
itiall
y
,
a
co
m
p
r
eh
e
n
s
iv
e
s
et
o
f
k
ey
wo
r
d
s
an
d
s
y
n
o
n
y
m
o
u
s
ter
m
s
was
d
ev
elo
p
ed
b
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
s
an
d
r
ef
in
ed
th
r
o
u
g
h
p
r
io
r
liter
atu
r
e
an
d
co
n
ce
p
tu
al
r
ef
e
r
en
ce
s
to
e
n
s
u
r
e
a
r
ig
o
r
o
u
s
an
d
ex
h
au
s
tiv
e
s
ea
r
ch
s
tr
ateg
y
[
4
3
]
.
I
n
Dec
em
b
er
2
0
2
5
,
c
o
m
p
r
e
h
en
s
iv
e
s
ea
r
ch
s
tr
in
g
s
wer
e
d
ev
elo
p
e
d
an
d
a
p
p
lied
ac
r
o
s
s
two
m
ajo
r
d
atab
ases
: Sco
p
u
s
a
n
d
W
eb
o
f
Scien
ce
(
W
o
S).
T
h
ese
d
atab
ases
wer
e
s
elec
ted
f
o
r
th
eir
c
o
m
p
lem
e
n
tar
y
s
tr
en
g
t
h
s
in
ter
m
s
o
f
im
p
ac
t,
ac
ad
em
ic
p
r
esti
g
e,
a
n
d
d
i
s
cip
lin
ar
y
co
v
er
ag
e
[
4
4
]
.
W
o
S
co
n
tain
s
o
v
e
r
7
4
.
8
m
illi
o
n
ac
ad
em
ic
r
ec
o
r
d
s
,
wh
ile
Sco
p
u
s
in
d
ex
es
m
o
r
e
t
h
an
2
3
,
4
5
2
ac
tiv
e
p
ee
r
-
r
ev
iewe
d
jo
u
r
n
als,
m
ak
i
n
g
b
o
th
d
atab
ases
h
ig
h
ly
s
u
itab
le
f
o
r
s
y
s
tem
atic
r
ev
iews
an
d
b
i
b
lio
m
etr
ic
an
aly
s
es
[
4
5
]
.
T
h
e
in
itial d
atab
ase
s
ea
r
ch
y
ie
ld
ed
a
to
tal
o
f
1
,
6
6
9
r
ec
o
r
d
s
,
c
o
m
p
r
is
in
g
7
4
5
r
ec
o
r
d
s
f
r
o
m
S
co
p
u
s
a
n
d
9
2
4
r
ec
o
r
d
s
f
r
o
m
W
o
S.
B
ased
o
n
th
e
r
esear
ch
q
u
esti
o
n
,
f
o
u
r
p
r
im
a
r
y
k
e
y
wo
r
d
s
wer
e
id
en
tifie
d
:
“so
cio
em
o
tio
n
al
s
k
ills
”,
“a
u
tis
m
s
p
ec
tr
u
m
d
is
o
r
d
er
”
,
“p
r
es
ch
o
o
l
ch
ild
r
en
”,
a
n
d
“in
ter
v
e
n
tio
n
s
”.
T
o
en
h
an
ce
th
e
co
m
p
r
eh
en
s
iv
en
ess
o
f
th
e
liter
atu
r
e
s
ea
r
ch
,
th
ese
k
ey
w
o
r
d
s
wer
e
e
x
p
an
d
ed
to
in
clu
d
e
r
elate
d
ter
m
s
an
d
s
y
n
o
n
y
m
s
,
e
n
s
u
r
in
g
th
at
all
r
e
lev
an
t
ar
ticles
wer
e
ca
p
tu
r
e
d
.
An
ad
v
an
ce
d
s
ea
r
ch
s
tr
ateg
y
i
n
co
r
p
o
r
atin
g
f
ield
co
d
es,
B
o
o
lean
o
p
er
ato
r
s
,
an
d
p
r
o
x
im
ity
o
p
e
r
ato
r
s
was
u
s
ed
to
r
ef
in
e
an
d
n
ar
r
o
w
t
h
e
s
ea
r
ch
s
co
p
e.
T
h
e
B
o
o
lean
o
p
er
ato
r
s
OR
an
d
AND
wer
e
s
tr
ateg
ically
ap
p
lied
to
r
ef
in
e
an
d
ex
p
an
d
th
e
d
atab
ase
s
ea
r
ch
,
en
s
u
r
in
g
co
m
p
r
eh
e
n
s
iv
e
r
etr
iev
al
o
f
r
e
lev
an
t
s
tu
d
ies
[
4
6
]
.
T
h
e
OR
o
p
er
ato
r
ac
co
m
m
o
d
ated
alter
n
ativ
e
s
p
ellin
g
s
an
d
s
y
n
o
n
y
m
o
u
s
ter
m
s
,
w
h
ile
th
e
AND
o
p
er
ato
r
co
m
b
in
ed
d
if
f
er
en
t
co
n
ce
p
ts
to
r
etr
iev
e
m
o
r
e
tar
g
ete
d
r
esu
lts
,
in
clu
d
in
g
s
tu
d
ies
with
g
r
ea
ter
s
p
ec
if
icity
.
Ad
d
itio
n
ally
,
to
s
tr
en
g
th
en
th
e
id
e
n
tific
atio
n
o
f
r
elev
an
t
te
r
m
s
,
a
n
o
n
lin
e
th
esau
r
u
s
was
co
n
s
u
lted
an
d
e
x
p
er
t
o
p
in
io
n
s
f
r
o
m
th
e
f
ield
o
f
ed
u
ca
tio
n
wer
e
s
o
u
g
h
t.
T
h
e
f
in
al
s
ea
r
ch
s
tr
in
g
s
u
s
ed
in
ea
ch
d
atab
ase
ar
e
p
r
esen
ted
in
T
ab
le
1
.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
s
an
d
k
ey
wo
r
d
s
u
s
ed
f
o
r
th
e
s
y
s
te
m
atic
r
ev
iew
p
r
o
ce
s
s
D
a
t
a
b
a
s
e
S
e
a
r
c
h
st
r
i
n
g
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
=
(
(
so
c
i
o
e
mo
t
i
o
n
a
l
O
R
“
s
o
c
i
o
e
m
o
t
i
o
n
a
l
sk
i
l
l
s”
O
R
"
s
o
c
i
o
-
e
m
o
t
i
o
n
a
l
s
k
i
l
l
s"
O
R
“
so
c
i
a
l
sk
i
l
l
s”
O
R
“
e
m
o
t
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
”
O
R
"
so
c
i
a
l
a
n
d
e
m
o
t
i
o
n
a
l
"
O
R
“
s
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
”
O
R
“
s
o
c
i
a
l
-
e
m
o
t
i
o
n
a
l
s
k
i
l
l
s”
O
R
“
so
c
i
a
l
e
mo
t
i
o
n
a
l
l
e
a
r
n
i
n
g
”
)
A
N
D
(
p
r
e
s
c
h
o
o
l
*
O
R
"
p
r
e
s
c
h
o
o
l
c
h
i
l
d
r
e
n
"
O
R
“
e
a
r
l
y
c
h
i
l
d
h
o
o
d
”
O
R
"
y
o
u
n
g
c
h
i
l
d
r
e
n
"
)
A
N
D
(
"
a
u
t
i
sm
s
p
e
c
t
r
u
m
d
i
so
r
d
e
r
"
O
R
a
u
t
i
sm
O
R
a
u
t
i
s
t
i
c
O
R
A
S
D
)
A
N
D
(
i
n
t
e
r
v
e
n
t
i
o
n
*
O
R
st
r
a
t
e
g
*
O
R
t
h
e
r
a
p
*
O
R
p
r
o
g
r
a
m*
O
R
t
r
a
i
n
*
)
)
D
a
t
e
o
f
a
c
c
e
ss:
D
e
c
e
m
b
e
r
2
0
2
5
W
o
S
TS=(
(
so
c
i
o
e
m
o
t
i
o
n
a
l
O
R
“
s
o
c
i
o
e
mo
t
i
o
n
a
l
s
k
i
l
l
s”
O
R
"
s
o
c
i
o
-
e
m
o
t
i
o
n
a
l
sk
i
l
l
s"
O
R
“
s
o
c
i
a
l
s
k
i
l
l
s
”
O
R
“
e
m
o
t
i
o
n
a
l
d
e
v
e
l
o
p
me
n
t
”
O
R
"
s
o
c
i
a
l
a
n
d
e
m
o
t
i
o
n
a
l
"
O
R
“
s
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
”
O
R
“
s
o
c
i
a
l
-
e
mo
t
i
o
n
a
l
s
k
i
l
l
s”
O
R
“
s
o
c
i
a
l
e
m
o
t
i
o
n
a
l
l
e
a
r
n
i
n
g
”
)
A
N
D
(
p
r
e
s
c
h
o
o
l
*
O
R
"
p
r
e
sc
h
o
o
l
c
h
i
l
d
r
e
n
"
O
R
“
e
a
r
l
y
c
h
i
l
d
h
o
o
d
”
O
R
"
y
o
u
n
g
c
h
i
l
d
r
e
n
"
)
A
N
D
(
"
a
u
t
i
s
m
sp
e
c
t
r
u
m
d
i
s
o
r
d
e
r
"
O
R
a
u
t
i
sm
O
R
a
u
t
i
st
i
c
O
R
A
S
D
)
A
N
D
(
i
n
t
e
r
v
e
n
t
i
o
n
*
O
R
st
r
a
t
e
g
*
O
R
t
h
e
r
a
p
*
O
R
p
r
o
g
r
a
m
*
O
R
t
r
a
i
n
*
)
)
D
a
t
e
o
f
a
c
c
e
ss:
D
e
c
e
m
b
e
r
2
0
2
5
2
.
2
.
Scre
ening
T
h
e
s
cr
ee
n
in
g
p
h
ase
aim
ed
to
ex
clu
d
e
s
tu
d
ies
th
at
d
id
n
o
t
m
ee
t
p
r
ed
ef
in
ed
in
cl
u
s
io
n
an
d
ex
clu
s
io
n
cr
iter
ia
to
id
en
tify
ar
ticles
r
el
ev
an
t
to
th
e
r
esear
c
h
q
u
esti
o
n
s
[
4
7
]
.
A
to
tal
o
f
1
,
4
0
8
r
ec
o
r
d
s
wer
e
ex
clu
d
ed
at
th
is
s
tag
e
b
ased
o
n
th
e
in
clu
s
io
n
an
d
ex
cl
u
s
io
n
cr
iter
ia
o
u
tlin
ed
in
T
ab
le
2
.
At
th
is
p
h
ase,
co
n
ten
t
-
r
elate
d
cr
iter
ia
f
o
cu
s
ed
o
n
s
elec
tin
g
s
tu
d
ies
s
p
ec
if
ically
ex
am
in
in
g
th
e
d
ev
el
o
p
m
e
n
t
o
f
s
o
cio
em
o
tio
n
al
s
k
ills
in
p
r
esch
o
o
l
c
h
ild
r
en
with
ASD.
T
h
e
m
ai
n
in
clu
s
io
n
cr
iter
io
n
was
p
ee
r
-
r
e
v
iewe
d
em
p
ir
ical
s
tu
d
ies
p
u
b
lis
h
ed
b
etwe
en
2
0
1
9
to
2
0
2
5
.
T
h
is
s
ev
en
-
y
ea
r
r
an
g
e
is
s
u
p
p
o
r
ted
b
y
m
eth
o
d
o
lo
g
ical
r
ec
o
m
m
en
d
atio
n
s
s
u
g
g
esti
n
g
th
at
n
ewe
r
f
ield
s
o
f
s
tu
d
y
m
ay
r
eq
u
ir
e
a
lo
n
g
e
r
p
u
b
licatio
n
win
d
o
w
to
ca
p
tu
r
e
r
elev
an
t
d
ev
elo
p
m
e
n
ts
[
4
8
]
,
[
4
9
]
.
Su
b
s
eq
u
en
tly
,
2
5
6
f
u
ll
-
tex
t
ar
ticles
wer
e
ass
es
s
ed
f
o
r
elig
ib
ilit
y
,
af
ter
f
iv
e
f
u
ll
-
tex
t
ar
ticles
wer
e
elim
in
ated
d
u
e
to
d
u
p
licatio
n
.
T
ab
le
2
.
I
n
clu
s
io
n
an
d
ex
clu
s
i
o
n
cr
iter
ia
in
v
o
lv
ed
in
th
e
s
cr
e
en
in
g
p
r
o
ce
s
s
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
1
9
-
2
0
2
5
<
2
0
1
9
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
A
r
t
i
c
l
e
)
B
e
si
d
e
s
J
o
u
r
n
a
l
(
A
r
t
i
c
l
e
)
P
u
b
l
i
c
a
t
i
o
n
st
a
g
e
F
i
n
a
l
I
n
P
r
e
ss
S
u
b
j
e
c
t
a
r
e
a
S
o
c
i
a
l
sc
i
e
n
c
e
s,
p
s
y
c
h
o
l
o
g
y
B
e
si
d
e
s s
o
c
i
a
l
sc
i
e
n
c
e
s a
n
d
p
sy
c
h
o
l
o
g
y
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
s
o
cio
emo
tio
n
a
l skill in
terven
tio
n
s
fo
r
p
r
esch
o
o
l c
h
ild
r
en
w
ith
a
u
tis
m
… (
R
ich
a
r
d
R
ickie
A
ka
t
)
2025
2
.
3
.
E
lig
ibi
lity
T
h
e
th
ir
d
p
h
ase,
k
n
o
wn
as
t
h
e
elig
ib
ilit
y
ass
ess
m
en
t,
in
v
o
lv
ed
m
an
u
al
s
cr
ee
n
in
g
o
f
t
h
e
ar
ticles.
W
h
ile
th
e
ea
r
lier
id
en
tific
atio
n
an
d
s
cr
ee
n
in
g
s
tag
es
wer
e
s
u
p
p
o
r
ted
b
y
a
u
to
m
ated
to
o
ls
,
th
is
p
h
ase
r
eq
u
ir
ed
d
etailed
h
u
m
a
n
e
v
alu
atio
n
.
As
n
o
ted
b
y
L
ib
er
ati
et
a
l.
[
5
0
]
,
au
to
m
ated
s
cr
ee
n
i
n
g
ca
r
r
ies
t
h
e
r
is
k
o
f
in
clu
d
in
g
s
tu
d
ies
th
at
m
ay
n
o
t
alig
n
with
th
e
s
p
ec
if
ic
co
n
tex
t
o
f
t
h
e
r
esear
ch
.
T
h
er
ef
o
r
e,
ea
c
h
ar
t
icle’
s
f
u
ll
-
tex
t
was
m
an
u
ally
r
ev
iewe
d
to
en
s
u
r
e
its
r
elev
an
ce
to
th
e
d
ev
elo
p
m
e
n
t
o
f
s
o
cio
em
o
tio
n
al
s
k
ills
in
p
r
esch
o
o
l
ch
ild
r
e
n
with
ASD.
Du
r
in
g
th
is
p
h
ase,
a
to
tal
o
f
2
5
6
ar
ticles
w
er
e
co
m
p
iled
f
o
r
ass
ess
m
en
t.
T
itles
,
ab
s
tr
ac
ts
,
m
eth
o
d
o
l
o
g
y
,
a
n
d
f
i
n
d
in
g
s
s
e
ctio
n
s
wer
e
s
cr
u
tin
ized
to
d
et
er
m
in
e
wh
eth
er
t
h
e
s
tu
d
ies
m
et
th
e
estab
lis
h
ed
in
clu
s
io
n
cr
iter
ia
an
d
ad
d
r
ess
ed
th
e
r
esear
ch
o
b
jectiv
es.
As
a
r
esu
lt,
2
4
1
ar
ticles
wer
e
ex
clu
d
ed
f
o
r
r
ea
s
o
n
s
s
u
ch
as
b
ei
n
g
o
u
ts
id
e
th
e
f
ield
o
f
th
e
s
tu
d
y
s
co
p
e
,
lack
i
n
g
m
eth
o
d
o
l
o
g
ical
alig
n
m
en
t,
o
r
h
av
in
g
in
ac
ce
s
s
ib
le
f
u
ll
tex
t.
Ultim
ately
,
1
5
ar
ticles
d
em
o
n
s
tr
atin
g
s
tr
o
n
g
r
elev
an
ce
an
d
m
eth
o
d
o
lo
g
ical
r
ig
o
r
wer
e
r
etain
ed
f
o
r
in
-
d
ep
th
r
ev
iew
an
d
s
y
n
th
esis
in
th
e
f
in
al
r
e
v
iew
p
h
ase.
2
.
4
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
An
in
teg
r
ativ
e
an
aly
s
is
ap
p
r
o
a
ch
was
em
p
lo
y
ed
to
s
y
n
t
h
esize
f
in
d
in
g
s
f
r
o
m
q
u
alitativ
e,
q
u
an
titativ
e,
an
d
m
ix
ed
-
m
eth
o
d
s
tu
d
ies,
g
i
v
en
th
e
m
eth
o
d
o
l
o
g
ical
h
eter
o
g
en
eity
o
f
th
e
in
clu
d
ed
r
ese
ar
ch
.
T
h
e
t
h
em
atic
d
ev
elo
p
m
e
n
t
p
r
o
ce
s
s
in
v
o
l
v
e
d
an
in
-
d
e
p
th
r
ev
iew
o
f
th
e
1
5
s
elec
ted
ar
ticles,
f
o
cu
s
in
g
o
n
em
p
ir
ical
f
in
d
i
n
g
s
r
elev
an
t
to
th
e
r
esear
ch
q
u
est
io
n
s
.
R
ec
u
r
r
in
g
p
atter
n
s
in
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
wer
e
id
en
tifie
d
,
co
m
p
ar
ed
ac
r
o
s
s
s
tu
d
ies,
an
d
o
r
g
an
ized
in
to
co
h
er
en
t t
h
em
e
s
an
d
s
u
b
th
em
es.
A
q
u
ality
ap
p
r
aisal
was
co
n
d
u
cted
u
s
in
g
th
e
MM
AT
v
er
s
i
o
n
2
0
1
8
[
5
1
]
.
E
ac
h
s
tu
d
y
wa
s
ev
alu
ated
b
ased
o
n
its
r
esear
ch
d
esig
n
ag
ain
s
t
f
iv
e
co
r
e
c
r
iter
ia:
clar
ity
o
f
r
esear
ch
q
u
esti
o
n
s
,
ap
p
r
o
p
r
iaten
ess
o
f
r
esear
ch
d
esig
n
,
ad
e
q
u
ac
y
o
f
d
ata
co
llectio
n
m
eth
o
d
s
,
r
ig
o
r
o
f
d
ata
an
aly
s
is
,
an
d
c
o
h
er
e
n
c
e
b
etwe
en
d
ata
a
n
d
in
ter
p
r
etatio
n
s
.
T
h
e
ap
p
r
aisal
was
p
er
f
o
r
m
ed
i
n
d
ep
e
n
d
en
tl
y
b
y
two
r
e
v
iewe
r
s
,
with
d
is
cr
ep
an
cies
r
eso
lv
ed
th
r
o
u
g
h
d
is
cu
s
s
io
n
to
ac
h
iev
e
co
n
s
en
s
u
s
.
As
s
u
m
m
ar
ized
in
T
ab
le
3
,
t
h
e
m
et
h
o
d
o
lo
g
ical
q
u
ality
o
f
th
e
in
clu
d
ed
s
tu
d
ies
was
g
e
n
er
ally
s
atis
f
ac
to
r
y
,
with
all
s
tu
d
ies
m
ee
tin
g
at
least
th
r
e
e
MM
AT
cr
iter
ia.
Sp
ec
if
ically
,
f
iv
e
s
tu
d
ies
m
et
all
f
iv
e
cr
iter
ia,
s
ev
en
m
et
f
o
u
r
cr
iter
ia,
an
d
th
r
ee
m
et
th
r
ee
cr
iter
ia.
No
s
tu
d
ies
wer
e
ex
clu
d
e
d
b
ased
o
n
m
eth
o
d
o
lo
g
ical
q
u
ality
,
as
th
e
ap
p
r
aisal
was
in
ten
d
ed
to
in
f
o
r
m
t
h
e
in
ter
p
r
etatio
n
o
f
f
in
d
in
g
s
r
at
h
er
th
a
n
s
er
v
e
as
an
ex
clu
s
io
n
cr
iter
io
n
.
T
o
en
s
u
r
e
tr
an
s
p
ar
en
c
y
,
r
ep
licab
ilit
y
,
an
d
r
esp
o
n
s
ib
le
r
ep
o
r
tin
g
,
th
is
s
y
s
tem
atic
r
ev
iew
ad
h
er
ed
to
th
e
PR
I
SMA
2
0
2
0
g
u
id
elin
es.
As
th
e
s
tu
d
y
s
y
n
th
esized
d
ata
f
r
o
m
p
r
ev
io
u
s
ly
p
u
b
lis
h
ed
s
tu
d
ies
an
d
d
id
n
o
t
in
v
o
lv
e
h
u
m
an
p
ar
ticip
an
ts
o
r
p
r
im
ar
y
d
at
a
co
llectio
n
,
f
o
r
m
al
eth
ical
ap
p
r
o
v
al
was n
o
t r
eq
u
i
r
ed
.
T
ab
le
3
.
R
esu
lts
o
f
th
e
q
u
ality
ass
es
s
m
en
t
N
o
.
A
u
t
h
o
r
R
e
se
a
r
c
h
d
e
s
i
g
n
S
c
o
r
e
(
n
/
5
)
Q
u
a
l
i
t
y
1
A
l
marz
o
o
q
i
e
t
a
l
.
[
5
2
]
Q
u
a
l
i
t
a
t
i
v
e
r
e
s
e
a
r
c
h
5
/
5
H
i
g
h
2
W
a
n
t
i
n
i
e
t
a
l
.
[
5
3
]
Q
u
a
l
i
t
a
t
i
v
e
r
e
s
e
a
r
c
h
4
/
5
H
i
g
h
3
C
a
o
e
t
a
l
.
[
5
4
]
Q
u
a
l
i
t
a
t
i
v
e
r
e
s
e
a
r
c
h
4
/
5
H
i
g
h
4
G
o
n
g
e
t
a
l
.
[
5
5
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
5
/
5
H
i
g
h
5
Zh
o
u
e
t
a
l
.
[
5
6
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
5
/
5
H
i
g
h
6
Y
a
n
g
a
n
d
Z
h
a
n
g
[
5
7
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
4
/
5
H
i
g
h
7
M
i
r
z
a
k
h
a
n
i
e
t
a
l
.
[
5
8
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
4
/
5
H
i
g
h
8
Zh
a
n
g
e
t
a
l
.
[
5
9
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
5
/
5
H
i
g
h
9
K
a
z
e
m
i
a
n
d
A
b
o
l
g
h
a
sem
i
[
6
0
]
R
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
3
/
5
M
o
d
e
r
a
t
e
10
G
a
l
a
n
i
s
a
n
d
G
e
n
a
[
6
1
]
N
o
n
-
r
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
4
/
5
H
i
g
h
11
D
u
e
t
a
l
.
[
6
2
]
N
o
n
-
r
a
n
d
o
m
i
z
e
d
c
o
n
t
r
o
l
l
e
d
t
r
i
a
l
3
/
5
M
o
d
e
r
a
t
e
12
Tr
i
p
a
t
h
i
e
t
a
l
.
[
6
3
]
Q
u
a
n
t
i
t
a
t
i
v
e
r
e
se
a
r
c
h
4
/
5
H
i
g
h
13
Ló
p
e
z
-
B
o
u
z
a
s
e
t
a
l
.
[
6
4
]
Q
u
a
n
t
i
t
a
t
i
v
e
r
e
se
a
r
c
h
5
/
5
H
i
g
h
14
B
l
a
n
c
e
t
a
l
.
[
6
5
]
Q
u
a
n
t
i
t
a
t
i
v
e
r
e
se
a
r
c
h
3
/
5
M
o
d
e
r
a
t
e
15
A
l
k
i
n
j
e
t
a
l
.
[
6
6
]
M
i
x
e
d
m
e
t
h
o
d
s
r
e
se
a
r
c
h
4
/
5
H
i
g
h
N
o
t
e
:
n
=
n
u
m
b
e
r
o
f
c
r
i
t
e
r
i
a
f
u
l
f
i
l
l
e
d
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
T
h
is
s
ec
tio
n
p
r
esen
ts
th
e
s
y
n
th
esized
f
in
d
in
g
s
in
r
elatio
n
to
th
e
th
r
ee
r
esear
ch
q
u
e
s
tio
n
s
.
An
o
v
er
v
iew
o
f
th
e
1
5
i
n
clu
d
ed
s
tu
d
ies
is
p
r
esen
ted
in
T
a
b
les
4
–
6
,
wh
ich
ca
teg
o
r
ize
th
e
i
n
ter
v
en
tio
n
s
i
n
to
th
r
ee
o
v
er
ar
c
h
in
g
th
em
es:
i)
T
h
em
e
1
:
r
elatio
n
s
h
ip
-
b
ased
an
d
d
ev
elo
p
m
en
tal
in
ter
v
en
tio
n
s
(
n
=7
)
;
ii)
T
h
em
e
2
:
s
tr
u
ctu
r
ed
an
d
s
k
ill
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
(
n
=4
)
;
an
d
iii)
T
h
em
e
3
:
cr
ea
tiv
e
an
d
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
in
ter
v
en
tio
n
s
(
n
=4
)
.
C
o
llectiv
ely
,
th
ese
th
em
es
h
ig
h
lig
h
t
d
i
v
er
s
e
y
et
c
o
m
p
lem
en
ta
r
y
i
n
ter
v
en
tio
n
p
ath
way
s
f
o
r
en
h
an
cin
g
s
o
cio
em
o
tio
n
al
co
m
p
eten
cies
in
p
r
esch
o
o
l
c
h
ild
r
en
with
ASD
in
in
cl
u
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
s
ettin
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
0
2
1
-
2
0
3
2
2026
T
ab
le
4
.
R
elatio
n
s
h
ip
-
b
ased
a
n
d
d
ev
elo
p
m
e
n
tal
in
ter
v
en
tio
n
s
an
d
p
r
im
ar
y
s
o
cio
em
o
tio
n
al
o
u
tco
m
es
N
o
.
A
u
t
h
o
r
Y
e
a
r
C
o
u
n
t
r
y
I
n
t
e
r
v
e
n
t
i
o
n
t
y
p
e
P
r
i
mary
so
c
i
o
e
m
o
t
i
o
n
a
l
o
u
t
c
o
mes
1
A
l
marz
o
o
q
i
e
t
a
l
.
[
5
2
]
2
0
2
5
UAE
C
o
m
p
a
n
i
o
n
p
e
t
o
w
n
e
r
sh
i
p
Emp
a
t
h
y
;
e
mo
t
i
o
n
a
l
r
e
s
p
o
n
s
e
2
G
o
n
g
e
t
a
l
.
[
5
5
]
2
0
2
5
C
h
i
n
a
P
a
r
e
n
t
t
r
a
i
n
i
n
g
(
H
e
a
r
t
-
M
i
n
d
-
B
e
h
a
v
i
o
r
)
Emo
t
i
o
n
a
l
r
e
g
u
l
a
t
i
o
n
;
s
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
3
Tr
i
p
a
t
h
i
e
t
a
l
.
[
6
3
]
2
0
2
2
U
S
A
P
EER
S
®
(
p
a
r
e
n
t
-
me
d
i
a
t
e
d
)
S
o
c
i
a
l
c
o
mm
u
n
i
c
a
t
i
o
n
;
p
e
e
r
e
n
g
a
g
e
m
e
n
t
4
W
a
n
t
i
n
i
e
t
a
l
.
[
5
3
]
2
0
1
9
I
n
d
o
n
e
si
a
S
o
c
i
o
e
mo
t
i
o
n
a
l
t
h
e
r
a
p
y
(
i
n
c
l
u
si
v
e
e
a
r
l
y
c
h
i
l
d
h
o
o
d
e
d
u
c
a
t
i
o
n
)
Emo
t
i
o
n
a
l
a
w
a
r
e
n
e
ss;
s
o
c
i
a
l
p
a
r
t
i
c
i
p
a
t
i
o
n
5
B
l
a
n
c
e
t
a
l
.
[
6
5
]
2
0
2
1
F
r
a
n
c
e
Ex
c
h
a
n
g
e
a
n
d
d
e
v
e
l
o
p
me
n
t
t
h
e
r
a
p
y
(
ED
T)
S
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
;
e
m
o
t
i
o
n
a
l
e
n
g
a
g
e
men
t
6
M
i
r
z
a
k
h
a
n
i
e
t
a
l
.
[
5
8
]
2
0
2
2
I
r
a
n
S
o
n
-
r
i
s
e
a
n
d
f
l
o
o
r
-
t
i
m
e
p
r
o
g
r
a
ms
S
o
c
i
a
l
r
e
c
i
p
r
o
c
i
t
y
;
so
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
7
K
a
z
e
m
i
a
n
d
A
b
o
l
g
h
a
s
e
mi
[
6
0
]
2
0
1
9
I
r
a
n
P
l
a
y
-
b
a
s
e
d
e
m
p
a
t
h
y
t
r
a
i
n
i
n
g
Emp
a
t
h
y
;
s
o
c
i
a
l
s
k
i
l
l
s
T
ab
le
5
.
Stru
ctu
r
ed
an
d
s
k
ill
-
f
o
cu
s
ed
in
ter
v
e
n
tio
n
s
an
d
p
r
im
ar
y
s
o
cio
em
o
tio
n
al
o
u
tc
o
m
es
N
o
.
A
u
t
h
o
r
Y
e
a
r
C
o
u
n
t
r
y
I
n
t
e
r
v
e
n
t
i
o
n
t
y
p
e
P
r
i
mary
so
c
i
o
e
m
o
t
i
o
n
a
l
o
u
t
c
o
mes
1
G
a
l
a
n
i
s
a
n
d
G
e
n
a
[
6
1
]
2
0
2
5
G
r
e
e
c
e
S
e
l
f
-
ma
n
a
g
e
m
e
n
t
i
n
t
e
r
v
e
n
t
i
o
n
S
o
c
i
a
l
i
n
t
e
r
a
c
t
i
o
n
;
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
2
D
u
e
t
a
l
.
[
6
2
]
2
0
2
4
C
h
i
n
a
A
p
p
l
i
e
d
b
e
h
a
v
i
o
r
a
n
a
l
y
s
i
s
(
A
B
A
)
-
b
a
se
d
t
r
a
i
n
i
n
g
S
o
c
i
o
e
mo
t
i
o
n
a
l
s
k
i
l
l
s
;
m
o
t
i
v
a
t
i
o
n
3
Zh
a
n
g
e
t
a
l
.
[
5
9
]
2
0
2
2
C
h
i
n
a
P
e
e
r
-
me
d
i
a
t
e
d
i
n
t
e
r
v
e
n
t
i
o
n
S
o
c
i
a
l
sk
i
l
l
s;
p
e
e
r
p
a
r
t
i
c
i
p
a
t
i
o
n
4
A
l
k
i
n
j
e
t
a
l
.
[
6
6
]
2
0
2
2
P
o
r
t
u
g
a
l
M
o
d
e
l
l
i
n
g
a
n
d
so
c
i
a
l
s
t
o
r
i
e
s
S
o
c
i
a
l
c
o
m
p
e
t
e
n
c
e
;
a
d
a
p
t
i
v
e
b
e
h
a
v
i
o
r
T
ab
le
6
.
C
r
ea
tiv
e
an
d
tech
n
o
l
o
g
y
-
s
u
p
p
o
r
te
d
in
ter
v
e
n
tio
n
s
a
n
d
p
r
im
a
r
y
s
o
cio
em
o
tio
n
al
o
u
tco
m
es
N
o
.
A
u
t
h
o
r
Y
e
a
r
C
o
u
n
t
r
y
I
n
t
e
r
v
e
n
t
i
o
n
ty
pe
P
r
i
mary
so
c
i
o
e
m
o
t
i
o
n
a
l
o
u
t
c
o
mes
1
Zh
o
u
e
t
a
l
.
[
5
6
]
2
0
2
5
C
h
i
n
a
M
u
s
i
c
t
h
e
r
a
p
y
S
o
c
i
a
l
sk
i
l
l
s;
e
m
o
t
i
o
n
a
l
e
x
p
r
e
ss
i
o
n
2
Y
a
n
g
a
n
d
Z
h
a
n
g
[
5
7
]
2
0
2
5
C
h
i
n
a
M
u
s
i
c
-
b
a
s
e
d
i
n
t
e
r
v
e
n
t
i
o
n
S
o
c
i
a
l
e
n
g
a
g
e
me
n
t
;
e
m
o
t
i
o
n
a
l
e
x
p
r
e
ss
i
o
n
3
Ló
p
e
z
-
B
o
u
z
a
s
e
t
a
l
.
[
6
4
]
2
0
2
4
S
p
a
i
n
G
a
mi
f
i
e
d
l
e
a
r
n
i
n
g
e
n
v
i
r
o
n
me
n
t
S
o
c
i
o
e
mo
t
i
o
n
a
l
s
k
i
l
l
s
;
m
o
t
i
v
a
t
i
o
n
4
C
a
o
e
t
a
l
.
[
5
4
]
2
0
2
2
B
e
l
g
i
u
m
NAO
r
o
b
o
t
–
a
ss
i
st
e
d
i
n
t
e
r
v
e
n
t
i
o
n
Jo
i
n
t
a
t
t
e
n
t
i
o
n
;
s
o
c
i
a
l
e
n
g
a
g
e
m
e
n
t
3
.
1
.
G
ener
a
l ba
ck
g
r
o
un
d o
f
t
he
s
elec
t
ed
s
t
ud
ie
s
T
h
e
r
ev
iew
c
o
m
p
r
is
es
1
5
e
m
p
ir
ical
s
tu
d
ies
in
v
esti
g
atin
g
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l
ch
ild
r
en
with
ASD.
T
h
e
in
clu
d
ed
s
tu
d
ies
d
em
o
n
s
tr
ate
a
b
r
o
ad
in
ter
n
atio
n
al
d
is
tr
ib
u
tio
n
ac
r
o
s
s
Asi
a,
E
u
r
o
p
e
,
th
e
Mid
d
le
E
a
s
t,
No
r
th
Am
e
r
ica,
a
n
d
Oce
an
ia.
Asi
a
ac
co
u
n
ted
f
o
r
th
e
l
ar
g
est
p
r
o
p
o
r
tio
n
o
f
s
tu
d
ies
(
C
h
in
a,
I
n
d
o
n
esia,
an
d
I
r
an
)
,
in
d
icatin
g
a
s
tr
o
n
g
r
eg
i
o
n
al
in
ter
est
in
ea
r
ly
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
s
f
o
r
ASD.
E
u
r
o
p
ea
n
c
o
n
tr
ib
u
tio
n
s
wer
e
id
en
tifie
d
f
r
o
m
Gr
ee
ce
,
Sp
ain
,
P
o
r
tu
g
al,
Fra
n
ce
,
an
d
B
elg
iu
m
,
alo
n
g
s
id
e
o
n
e
s
tu
d
y
f
r
o
m
th
e
Un
ited
States
an
d
a
q
u
alitativ
e
s
tu
d
y
f
r
o
m
t
h
e
Un
i
ted
Ar
ab
E
m
ir
ates.
I
n
ter
m
s
o
f
r
esear
c
h
d
esig
n
,
th
e
s
am
p
le
co
m
p
r
is
ed
s
ix
r
an
d
o
m
ized
co
n
tr
o
lled
t
r
ials
(
4
0
%),
two
non
-
r
a
n
d
o
m
ized
co
n
tr
o
lled
tr
i
als
(
1
3
%),
th
r
ee
q
u
alitativ
e
s
tu
d
ies
(
2
0
%),
th
r
ee
q
u
an
titativ
e
s
tu
d
ies
(
2
0
%),
an
d
o
n
e
m
ix
ed
-
m
eth
o
d
s
s
tu
d
y
(
7
%),
r
ef
lectin
g
m
eth
o
d
o
lo
g
ical
d
iv
er
s
ity
in
in
ter
v
en
tio
n
r
e
s
ea
r
ch
.
Pu
b
licatio
n
tr
en
d
s
in
d
icate
in
c
r
ea
s
in
g
s
c
h
o
lar
ly
atten
tio
n
to
s
o
ci
o
em
o
tio
n
al
in
ter
v
en
ti
o
n
s
f
o
r
p
r
esc
h
o
o
l
c
h
ild
r
en
with
ASD,
p
ar
ticu
lar
ly
b
etwe
en
2
0
2
2
a
n
d
2
0
2
5
.
Ho
wev
e
r
,
m
eth
o
d
o
lo
g
ical
h
eter
o
g
en
eity
i
n
r
esear
ch
d
esig
n
,
s
am
p
le
s
ize,
an
d
i
n
ter
v
en
tio
n
s
ettin
g
s
s
u
g
g
ests
th
at
th
e
ev
id
en
ce
b
ase
r
e
m
ain
s
em
er
g
en
t
an
d
lim
its
d
ir
ec
t
cr
o
s
s
-
s
tu
d
y
co
m
p
a
r
ab
ilit
y
.
3
.
2
.
Dis
cus
s
io
n
T
h
is
r
ev
iew
s
y
n
th
esized
em
p
ir
ical
ev
id
en
ce
f
r
o
m
d
iv
er
s
e
in
ter
v
en
tio
n
a
p
p
r
o
ac
h
es
to
ev
alu
ate
th
e
ef
f
ec
tiv
en
ess
o
f
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esc
h
o
o
l
ch
ild
r
en
with
ASD.
Acr
o
s
s
th
e
th
r
ee
th
em
es,
th
e
f
in
d
i
n
g
s
in
d
icate
t
h
at
s
o
ci
o
em
o
tio
n
al
d
ev
elo
p
m
en
t
is
m
o
s
t
ef
f
ec
tiv
ely
s
u
p
p
o
r
te
d
th
r
o
u
g
h
i
n
teg
r
ated
an
d
m
u
lti
-
m
o
d
al
in
ter
v
en
tio
n
ap
p
r
o
ac
h
es in
in
clu
s
iv
e
ea
r
ly
c
h
ild
h
o
o
d
s
ettin
g
s
.
R
ath
er
th
a
n
co
n
v
er
g
in
g
o
n
a
s
in
g
le
d
o
m
in
an
t
m
o
d
el,
ef
f
ec
tiv
e
in
t
er
v
en
tio
n
s
v
ar
ied
in
m
ec
h
a
n
is
m
s
,
d
eliv
er
y
m
o
d
es,
a
n
d
c
o
n
t
ex
tu
al
em
b
e
d
d
in
g
,
r
ef
lectin
g
th
e
h
eter
o
g
en
e
o
u
s
s
o
cio
em
o
tio
n
al
n
ee
d
s
o
f
p
r
esch
o
o
l
ch
ild
r
e
n
with
ASD.
C
o
llectiv
ely
,
th
e
ev
id
en
ce
h
i
g
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
f
lex
ib
ly
i
n
teg
r
atin
g
r
elatio
n
s
h
ip
-
b
ased
,
s
tr
u
ctu
r
e
d
,
an
d
cr
ea
tiv
e
o
r
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
s
tr
ateg
i
es with
in
d
ev
elo
p
m
e
n
tally
in
c
lu
s
iv
e
p
r
esch
o
o
l e
n
v
ir
o
n
m
en
ts
.
3
.
2
.
1
.
Rela
t
io
ns
hip
-
ba
s
ed
a
n
d dev
elo
pm
ent
a
l int
er
v
ent
io
ns
Sev
en
s
tu
d
ies
wer
e
ca
teg
o
r
ized
u
n
d
er
r
elatio
n
s
h
ip
-
b
as
ed
an
d
d
ev
elo
p
m
en
tal
in
te
r
v
en
tio
n
s
,
ch
ar
ac
ter
ized
b
y
em
o
tio
n
ally
attu
n
ed
in
ter
ac
tio
n
s
,
r
ec
ip
r
o
ca
l
co
m
m
u
n
icatio
n
,
an
d
lear
n
in
g
em
b
ed
d
e
d
with
in
n
atu
r
alis
tic
s
o
cial
co
n
tex
ts
.
Ov
er
all,
th
ese
in
ter
v
en
tio
n
s
p
r
im
ar
ily
en
h
an
ce
d
em
o
tio
n
al
en
g
ag
em
e
n
t,
s
o
cial
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
s
o
cio
emo
tio
n
a
l skill in
terven
tio
n
s
fo
r
p
r
esch
o
o
l c
h
ild
r
en
w
ith
a
u
tis
m
… (
R
ich
a
r
d
R
ickie
A
ka
t
)
2027
r
ec
ip
r
o
city
,
a
n
d
ea
r
ly
s
o
cial
c
o
m
m
u
n
icatio
n
th
r
o
u
g
h
ca
r
eg
i
v
er
in
v
o
lv
em
en
t
a
n
d
r
elatio
n
a
l
in
ter
ac
tio
n
.
Acr
o
s
s
th
e
r
ev
iewe
d
s
tu
d
ies,
ca
r
eg
i
v
er
s
,
p
ee
r
s
,
an
d
r
elatio
n
al
p
ar
tn
er
s
co
n
s
is
ten
tly
em
er
g
ed
as
k
ey
ag
en
ts
in
f
ac
ilit
atin
g
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
en
t
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
en
with
ASD.
Qu
alita
tiv
e
ev
id
en
ce
f
r
o
m
Alm
ar
zo
o
q
i
et
a
l.
[
5
2
]
h
ig
h
lig
h
ted
co
m
p
an
io
n
p
et
o
w
n
e
r
s
h
ip
as
a
n
atu
r
alis
tic
r
elati
o
n
al
m
e
d
iu
m
t
h
at
s
u
p
p
o
r
ted
e
m
o
tio
n
al
r
esp
o
n
s
i
v
en
ess
,
em
p
ath
y
,
an
d
e
v
er
y
d
a
y
s
o
cial
f
u
n
ctio
n
in
g
.
Similar
ly
,
W
an
tin
i
et
a
l.
[
5
3
]
d
em
o
n
s
tr
ated
th
at
s
o
cio
em
o
tio
n
al
th
er
ap
y
im
p
lem
en
ted
wi
th
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
s
ettin
g
s
en
h
an
ce
d
em
o
tio
n
al
awa
r
e
n
ess
an
d
s
o
cial
p
ar
ticip
atio
n
th
r
o
u
g
h
p
lay
-
b
ased
an
d
r
elatio
n
al
ac
tiv
iti
es.
T
h
ese
f
in
d
in
g
s
r
ein
f
o
r
ce
t
h
e
im
p
o
r
tan
ce
o
f
e
m
b
ed
d
in
g
s
o
cio
em
o
tio
n
al
lear
n
in
g
with
in
n
atu
r
alis
tic
d
aily
in
ter
ac
tio
n
s
.
Sev
er
al
s
tu
d
ies
with
in
th
is
th
em
e
em
p
lo
y
ed
d
e
v
elo
p
m
e
n
tal
an
d
p
a
r
en
t
-
m
e
d
iated
f
r
am
ewo
r
k
s
.
T
r
ip
ath
i
et
a
l.
[
6
3
]
r
e
p
o
r
ted
s
u
s
tain
ed
im
p
r
o
v
em
en
ts
in
s
o
cial
co
m
m
u
n
icatio
n
an
d
p
ee
r
en
g
ag
em
en
t f
o
llo
win
g
p
ar
ticip
atio
n
i
n
th
e
PEE
R
S®
f
o
r
p
r
esch
o
o
ler
s
’
p
r
o
g
r
am
,
u
n
d
er
s
co
r
in
g
th
e
im
p
o
r
tan
ce
o
f
s
tr
u
ctu
r
ed
p
ar
en
tal
in
v
o
lv
em
e
n
t
in
ea
r
ly
in
ter
v
en
t
io
n
.
I
n
p
ar
allel,
Go
n
g
et
a
l.
[
5
5
]
d
em
o
n
s
tr
ated
th
at
h
ea
r
t
–
m
i
n
d
–
b
e
h
av
io
r
p
ar
en
t
tr
ain
in
g
s
ig
n
if
ican
tly
im
p
r
o
v
ed
ch
ild
r
en
’
s
em
o
tio
n
al
r
eg
u
latio
n
an
d
s
o
cial
in
ter
ac
tio
n
,
h
ig
h
lig
h
tin
g
th
e
ef
f
ec
tiv
en
ess
o
f
em
p
o
wer
in
g
p
ar
en
ts
as a
ctiv
e
in
ter
v
en
tio
n
ag
en
ts
.
Dev
elo
p
m
en
tal
p
lay
-
b
ased
ap
p
r
o
ac
h
es
wer
e
f
u
r
th
er
s
u
p
p
o
r
t
ed
b
y
Mir
za
k
h
an
i
et
a
l.
[
5
8
]
,
wh
o
f
o
u
n
d
th
at
b
o
th
s
o
n
-
r
is
e
an
d
f
lo
o
r
-
tim
e
p
r
o
g
r
a
m
s
p
r
o
d
u
ce
d
s
ig
n
if
ican
t
g
ain
s
in
s
o
cial
in
ter
ac
tio
n
alo
n
g
s
id
e
r
ed
u
ctio
n
s
in
s
ter
eo
t
y
p
ed
b
eh
av
io
r
s
.
L
ik
ewise,
B
lan
c
et
a
l.
[
6
5
]
r
ep
o
r
ted
p
o
s
itiv
e
s
o
cio
e
m
o
tio
n
al
o
u
tco
m
es
f
o
llo
win
g
E
DT
,
p
a
r
tic
u
lar
ly
f
o
r
ch
ild
r
e
n
with
m
o
r
e
s
ev
er
e
au
tis
m
p
r
o
f
iles
,
em
p
h
asizin
g
ea
r
ly
r
elatio
n
al
en
g
ag
em
e
n
t
as
a
ca
taly
s
t
f
o
r
s
o
ci
o
em
o
tio
n
al
g
r
o
wth
.
C
o
m
p
lem
en
tin
g
th
ese
f
in
d
in
g
s
,
Kaz
em
i
a
n
d
Ab
o
lg
h
asem
i
[
6
0
]
d
em
o
n
s
tr
ated
th
at
p
lay
-
b
ased
em
p
at
h
y
tr
ain
in
g
e
n
h
an
ce
d
s
o
cial
s
k
ills
b
y
f
o
s
ter
in
g
em
o
tio
n
al
u
n
d
e
r
s
tan
d
in
g
an
d
p
er
s
p
ec
tiv
e
-
tak
in
g
.
Ho
we
v
er
,
s
ev
er
al
r
elatio
n
s
h
ip
-
b
ased
s
tu
d
ies
r
elied
o
n
s
m
all
-
s
ca
le
o
r
q
u
alitativ
e
d
esig
n
s
,
w
h
ich
lim
it c
au
s
al
in
f
er
en
ce
an
d
cr
o
s
s
-
co
n
tex
t c
o
m
p
ar
ab
ilit
y
.
T
ak
en
to
g
eth
e
r
,
r
elatio
n
s
h
ip
-
b
ased
an
d
d
ev
elo
p
m
en
tal
in
ter
v
en
tio
n
s
ap
p
ea
r
p
a
r
ticu
lar
ly
e
f
f
ec
tiv
e
in
n
u
r
tu
r
i
n
g
f
o
u
n
d
atio
n
al
s
o
cio
e
m
o
tio
n
al
c
o
m
p
eten
cies
th
r
o
u
g
h
n
atu
r
alis
tic,
r
elatio
n
al,
a
n
d
p
lay
-
b
ased
c
o
n
tex
ts
.
T
h
eir
em
p
h
asis
o
n
e
m
o
tio
n
a
l
en
g
ag
em
en
t,
s
o
cial
r
ec
ip
r
o
city
,
an
d
m
ea
n
in
g
f
u
l
in
ter
ac
t
io
n
s
u
p
p
o
r
ts
ea
r
ly
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
en
t
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
en
wit
h
ASD
in
in
clu
s
iv
e
p
r
esch
o
o
l
s
ettin
g
s
.
Ho
wev
er
,
th
e
p
r
ed
o
m
i
n
an
ce
o
f
s
m
all
-
s
ca
le
an
d
q
u
alitativ
e
d
esig
n
s
with
in
th
is
th
em
e
lim
its
ca
u
s
al
g
en
er
aliza
tio
n
,
in
d
icatin
g
th
e
n
ee
d
f
o
r
m
o
r
e
r
i
g
o
r
o
u
s
an
d
lo
n
g
itu
d
in
al
s
tu
d
ies to
s
tr
en
g
th
en
th
e
e
v
id
en
ce
b
ase.
3
.
2
.
2
.
Str
uct
ured
a
nd
s
k
ill
-
f
o
cus
ed
inte
rv
ent
io
n
s
Fo
u
r
s
tu
d
ies
wer
e
g
r
o
u
p
e
d
u
n
d
er
s
tr
u
ctu
r
ed
an
d
s
k
ill
-
f
o
cu
s
ed
in
ter
v
en
tio
n
s
,
ch
ar
ac
ter
ized
b
y
s
y
s
tem
atic
in
s
tr
u
ctio
n
,
b
eh
av
io
r
al
s
tr
ateg
ies,
an
d
ex
p
licit
s
o
cio
em
o
tio
n
al
s
k
ill
in
s
tr
u
ctio
n
.
T
h
e
r
e
v
iewe
d
s
tu
d
ies
co
n
s
is
ten
tly
r
ep
o
r
te
d
s
h
o
r
t
-
ter
m
im
p
r
o
v
em
en
ts
in
s
o
cial
in
itiatio
n
,
p
ee
r
p
ar
ticip
atio
n
,
a
n
d
s
elf
-
r
eg
u
latio
n
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
en
with
ASD.
Fo
r
i
n
s
tan
ce
,
Gala
n
is
an
d
Gen
a
[
6
1
]
d
em
o
n
s
tr
ated
th
at
s
elf
-
m
an
ag
em
en
t
s
tr
ateg
ies
im
p
lem
en
ted
d
u
r
in
g
s
ch
o
o
l
r
ec
es
s
ef
f
ec
tiv
ely
in
cr
ea
s
ed
s
o
cial
i
n
ter
ac
tio
n
s
am
o
n
g
p
r
esch
o
o
l
ch
ild
r
e
n
with
AS
D,
in
d
icatin
g
s
u
cc
ess
f
u
l
tr
an
s
f
er
o
f
b
eh
av
io
r
al
s
elf
-
r
e
g
u
la
tio
n
to
s
em
i
-
n
atu
r
al
s
ch
o
o
l
s
ettin
g
s
.
Similar
ly
,
Du
et
a
l.
[
6
2
]
r
ep
o
r
te
d
th
at
a
n
AB
A
-
b
ased
tr
ain
in
g
p
r
o
g
r
am
s
ig
n
if
ican
tly
en
h
a
n
ce
d
s
o
cio
em
o
tio
n
al
s
k
ills
wh
en
d
e
liv
er
ed
th
r
o
u
g
h
s
tr
u
ctu
r
ed
in
s
tr
u
ctio
n
al
f
o
r
m
ats.
Peer
-
m
ed
iated
an
d
m
o
d
ellin
g
-
b
ased
s
tr
ateg
ies
also
em
er
g
ed
as
k
ey
m
ec
h
an
is
m
s
with
in
th
is
th
em
e.
Z
h
an
g
et
a
l.
[
5
9
]
d
e
m
o
n
s
tr
ate
d
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
s
o
cial
s
k
ills
th
r
o
u
g
h
p
ee
r
-
m
e
d
iated
in
ter
v
en
tio
n
,
h
ig
h
lig
h
tin
g
th
e
r
o
le
o
f
s
tr
u
ctu
r
ed
p
ee
r
in
ter
ac
tio
n
as
an
ef
f
ec
tiv
e
lear
n
in
g
m
ec
h
a
n
is
m
.
I
n
ad
d
itio
n
,
Alk
in
j
et
a
l.
[
6
6
]
s
h
o
wed
th
at
an
ed
u
ca
tio
n
al
p
r
o
g
r
am
i
n
co
r
p
o
r
atin
g
m
o
d
ellin
g
a
n
d
s
o
cia
l
s
to
r
ies
im
p
r
o
v
e
d
s
o
cial
co
m
p
eten
ce
b
y
p
r
o
v
id
in
g
ex
p
licit so
cial
cu
es a
n
d
b
eh
a
v
io
r
al
s
cr
ip
ts
.
Desp
ite
th
eir
ef
f
ec
tiv
en
ess
,
s
e
v
er
al
s
tu
d
ies
n
o
ted
lim
itatio
n
s
r
elate
d
to
g
en
er
aliza
tio
n
an
d
lo
n
g
-
ter
m
m
ain
ten
an
ce
o
f
ac
q
u
ir
e
d
s
k
ills
.
T
h
is
s
u
g
g
ests
th
at
s
tr
u
ctu
r
ed
in
ter
v
en
ti
o
n
s
m
ay
b
e
m
o
s
t
ef
f
ec
tiv
e
wh
en
in
teg
r
ated
with
r
elatio
n
al
o
r
n
atu
r
alis
tic
ap
p
r
o
ac
h
es
to
s
u
p
p
o
r
t
s
k
ill
tr
an
s
f
er
ac
r
o
s
s
d
iv
er
s
e
s
o
cial
an
d
class
r
o
o
m
co
n
tex
ts
.
T
h
er
ef
o
r
e
,
co
m
b
in
i
n
g
s
tr
u
ctu
r
ed
i
n
s
tr
u
c
tio
n
al
m
eth
o
d
s
with
d
ev
elo
p
m
en
tally
ap
p
r
o
p
r
iate
an
d
c
o
n
tex
t
-
s
en
s
itiv
e
s
tr
ateg
ies
m
ay
e
n
h
an
ce
b
o
t
h
s
k
ill
g
en
e
r
aliza
tio
n
a
n
d
lo
n
g
-
ter
m
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
e
n
t in
p
r
esch
o
o
l c
h
ild
r
en
with
ASD.
3
.
2
.
3
.
Cre
a
t
iv
e
a
nd
t
ec
hn
o
lo
g
y
-
s
up
po
rt
ed
inte
rv
ent
io
ns
T
h
e
f
in
al
th
em
e
co
m
p
r
is
ed
f
o
u
r
s
tu
d
ies
th
at
em
p
lo
y
ed
cr
ea
t
iv
e,
ex
p
r
ess
iv
e,
o
r
tech
n
o
lo
g
y
-
en
h
an
ce
d
m
o
d
alities
to
p
r
o
m
o
te
s
o
cio
e
m
o
tio
n
al
d
e
v
elo
p
m
e
n
t
in
p
r
e
s
ch
o
o
l
ch
ild
r
e
n
with
ASD.
O
v
er
all,
cr
ea
tiv
e
a
n
d
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
i
n
ter
v
en
tio
n
s
en
h
an
ce
d
s
o
cial
e
n
g
ag
e
m
en
t,
em
o
tio
n
al
ex
p
r
ess
io
n
,
a
n
d
jo
in
t a
tten
tio
n
b
y
lev
er
ag
in
g
s
en
s
o
r
y
-
r
ic
h
an
d
tech
n
o
l
o
g
y
-
m
ed
iated
m
o
d
alities
.
Mu
s
ic
-
b
ased
in
ter
v
en
tio
n
s
f
ea
tu
r
ed
p
r
o
m
in
e
n
tly
with
in
th
is
th
em
e.
Z
h
o
u
et
a
l.
[
5
6
]
r
ep
o
r
te
d
s
i
g
n
if
ican
t
im
p
r
o
v
em
en
ts
in
s
o
cial
s
k
ills
f
o
llo
win
g
m
u
s
ic
th
er
ap
y
in
a
r
an
d
o
m
iz
ed
co
n
tr
o
lled
tr
ial,
wh
ile
Yan
g
an
d
Z
h
an
g
[
5
7
]
s
im
ilar
ly
d
em
o
n
s
tr
ated
th
at
m
u
s
ic
-
b
ased
in
ter
v
e
n
tio
n
s
f
ac
ilit
ated
s
o
cial
en
g
ag
em
en
t
a
n
d
em
o
tio
n
al
ex
p
r
ess
io
n
.
T
h
es
e
f
in
d
in
g
s
s
u
g
g
est
th
at
m
u
s
ic
m
ay
f
u
n
ctio
n
as
an
ef
f
ec
tiv
e
m
ed
iu
m
f
o
r
em
o
tio
n
al
co
m
m
u
n
icatio
n
an
d
s
o
cial
co
n
n
ec
tio
n
in
ea
r
l
y
ch
ild
h
o
o
d
au
tis
m
in
ter
v
e
n
tio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
0
2
1
-
2
0
3
2
2028
T
ec
h
n
o
lo
g
y
-
s
u
p
p
o
r
te
d
ap
p
r
o
a
ch
es,
in
clu
d
in
g
au
g
m
e
n
ted
g
am
if
ied
en
v
ir
o
n
m
e
n
ts
[
6
4
]
a
n
d
r
o
b
o
t
-
ass
is
ted
in
ter
v
en
tio
n
s
[
5
4
]
,
f
u
r
th
er
d
e
m
o
n
s
tr
ated
p
o
s
itiv
e
ef
f
ec
ts
o
n
jo
in
t
atten
tio
n
,
m
o
tiv
atio
n
,
an
d
s
o
cio
em
o
tio
n
al
s
k
ills
b
y
in
c
r
ea
s
in
g
en
g
a
g
em
en
t
a
n
d
s
u
s
tain
ed
p
ar
ticip
atio
n
.
T
h
ese
m
o
d
alities
ap
p
ea
r
esp
ec
ially
b
en
ef
icial
f
o
r
ch
i
ld
r
en
wh
o
ex
p
e
r
ien
ce
d
if
f
ic
u
lties
r
esp
o
n
d
in
g
to
co
n
v
en
tio
n
al
in
s
tr
u
ctio
n
al
m
eth
o
d
s
.
Ho
we
v
er
,
m
o
s
t
s
tu
d
ies
with
in
th
is
th
em
e
wer
e
ex
p
lo
r
ato
r
y
an
d
ch
a
r
ac
ter
ized
b
y
s
m
all
s
am
p
le
s
izes
an
d
s
h
o
r
t
in
ter
v
en
ti
o
n
d
u
r
ati
o
n
s
,
lim
itin
g
co
n
clu
s
io
n
s
r
e
g
ar
d
in
g
lo
n
g
-
ter
m
e
f
f
ec
tiv
en
ess
an
d
s
ca
lab
ilit
y
.
Ov
er
all,
cr
ea
tiv
e
an
d
tec
h
n
o
l
o
g
y
-
s
u
p
p
o
r
te
d
in
ter
v
e
n
tio
n
s
d
em
o
n
s
tr
ate
s
tr
o
n
g
p
o
ten
tial
as
co
m
p
lem
en
tar
y
ap
p
r
o
ac
h
es to
en
h
an
ce
en
g
ag
e
m
en
t,
ac
ce
s
s
ib
ilit
y
,
an
d
s
o
cio
em
o
tio
n
al
p
ar
ticip
atio
n
in
p
r
esc
h
o
o
l c
h
ild
r
e
n
with
ASD,
d
esp
ite
th
e
ex
p
lo
r
ato
r
y
n
atu
r
e
an
d
s
m
all
s
am
p
le
s
izes o
f
ex
is
tin
g
s
tu
d
ies.
3
.
2
.
4
.
E
du
ca
t
io
na
l im
pli
ca
t
io
ns
,
pra
ct
ica
l a
pp
lica
t
io
ns
a
n
d m
et
ho
do
lo
g
ica
l c
o
ns
idera
t
io
ns
Fro
m
an
ed
u
ca
tio
n
al
e
v
alu
ati
o
n
p
er
s
p
ec
tiv
e,
th
e
f
in
d
in
g
s
p
r
o
v
id
e
ac
tio
n
ab
le
im
p
licatio
n
s
f
o
r
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
t
o
r
s
,
cu
r
r
icu
l
u
m
d
ev
elo
p
er
s
,
an
d
p
o
licy
m
ak
er
s
wo
r
k
in
g
in
in
clu
s
iv
e
p
r
esch
o
o
l
s
ettin
g
s
.
Ov
er
all,
s
o
cio
em
o
tio
n
al
d
e
v
elo
p
m
en
t
i
n
p
r
esch
o
o
l
ch
il
d
r
en
with
ASD
is
en
h
an
ce
d
wh
en
r
elatio
n
al,
s
tr
u
ctu
r
ed
,
a
n
d
c
r
ea
tiv
e
ap
p
r
o
ac
h
es
ar
e
f
lex
ib
l
y
in
teg
r
ated
r
ath
er
th
an
im
p
lem
en
te
d
in
is
o
l
atio
n
.
Acc
o
r
d
in
g
ly
,
in
ter
v
en
tio
n
p
lan
n
in
g
s
h
o
u
ld
p
r
io
r
itize
d
e
v
elo
p
m
e
n
tally
a
p
p
r
o
p
r
iate
an
d
co
n
tex
t
-
s
en
s
itiv
e
s
tr
ateg
ies
th
at
ca
n
b
e
ad
ap
ted
to
d
iv
e
r
s
e
s
o
cio
em
o
tio
n
al
p
r
o
f
iles
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
en
v
ir
o
n
m
en
ts
.
Fo
r
class
r
o
o
m
p
r
ac
tice,
ed
u
ca
t
o
r
s
m
ay
in
co
r
p
o
r
ate
r
elatio
n
s
h
ip
-
b
ased
s
tr
ateg
ies
s
u
ch
as
g
u
id
ed
p
lay
,
p
ar
en
t c
o
llab
o
r
atio
n
,
an
d
em
o
t
io
n
ally
r
esp
o
n
s
iv
e
in
ter
ac
tio
n
s
alo
n
g
s
id
e
s
tr
u
ctu
r
ed
s
o
cio
em
o
tio
n
al
in
s
tr
u
ctio
n
,
in
clu
d
in
g
m
o
d
ellin
g
,
s
o
cial
s
to
r
ies,
an
d
p
ee
r
-
m
ed
iate
d
ac
tiv
ities
.
Su
ch
in
teg
r
atio
n
alig
n
s
with
d
ev
elo
p
m
e
n
tally
ap
p
r
o
p
r
iate
p
r
ac
tices
in
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
an
d
s
u
p
p
o
r
ts
d
iv
er
s
e
s
o
cio
em
o
tio
n
al
p
r
o
f
iles
am
o
n
g
ch
ild
r
e
n
with
ASD.
Fo
r
c
u
r
r
icu
l
u
m
d
ev
el
o
p
er
s
,
th
e
f
in
d
in
g
s
h
ig
h
lig
h
t
th
e
im
p
o
r
tan
ce
o
f
em
b
ed
d
in
g
ex
p
licit
s
o
cio
em
o
tio
n
al
lear
n
in
g
co
m
p
o
n
en
ts
with
in
in
clu
s
iv
e
p
r
esch
o
o
l
cu
r
r
icu
la,
p
ar
ticu
lar
ly
th
r
o
u
g
h
d
ev
elo
p
m
en
tally
a
p
p
r
o
p
r
iate,
p
lay
-
b
ased
,
an
d
co
n
tex
t
-
s
en
s
itiv
e
m
o
d
u
les.
Stru
ct
u
r
ed
s
o
cio
em
o
tio
n
al
ac
tiv
ities
s
h
o
u
ld
b
e
d
esig
n
ed
to
allo
w
g
r
ad
u
al
s
k
ill
g
en
er
aliza
tio
n
ac
r
o
s
s
class
r
o
o
m
r
o
u
tin
es,
p
ee
r
in
ter
ac
tio
n
s
,
an
d
n
atu
r
alis
tic
lear
n
in
g
en
v
ir
o
n
m
en
ts
.
T
h
is
is
esp
ec
ially
r
elev
an
t
f
o
r
in
c
lu
s
iv
e
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
th
at
em
p
h
asize
h
o
lis
tic
ch
ild
d
ev
elo
p
m
en
t
a
n
d
s
o
cio
em
o
tio
n
al
co
m
p
eten
ce
as
co
r
e
lear
n
in
g
o
u
tco
m
es.
Fro
m
a
p
o
licy
p
er
s
p
ec
tiv
e,
th
e
s
y
n
th
esis
u
n
d
e
r
s
co
r
es
th
e
n
ee
d
f
o
r
e
v
id
en
ce
-
b
a
s
ed
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
p
r
o
g
r
am
s
th
at
ar
e
ad
ap
tab
le
to
d
iv
er
s
e
ed
u
ca
ti
o
n
al
co
n
tex
ts
,
in
clu
d
in
g
in
clu
s
iv
e
p
r
esch
o
o
l
an
d
s
p
ec
ial
ed
u
ca
tio
n
in
teg
r
atio
n
s
ettin
g
s
.
Po
licy
m
ak
er
s
s
h
o
u
l
d
p
r
io
r
itize
teac
h
er
tr
ain
in
g
,
in
ter
v
en
tio
n
f
id
elity
m
o
n
ito
r
in
g
,
an
d
th
e
p
r
o
v
is
io
n
o
f
s
tr
u
ct
u
r
ed
s
o
cio
e
m
o
ti
o
n
al
lear
n
in
g
r
eso
u
r
ce
s
to
s
u
p
p
o
r
t
s
u
s
tain
ab
le
im
p
lem
en
tatio
n
in
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
s
y
s
tem
s
.
Me
th
o
d
o
lo
g
ically
,
wh
ile
m
o
s
t
s
tu
d
ies
r
ep
o
r
ted
p
o
s
itiv
e
s
o
cio
em
o
tio
n
al
o
u
tco
m
es,
th
e
s
tr
en
g
th
o
f
ev
id
en
ce
r
e
m
ain
s
m
o
d
er
ate
d
u
e
to
v
ar
iatio
n
s
in
r
esear
ch
d
esig
n
,
s
m
all
s
am
p
le
s
izes,
s
h
o
r
t
in
ter
v
en
tio
n
d
u
r
atio
n
s
,
a
n
d
i
n
co
n
s
is
ten
t
o
u
tco
m
e
m
ea
s
u
r
es.
T
h
e
lim
ite
d
u
s
e
o
f
s
tan
d
ar
d
ized
s
o
cio
e
m
o
tio
n
al
ass
ess
m
en
t
to
o
ls
co
n
s
tr
ain
s
cr
o
s
s
-
s
tu
d
y
co
m
p
ar
ab
ilit
y
an
d
r
ed
u
ce
s
th
e
r
o
b
u
s
tn
ess
o
f
cu
m
u
lativ
e
ev
id
e
n
ce
.
R
elatio
n
s
h
ip
-
b
ased
in
ter
v
en
ti
o
n
s
d
em
o
n
s
tr
ated
s
tr
o
n
g
ec
o
lo
g
ical
v
alid
ity
b
u
t
o
f
ten
r
elied
o
n
q
u
alitativ
e
o
r
s
m
all
-
s
ca
le
d
esig
n
s
,
lim
itin
g
ca
u
s
al
in
f
er
en
ce
.
I
n
co
n
tr
ast,
s
tr
u
ctu
r
ed
i
n
ter
v
en
tio
n
s
s
h
o
wed
clea
r
er
s
h
o
r
t
-
ter
m
b
eh
av
io
r
al
g
ain
s
b
u
t
f
ac
e
d
c
h
allen
g
es
r
elate
d
t
o
g
e
n
er
aliz
atio
n
an
d
lo
n
g
-
ter
m
m
ain
ten
an
ce
.
C
r
ea
tiv
e
an
d
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
in
ter
v
e
n
tio
n
s
en
h
a
n
ce
d
e
n
g
ag
em
e
n
t
an
d
m
o
tiv
ati
o
n
,
y
et
m
an
y
we
r
e
ex
p
lo
r
ato
r
y
an
d
lack
ed
lar
g
e
-
s
ca
le
v
alid
atio
n
.
C
o
llectiv
ely
,
th
ese
f
in
d
i
n
g
s
in
d
icate
t
h
at
f
u
tu
r
e
s
o
cio
e
m
o
tio
n
al
in
te
r
v
en
tio
n
r
esear
ch
s
h
o
u
l
d
p
r
io
r
itize
lo
n
g
itu
d
in
al
d
esig
n
s
,
lar
g
er
an
d
m
o
r
e
d
iv
er
s
e
s
am
p
les,
s
tan
d
ar
d
ized
s
o
cio
e
m
o
tio
n
al
ass
ess
m
en
t
in
s
tr
u
m
en
ts
,
an
d
tr
a
n
s
p
ar
en
t
r
ep
o
r
tin
g
o
f
im
p
lem
en
tatio
n
f
i
d
elity
.
C
r
o
s
s
-
cu
ltu
r
al
co
m
p
a
r
a
tiv
e
s
tu
d
ies
ar
e
also
ess
en
tial
to
en
h
an
ce
th
e
g
lo
b
al
ap
p
licab
ilit
y
a
n
d
co
n
te
x
tu
al
r
elev
an
ce
o
f
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l
ch
ild
r
en
with
ASD
in
in
clu
s
iv
e
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
ese
d
ir
ec
tio
n
s
wo
u
ld
f
u
r
th
er
s
tr
en
g
th
en
t
h
e
m
eth
o
d
o
l
o
g
ical
r
ig
o
r
a
n
d
e
n
h
an
ce
th
e
p
r
ac
tical
ap
p
licab
ilit
y
o
f
s
o
cio
e
m
o
tio
n
al
i
n
ter
v
e
n
tio
n
s
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
e
d
u
ca
tio
n
co
n
tex
ts
.
4.
CO
NCLU
SI
O
N
T
h
is
s
y
s
tem
atic
r
ev
iew
s
y
n
th
esized
r
ec
en
t
em
p
ir
ical
ev
id
e
n
ce
o
n
s
o
cio
em
o
tio
n
al
s
k
ill
in
ter
v
en
tio
n
s
f
o
r
p
r
esch
o
o
l
ch
ild
r
e
n
with
ASD,
h
ig
h
lig
h
tin
g
in
ter
v
e
n
tio
n
tr
en
d
s
,
m
eth
o
d
o
lo
g
ical
ch
ar
ac
ter
is
tics
,
an
d
p
r
im
ar
y
d
ev
elo
p
m
en
tal
o
u
tco
m
es.
T
h
e
f
i
n
d
in
g
s
i
n
d
icate
th
at
r
elatio
n
s
h
ip
-
b
ased
,
s
tr
u
ctu
r
ed
,
an
d
cr
ea
tiv
e
o
r
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
in
ter
v
e
n
tio
n
s
co
llectiv
ely
co
n
tr
ib
u
te
to
im
p
r
o
v
em
en
ts
in
s
o
cial
in
ter
ac
tio
n
,
em
o
tio
n
al
r
eg
u
latio
n
,
an
d
em
o
tio
n
al
u
n
d
er
s
tan
d
in
g
in
in
cl
u
s
iv
e
ea
r
l
y
ch
ild
h
o
o
d
s
ettin
g
s
.
I
m
p
o
r
t
an
tly
,
th
e
ev
id
en
ce
s
u
g
g
ests
th
at
s
o
cio
em
o
tio
n
al
d
ev
elo
p
m
en
t
in
p
r
esch
o
o
l
c
h
ild
r
en
with
ASD
is
m
o
s
t
ef
f
ec
tiv
ely
s
u
p
p
o
r
te
d
th
r
o
u
g
h
th
e
f
lex
ib
le
in
teg
r
atio
n
o
f
th
ese
in
ter
v
en
tio
n
ap
p
r
o
a
ch
es
r
ath
er
th
an
r
elian
ce
o
n
a
s
in
g
le
in
ter
v
en
tio
n
m
o
d
el.
Fro
m
ed
u
ca
tio
n
al
a
n
d
p
o
licy
p
er
s
p
ec
tiv
es,
t
h
e
r
e
v
iew
u
n
d
e
r
s
co
r
es
th
e
im
p
o
r
t
an
ce
o
f
em
b
e
d
d
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
va
lu
a
tin
g
s
o
cio
emo
tio
n
a
l skill in
terven
tio
n
s
fo
r
p
r
esch
o
o
l c
h
ild
r
en
w
ith
a
u
tis
m
… (
R
ich
a
r
d
R
ickie
A
ka
t
)
2029
ev
id
en
ce
-
b
ased
s
o
cio
em
o
tio
n
al
in
ter
v
en
tio
n
s
with
in
in
cl
u
s
iv
e
p
r
esch
o
o
l
c
u
r
r
icu
la,
class
r
o
o
m
r
o
u
ti
n
es,
an
d
teac
h
er
p
r
o
f
ess
io
n
al
p
r
ac
tices.
T
h
ese
f
in
d
i
n
g
s
f
u
r
th
er
s
u
p
p
o
r
t
th
e
d
e
v
elo
p
m
e
n
t
o
f
s
tr
u
ctu
r
ed
s
o
cio
em
o
tio
n
al
lear
n
in
g
m
o
d
u
les,
s
y
s
tem
atic
teac
h
er
tr
ain
in
g
,
an
d
s
ca
lab
le
in
ter
v
en
tio
n
f
r
am
ewo
r
k
s
alig
n
ed
with
in
clu
s
iv
e
ed
u
ca
tio
n
ag
e
n
d
as.
T
h
is
r
ev
i
ew
p
r
o
v
id
es
a
n
o
v
el
an
d
d
e
v
elo
p
m
en
tally
f
o
cu
s
ed
s
y
n
t
h
esis
b
y
in
teg
r
atin
g
r
elatio
n
s
h
ip
-
b
ased
,
s
tr
u
ctu
r
ed
,
an
d
cr
ea
tiv
e
o
r
tech
n
o
lo
g
y
-
s
u
p
p
o
r
ted
s
o
ci
o
em
o
tio
n
al
i
n
ter
v
en
tio
n
s
s
p
ec
if
ically
f
o
r
p
r
esch
o
o
l
ch
ild
r
e
n
with
ASD
with
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
co
n
tex
ts
.
Nev
er
th
eless
,
th
is
r
ev
iew
is
s
u
b
ject
to
s
ev
er
al
l
im
itatio
n
s
,
in
clu
d
in
g
th
e
r
estr
ictio
n
to
two
d
atab
ases
(
Sco
p
u
s
an
d
W
o
S
)
,
th
e
r
elativ
ely
s
m
all
n
u
m
b
er
o
f
in
clu
d
ed
s
tu
d
ies,
m
eth
o
d
o
l
o
g
ical
h
eter
o
g
e
n
eity
,
an
d
t
h
e
lim
ited
u
s
e
o
f
s
tan
d
ar
d
ized
s
o
cio
em
o
tio
n
al
o
u
tco
m
e
m
ea
s
u
r
es,
wh
ich
m
a
y
af
f
ec
t
t
h
e
g
e
n
er
aliza
b
ilit
y
a
n
d
co
m
p
ar
ab
ilit
y
o
f
th
e
f
in
d
in
g
s
.
T
h
e
r
ef
o
r
e
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
p
r
io
r
itize
l
o
n
g
itu
d
i
n
al
d
esig
n
s
an
d
s
tr
o
n
g
er
m
eth
o
d
o
lo
g
ical
r
ig
o
r
to
en
h
a
n
ce
th
e
s
u
s
tain
ab
ilit
y
an
d
co
n
tex
tu
al
r
elev
an
ce
o
f
in
ter
v
en
tio
n
s
in
in
clu
s
iv
e
ea
r
ly
ch
ild
h
o
o
d
ed
u
ca
tio
n
s
ettin
g
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
is
r
ev
iew
f
o
r
m
s
p
ar
t
o
f
a
b
r
o
ad
e
r
r
esear
c
h
in
itiativ
e
an
d
th
e
au
th
o
r
s
ar
e
d
ee
p
ly
g
r
at
ef
u
l
to
all
in
s
titu
tio
n
s
an
d
in
d
iv
id
u
als
wh
o
s
e
s
u
p
p
o
r
t,
e
n
co
u
r
ag
em
e
n
t
an
d
p
r
o
f
ess
io
n
al
in
s
ig
h
ts
h
av
e
f
ac
ilit
ated
th
e
s
u
cc
ess
f
u
l c
o
m
p
letio
n
o
f
th
is
s
tu
d
y
.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
au
th
o
r
s
ex
ten
d
th
eir
s
in
c
er
e
ap
p
r
ec
iatio
n
t
o
th
e
Facu
lt
y
o
f
E
d
u
ca
tio
n
,
Un
i
v
er
s
iti
Keb
an
g
s
aa
n
Ma
lay
s
ia
an
d
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia
(
KPM.
B
T
.
7
0
0
-
3
0
/2
4
/9
1
(
6
)
)
f
o
r
th
ei
r
in
s
titu
tio
n
al
s
u
p
p
o
r
t.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
e
o
f
Aut
ho
r
C
M
So
Va
Fo
I
R
D
O
E
Vi
Su
P
Fu
R
ich
ar
d
R
ick
ie
Ak
at
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Su
ziy
an
i M
o
h
am
e
d
✓
✓
✓
✓
✓
✓
✓
✓
✓
Nu
r
u
l K
h
air
an
i
I
s
m
ail
✓
✓
✓
✓
✓
✓
✓
✓
C
:
C
o
n
c
e
p
t
u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
E
d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
Su
p
e
r
v
i
s
i
o
n
P
:
P
r
o
j
e
c
t
a
d
mi
n
i
st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
T
h
e
au
th
o
r
s
d
ec
lar
e
n
o
co
n
f
lict o
f
in
ter
est.
E
T
H
I
CAL AP
P
RO
V
AL
E
th
ical
ap
p
r
o
v
al
is
n
o
t a
p
p
licab
le
f
o
r
t
h
is
ar
ticle.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
is
p
ap
er
is
b
ased
o
n
p
r
e
v
io
u
s
ly
p
u
b
lis
h
ed
s
tu
d
ies
an
d
d
o
es
n
o
t
in
v
o
lv
e
th
e
g
e
n
er
atio
n
o
r
an
aly
s
is
o
f
p
r
im
a
r
y
d
ata;
th
u
s
,
d
ata
av
a
ilab
ilit
y
is
n
o
t a
p
p
licab
le.
RE
F
E
R
E
NC
E
S
[
1
]
M
.
I
.
I
sl
a
m,
B
.
Y
.
Y
.
La
m
,
T
.
Esg
i
n
,
a
n
d
A
.
M
a
r
t
i
n
i
u
k
,
“
T
h
r
i
v
i
n
g
B
e
y
o
n
d
A
d
v
e
r
si
t
y
:
A
P
r
o
s
p
e
c
t
i
v
e
Lo
n
g
i
t
u
d
i
n
a
l
C
o
h
o
r
t
S
t
u
d
y
U
si
n
g
a
S
t
r
e
n
g
t
h
-
B
a
se
d
A
p
p
r
o
a
c
h
D
e
p
i
c
t
s
I
n
d
i
g
e
n
o
u
s
A
d
o
l
e
sc
e
n
t
s
w
i
t
h
Le
ss
A
d
v
e
r
s
e
C
h
i
l
d
h
o
o
d
E
x
p
e
r
i
e
n
c
e
s
(
A
C
Es)
H
a
d
F
e
w
e
r
N
e
u
r
o
d
e
v
e
l
o
p
m
e
n
t
a
l
D
i
so
r
d
e
r
s (N
D
D
s)
,
”
B
e
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
1
,
p
.
1
0
4
7
,
N
o
v
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s1
4
1
1
1
0
4
7
.
[
2
]
A
meric
a
n
P
sy
c
h
i
a
t
r
i
c
A
sso
c
i
a
t
i
o
n
,
D
i
a
g
n
o
s
t
i
c
a
n
d
s
t
a
t
i
s
t
i
c
a
l
m
a
n
u
a
l
o
f
m
e
n
t
a
l
d
i
s
o
rd
e
rs
.
A
r
l
i
n
g
t
o
n
,
V
A
,
U
S
A
:
A
mer
i
c
a
n
P
sy
c
h
i
a
t
r
i
c
A
ss
o
c
i
a
t
i
o
n
,
2
0
1
3
.
d
o
i
:
1
0
.
1
1
7
6
/
a
p
p
i
.
b
o
o
k
s.
9
7
8
0
8
9
0
4
2
5
5
9
6
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
3
,
J
u
n
e
20
26
:
2
0
2
1
-
2
0
3
2
2030
[
3
]
H
.
H
o
d
g
e
s
,
C
.
F
e
a
l
k
o
,
a
n
d
N
.
S
o
a
r
e
s
,
“
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
:
D
e
f
i
n
i
t
i
o
n
,
Ep
i
d
e
m
i
o
l
o
g
y
,
C
a
u
s
e
s,
a
n
d
C
l
i
n
i
c
a
l
Ev
a
l
u
a
t
i
o
n
,
”
T
ra
n
s
l
a
t
i
o
n
a
l
Pe
d
i
a
t
r
i
c
s
,
v
o
l
.
9
,
p
p
.
S
5
5
–
S
6
5
,
2
0
2
0
,
d
o
i
:
1
0
.
2
1
0
3
7
/
t
p
.
2
0
1
9
.
0
9
.
0
9
.
[
4
]
C
.
Lo
r
d
,
M
.
E
l
sa
b
b
a
g
h
,
G
.
B
a
i
r
d
,
a
n
d
J.
V
e
e
n
s
t
r
a
-
V
a
n
d
e
r
w
e
e
l
e
,
“
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
,
”
T
h
e
L
a
n
c
e
t
,
v
o
l
.
3
9
2
,
n
o
.
1
0
1
4
6
,
p
p
.
5
0
8
–
5
2
0
,
A
u
g
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
S
0
1
4
0
-
6
7
3
6
(
1
8
)
3
1
1
2
9
-
2.
[
5
]
S
.
R
.
S
h
a
r
m
a
,
X
.
G
o
n
d
a
,
a
n
d
F
.
I
.
Ta
r
a
z
i
,
“
A
u
t
i
s
m
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
:
C
l
a
ssi
f
i
c
a
t
i
o
n
,
D
i
a
g
n
o
s
i
s
a
n
d
Th
e
r
a
p
y
,
”
Ph
a
rm
a
c
o
l
o
g
y
&
T
h
e
r
a
p
e
u
t
i
c
s
,
v
o
l
.
1
9
0
,
p
p
.
9
1
–
1
0
4
,
O
c
t
.
2
0
1
8
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
p
h
a
r
mt
h
e
r
a
.
2
0
1
8
.
0
5
.
0
0
7
.
[
6
]
M
.
J
.
M
a
e
n
n
e
r
e
t
a
l
.
,
“
P
r
e
v
a
l
e
n
c
e
a
n
d
C
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
A
m
o
n
g
C
h
i
l
d
r
e
n
A
g
e
d
8
Y
e
a
r
s
—
A
u
t
i
sm
a
n
d
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
s
a
b
i
l
i
t
i
e
s
M
o
n
i
t
o
r
i
n
g
N
e
t
w
o
r
k
,
1
1
S
i
t
e
s
,
U
n
i
t
e
d
S
t
a
t
e
s,
2
0
2
0
,
”
M
MW
R
.
S
u
r
v
e
i
l
l
a
n
c
e
S
u
m
m
a
ri
e
s
,
v
o
l
.
7
2
,
n
o
.
2
,
p
p
.
1
–
1
4
,
M
a
r
.
2
0
2
3
,
d
o
i
:
1
0
.
1
5
5
8
5
/
mm
w
r
.
ss
7
2
0
2
a
1
.
[
7
]
S
.
N.
S
h
a
i
r
e
t
a
l
.
,
“
P
r
e
v
a
l
e
n
c
e
o
f
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
A
m
o
n
g
S
c
h
o
o
l
-
A
g
e
C
h
i
l
d
r
e
n
i
n
M
a
l
a
y
si
a
:
A
n
a
l
y
s
i
s
by
A
g
e
a
n
d
S
t
a
t
e
s,”
M
a
l
a
y
si
a
n
J
o
u
r
n
a
l
o
f
P
u
b
l
i
c
H
e
a
l
t
h
M
e
d
i
c
i
n
e
,
v
o
l
.
2
4
,
n
o
.
3
,
p
p
.
7
1
–
8
0
,
2
0
2
4
.
[
8
]
J.
Ze
i
d
a
n
e
t
a
l
.
,
“
G
l
o
b
a
l
P
r
e
v
a
l
e
n
c
e
o
f
A
u
t
i
s
m:
A
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
U
p
d
a
t
e
,
”
A
u
t
i
sm
Re
s
e
a
rc
h
,
v
o
l
.
1
5
,
n
o
.
5
,
p
p
.
7
7
8
–
7
9
0
,
M
a
y
2
0
2
2
,
d
o
i
:
1
0
.
1
0
0
2
/
a
u
r
.
2
6
9
6
.
[
9
]
N
.
S
a
l
a
r
i
e
t
a
l
.
,
“
T
h
e
G
l
o
b
a
l
P
r
e
v
a
l
e
n
c
e
o
f
A
u
t
i
s
m
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
:
A
C
o
mp
r
e
h
e
n
s
i
v
e
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
a
n
d
M
e
t
a
-
A
n
a
l
y
s
i
s,”
I
t
a
l
i
a
n
J
o
u
r
n
a
l
o
f
Pe
d
i
a
t
ri
c
s
,
v
o
l
.
4
8
,
n
o
.
1
,
p
.
1
1
2
,
D
e
c
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
8
6
/
s1
3
0
5
2
-
0
2
2
-
0
1
3
1
0
-
w.
[
1
0
]
A
.
I
ssac
e
t
a
l
.
,
“
T
h
e
G
l
o
b
a
l
P
r
e
v
a
l
e
n
c
e
o
f
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
i
n
C
h
i
l
d
r
e
n
:
A
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
a
n
d
M
e
t
a
-
A
n
a
l
y
s
i
s,”
O
so
n
g
Pu
b
l
i
c
H
e
a
l
t
h
a
n
d
Re
s
e
a
rc
h
P
e
rsp
e
c
t
i
v
e
s
,
v
o
l
.
1
6
,
n
o
.
1
,
p
p
.
3
–
2
7
,
F
e
b
.
2
0
2
5
,
d
o
i
:
1
0
.
2
4
1
7
1
/
j
.
p
h
r
p
.
2
0
2
4
.
0
2
8
6
.
[
1
1
]
Y
.
D
i
n
g
a
n
d
H
.
To
r
a
n
,
“
A
ss
e
ssi
n
g
t
h
e
N
e
e
d
f
o
r
a
T
e
a
c
h
i
n
g
M
o
d
u
l
e
o
n
S
e
l
f
-
C
a
r
e
S
k
i
l
l
s
f
o
r
C
h
i
l
d
r
e
n
w
i
t
h
A
u
t
i
s
m
A
g
e
d
T
h
r
e
e
t
o
S
i
x
Y
e
a
r
s
O
l
d
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
L
e
a
r
n
i
n
g
,
T
e
a
c
h
i
n
g
a
n
d
E
d
u
c
a
t
i
o
n
a
l
Re
s
e
a
rc
h
,
v
o
l
.
2
3
,
n
o
.
7
,
p
p
.
1
–
2
1
,
J
u
l
.
2
0
2
4
,
d
o
i
:
1
0
.
2
6
8
0
3
/
i
j
l
t
e
r
.
2
3
.
7
.
1
.
[
1
2
]
F
.
V
.
Li
r
o
l
a
a
n
d
A
.
C
.
S
á
n
c
h
e
z
,
“
R
e
l
e
v
a
n
t
F
a
c
t
o
r
s
i
n
t
h
e
S
c
h
o
o
l
i
n
g
o
f
C
h
i
l
d
r
e
n
w
i
t
h
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
i
n
E
a
r
l
y
C
h
i
l
d
h
o
o
d
E
d
u
c
a
t
i
o
n
,
”
Br
a
i
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
4
,
n
o
.
1
2
,
p
.
1
1
6
7
,
N
o
v
.
2
0
2
4
,
d
o
i
:
1
0
.
3
3
9
0
/
b
r
a
i
n
sc
i
1
4
1
2
1
1
6
7
.
[
1
3
]
T.
M
.
M
i
n
o
l
i
n
,
B
.
S
.
R
a
j
,
a
n
d
R
.
V
i
j
a
y
a
r
a
g
h
a
v
a
n
,
“
Ef
f
e
c
t
i
v
e
n
e
ss
o
f
Ev
i
d
e
n
c
e
-
B
a
se
d
I
n
t
e
r
v
e
n
t
i
o
n
o
n
S
o
c
i
a
l
S
k
i
l
l
a
n
d
C
o
mm
u
n
i
c
a
t
i
o
n
a
mo
n
g
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
C
h
i
l
d
r
e
n
,
”
J
o
u
rn
a
l
o
f
Po
p
u
l
a
t
i
o
n
T
h
e
r
a
p
e
u
t
i
c
s
a
n
d
C
l
i
n
i
c
a
l
P
h
a
rm
a
c
o
l
o
g
y
,
v
o
l
.
2
9
,
n
o
.
2
,
p
p
.
e
1
–
e
1
0
,
Ja
n
.
2
0
2
2
,
d
o
i
:
1
0
.
4
7
7
5
0
/
j
p
t
c
p
.
2
0
2
2
.
8
9
3
.
[
1
4
]
S
.
K
e
w
a
l
r
a
ma
n
i
,
K
.
-
A
.
A
l
l
e
n
,
E
.
Le
i
f
,
a
n
d
A
.
N
g
,
“
A
S
c
o
p
i
n
g
R
e
v
i
e
w
o
f
t
h
e
U
se
o
f
R
o
b
o
t
i
c
s
Te
c
h
n
o
l
o
g
i
e
s f
o
r
S
u
p
p
o
r
t
i
n
g
S
o
c
i
a
l
-
Emo
t
i
o
n
a
l
Le
a
r
n
i
n
g
i
n
C
h
i
l
d
r
e
n
w
i
t
h
A
u
t
i
sm,”
J
o
u
r
n
a
l
o
f
A
u
t
i
sm
a
n
d
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
s
o
rd
e
rs
,
v
o
l
.
5
4
,
n
o
.
1
2
,
p
p
.
4
4
8
1
–
4
4
9
5
,
D
e
c
.
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
0
8
0
3
-
0
2
3
-
0
6
1
9
3
-
2.
[
1
5
]
R
.
M
a
r
o
t
t
a
e
t
a
l
.
,
“
Th
e
N
e
u
r
o
c
h
e
mi
s
t
r
y
o
f
A
u
t
i
sm
,
”
Br
a
i
n
S
c
i
e
n
c
e
s
,
v
o
l
.
1
0
,
n
o
.
3
,
M
a
r
.
2
0
2
0
,
d
o
i
:
1
0
.
3
3
9
0
/
b
r
a
i
n
s
c
i
1
0
0
3
0
1
6
3
.
[
1
6
]
P
.
J.
S
h
a
h
e
t
a
l
.
,
“
N
e
u
r
o
d
e
v
e
l
o
p
m
e
n
t
a
l
D
i
s
o
r
d
e
r
s
a
n
d
N
e
u
r
o
d
i
v
e
r
si
t
y
:
D
e
f
i
n
i
t
i
o
n
o
f
T
e
r
ms
f
r
o
m
S
c
o
t
l
a
n
d
’
s
N
a
t
i
o
n
a
l
A
u
t
i
sm
I
mp
l
e
me
n
t
a
t
i
o
n
T
e
a
m
,
”
T
h
e
Br
i
t
i
sh
J
o
u
r
n
a
l
o
f
Ps
y
c
h
i
a
t
r
y
,
v
o
l
.
2
2
1
,
n
o
.
3
,
p
p
.
5
7
7
–
5
7
9
,
S
e
p
.
2
0
2
2
,
d
o
i
:
1
0
.
1
1
9
2
/
b
j
p
.
2
0
2
2
.
4
3
.
[
1
7
]
K
.
S
.
V
a
si
l
y
e
v
a
,
G
.
Y
.
G
u
z
e
l
b
a
e
v
a
,
a
n
d
A
.
A
.
B
o
l
t
u
sh
k
i
n
,
“
A
S
D
(
A
u
t
i
s
t
i
c
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
)
P
r
e
sch
o
o
l
C
h
i
l
d
r
e
n
S
o
c
i
a
l
i
z
a
t
i
o
n
U
si
n
g
E
x
p
e
r
i
m
e
n
t
a
l
M
o
n
i
t
o
r
e
d
V
i
r
t
u
a
l
En
v
i
r
o
n
me
n
t
s
,
”
i
n
2
0
2
5
I
n
t
e
rn
a
t
i
o
n
a
l
Ru
ss
i
a
n
S
m
a
r
t
I
n
d
u
s
t
ry
C
o
n
f
e
re
n
c
e
(
S
m
a
r
t
I
n
d
u
s
t
ry
C
o
n
)
,
I
EEE,
M
a
r
.
2
0
2
5
,
p
p
.
3
5
–
4
0
.
d
o
i
:
1
0
.
1
1
0
9
/
S
martI
n
d
u
st
r
y
C
o
n
6
5
1
6
6
.
2
0
2
5
.
1
0
9
8
6
0
8
1
.
[
1
8
]
S
.
G
a
s
p
a
r
r
o
,
S
.
B
e
n
n
e
t
t
,
K
.
W
y
k
a
,
A
.
Te
mk
i
n
-
Y
u
,
A
.
D
a
m
i
a
n
i
d
e
s,
a
n
d
R
.
B
e
a
u
mo
n
t
,
“
Th
e
Ef
f
e
c
t
o
f
t
h
e
S
e
c
r
e
t
A
g
e
n
t
S
o
c
i
e
t
y
G
r
o
u
p
P
r
o
g
r
a
m
o
n
P
a
r
e
n
t
-
Te
a
c
h
e
r
A
g
r
e
e
m
e
n
t
R
e
g
a
r
d
i
n
g
C
h
i
l
d
r
e
n
’
s
S
o
c
i
a
l
Em
o
t
i
o
n
a
l
F
u
n
c
t
i
o
n
i
n
g
,
”
B
e
h
a
v
i
o
ra
l
S
c
i
e
n
c
e
s
,
v
o
l
.
1
3
,
n
o
.
4
,
p
.
3
2
2
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
b
s1
3
0
4
0
3
2
2
.
[
1
9
]
T.
S
a
p
p
o
k
,
M
.
H
e
i
n
r
i
c
h
,
a
n
d
J.
B
ö
h
m,
“
Th
e
I
mp
a
c
t
o
f
Em
o
t
i
o
n
a
l
D
e
v
e
l
o
p
m
e
n
t
i
n
P
e
o
p
l
e
w
i
t
h
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
a
n
d
I
n
t
e
l
l
e
c
t
u
a
l
D
e
v
e
l
o
p
me
n
t
a
l
D
i
s
a
b
i
l
i
t
y
,
”
J
o
u
r
n
a
l
o
f
I
n
t
e
l
l
e
c
t
u
a
l
D
i
s
a
b
i
l
i
t
y
Re
se
a
rc
h
,
v
o
l
.
6
4
,
n
o
.
1
2
,
p
p
.
9
4
6
–
9
5
5
,
D
e
c
.
2
0
2
0
,
d
o
i
:
1
0
.
1
1
1
1
/
j
i
r
.
1
2
7
8
5
.
[
2
0
]
K
.
B
.
R
e
i
d
e
t
a
l
.
,
“
T
h
e
A
sso
c
i
a
t
i
o
n
b
e
t
w
e
e
n
S
o
c
i
a
l
Emo
t
i
o
n
a
l
D
e
v
e
l
o
p
men
t
a
n
d
S
y
mp
t
o
m
P
r
e
s
e
n
t
a
t
i
o
n
i
n
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
,
”
D
e
v
e
l
o
p
m
e
n
t
a
n
d
Psy
c
h
o
p
a
t
h
o
l
o
g
y
,
v
o
l
.
3
2
,
n
o
.
4
,
p
p
.
1
2
0
6
–
1
2
1
6
,
O
c
t
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
7
/
S
0
9
5
4
5
7
9
4
2
0
0
0
0
7
1
1
.
[
2
1
]
S
.
Ta
n
e
e
r
a
a
n
d
R
.
A
l
h
a
j
j
,
“
D
i
a
g
n
o
s
i
s
o
f
A
u
t
i
s
m
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
:
A
S
y
st
e
ma
t
i
c
R
e
v
i
e
w
o
f
C
l
i
n
i
c
a
l
a
n
d
A
r
t
i
f
i
c
i
a
l
I
n
t
e
l
l
i
g
e
n
c
e
M
e
t
h
o
d
s,”
N
e
t
w
o
rk
Mo
d
e
l
i
n
g
An
a
l
y
si
s
i
n
H
e
a
l
t
h
I
n
f
o
rm
a
t
i
c
s
a
n
d
Bi
o
i
n
f
o
rm
a
t
i
c
s
,
v
o
l
.
1
4
,
n
o
.
1
,
p
.
7
,
Ja
n
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
0
7
/
s
1
3
7
2
1
-
0
2
4
-
0
0
4
9
9
-
6.
[
2
2
]
B
.
A
.
D
a
l
e
,
K
.
R
i
s
p
o
l
i
,
a
n
d
L
.
A
.
R
u
b
l
e
,
“
S
o
c
i
a
l
Em
o
t
i
o
n
a
l
L
e
a
r
n
i
n
g
i
n
Y
o
u
n
g
C
h
i
l
d
r
e
n
w
i
t
h
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
,
”
Pe
rsp
e
c
t
i
v
e
s
o
n
E
a
r
l
y
C
h
i
l
d
h
o
o
d
Ps
y
c
h
o
l
o
g
y
a
n
d
E
d
u
c
a
t
i
o
n
,
v
o
l
.
6
,
n
o
.
2
,
N
o
v
.
2
0
2
2
,
d
o
i
:
1
0
.
5
8
9
4
8
/
2
8
3
4
-
8
2
5
7
.
1
0
2
1
.
[
2
3
]
M
.
C
u
c
i
n
i
e
l
l
o
,
T.
A
m
o
r
e
se
,
C
.
V
o
g
e
l
,
G
.
C
o
r
d
a
s
c
o
,
a
n
d
A
.
Es
p
o
si
t
o
,
“
T
h
e
D
e
v
e
l
o
p
me
n
t
o
f
Em
o
t
i
o
n
R
e
c
o
g
n
i
t
i
o
n
S
k
i
l
l
s
f
r
o
m
C
h
i
l
d
h
o
o
d
t
o
A
d
o
l
e
sce
n
c
e
,
”
E
u
ro
p
e
a
n
J
o
u
r
n
a
l
o
f
I
n
v
e
s
t
i
g
a
t
i
o
n
i
n
H
e
a
l
t
h
,
Ps
y
c
h
o
l
o
g
y
a
n
d
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
5
,
n
o
.
4
,
p
.
5
6
,
A
p
r
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
e
j
i
h
p
e
1
5
0
4
0
0
5
6
.
[
2
4
]
R
.
Th
ü
mm
l
e
r
,
E
.
M
.
E
n
g
e
l
,
a
n
d
J.
B
a
r
t
z
,
“
S
t
r
e
n
g
t
h
e
n
i
n
g
E
mo
t
i
o
n
a
l
D
e
v
e
l
o
p
me
n
t
a
n
d
Em
o
t
i
o
n
R
e
g
u
l
a
t
i
o
n
i
n
C
h
i
l
d
h
o
o
d
—
A
s
a
K
e
y
T
a
s
k
i
n
Ea
r
l
y
C
h
i
l
d
h
o
o
d
E
d
u
c
a
t
i
o
n
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
En
v
i
r
o
n
m
e
n
t
a
l
Re
s
e
a
r
c
h
a
n
d
P
u
b
l
i
c
H
e
a
l
t
h
,
v
o
l
.
1
9
,
n
o
.
7
,
p
.
3
9
7
8
,
M
a
r
.
2
0
2
2
,
d
o
i
:
1
0
.
3
3
9
0
/
i
j
e
r
p
h
1
9
0
7
3
9
7
8
.
[
2
5
]
Y
.
L
i
u
,
S
.
L
i
,
Y
.
H
u
a
n
g
,
a
n
d
D
.
Li
,
“
I
n
f
o
r
ma
t
i
o
n
Te
c
h
n
o
l
o
g
y
-
B
a
se
d
I
n
t
e
r
v
e
n
t
i
o
n
o
n
t
h
e
S
o
c
i
o
-
Emo
t
i
o
n
a
l
C
o
mp
e
t
e
n
c
e
o
f
I
n
d
i
v
i
d
u
a
l
s
w
i
t
h
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
s:
A
S
y
s
t
e
m
a
t
i
c
R
e
v
i
e
w
a
n
d
M
e
t
a
-
A
n
a
l
y
si
s
,
”
J
o
u
r
n
a
l
o
f
I
n
t
e
l
l
i
g
e
n
c
e
,
v
o
l
.
1
3
,
n
o
.
8
,
p
.
9
8
,
A
u
g
.
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
j
i
n
t
e
l
l
i
g
e
n
c
e
1
3
0
8
0
0
9
8
.
[
2
6
]
T.
B
.
A
r
d
a
T
u
n
c
d
e
m
i
r
,
“
I
n
t
e
g
r
a
t
i
n
g
S
o
c
i
a
l
-
E
mo
t
i
o
n
a
l
Le
a
r
n
i
n
g
T
h
r
o
u
g
h
P
l
a
y
:
P
e
r
s
p
e
c
t
i
v
e
s
f
r
o
m
E
a
r
l
y
C
h
i
l
d
h
o
o
d
E
d
u
c
a
t
o
r
s,
”
J
o
u
rn
a
l
o
f
Re
s
e
a
r
c
h
i
n
C
h
i
l
d
h
o
o
d
E
d
u
c
a
t
i
o
n
,
p
p
.
1
–
1
9
,
O
c
t
.
2
0
2
5
,
d
o
i
:
1
0
.
1
0
8
0
/
0
2
5
6
8
5
4
3
.
2
0
2
5
.
2
5
6
7
5
0
4
.
[
2
7
]
N
.
M
.
R
e
y
e
s,
R
.
F
a
c
t
o
r
,
a
n
d
A
.
S
c
a
r
p
a
,
“
Emo
t
i
o
n
R
e
g
u
l
a
t
i
o
n
,
Em
o
t
i
o
n
a
l
i
t
y
,
a
n
d
Ex
p
r
e
ss
i
o
n
o
f
Em
o
t
i
o
n
s
:
A
L
i
n
k
b
e
t
w
e
e
n
S
o
c
i
a
l
S
k
i
l
l
s,
B
e
h
a
v
i
o
r
,
a
n
d
Em
o
t
i
o
n
P
r
o
b
l
e
ms
i
n
C
h
i
l
d
r
e
n
w
i
t
h
A
S
D
a
n
d
T
h
e
i
r
P
e
e
r
s,
”
Re
s
e
a
r
c
h
i
n
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
sa
b
i
l
i
t
i
e
s
,
v
o
l
.
1
0
6
,
p
.
1
0
3
7
7
0
,
N
o
v
.
2
0
2
0
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
r
i
d
d
.
2
0
2
0
.
1
0
3
7
7
0
.
[
2
8
]
N
.
A
.
M
o
h
a
m
ma
d
,
N
.
A
.
S
a
t
a
r
i
,
a
n
d
S
.
M
o
h
a
m
e
d
,
“
N
e
e
d
s
A
n
a
l
y
si
s
f
o
r
D
e
v
e
l
o
p
m
e
n
t
o
f
L
e
a
r
n
i
n
g
M
o
d
u
l
e
i
n
S
h
a
p
i
n
g
C
h
i
l
d
r
e
n
’
s
S
o
c
i
a
l
-
E
mo
t
i
o
n
a
l
I
n
t
e
l
l
i
g
e
n
c
e
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ac
a
d
e
m
i
c
Re
s
e
a
r
c
h
i
n
Pr
o
g
r
e
ssi
v
e
E
d
u
c
a
t
i
o
n
a
n
d
D
e
v
e
l
o
p
m
e
n
t
,
v
o
l
.
1
0
,
n
o
.
1
,
F
e
b
.
2
0
2
1
,
d
o
i
:
1
0
.
6
0
0
7
/
i
j
a
r
p
e
d
/
v
1
0
-
i
1
/
8
3
4
9
.
[
2
9
]
E.
A
.
F
u
l
l
e
r
a
n
d
A
.
P
.
K
a
i
s
e
r
,
“
T
h
e
Ef
f
e
c
t
s
o
f
Ea
r
l
y
I
n
t
e
r
v
e
n
t
i
o
n
o
n
S
o
c
i
a
l
C
o
mm
u
n
i
c
a
t
i
o
n
O
u
t
c
o
m
e
s
f
o
r
C
h
i
l
d
r
e
n
w
i
t
h
A
u
t
i
s
m
S
p
e
c
t
r
u
m
D
i
so
r
d
e
r
:
A
M
e
t
a
-
A
n
a
l
y
s
i
s,”
J
o
u
r
n
a
l
o
f
A
u
t
i
sm
a
n
d
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
s
o
rd
e
rs
,
v
o
l
.
5
0
,
n
o
.
5
,
p
p
.
1
6
8
3
–
1
7
0
0
,
M
a
y
2
0
2
0
,
d
o
i
:
1
0
.
1
0
0
7
/
s1
0
8
0
3
-
0
1
9
-
0
3
9
2
7
-
z.
[
3
0
]
K
.
T
o
l
l
a
n
,
R
.
J
e
z
r
a
w
i
,
K
.
U
n
d
e
r
w
o
o
d
,
a
n
d
M
.
J
a
n
u
s,
“
A
R
e
v
i
e
w
o
n
Ea
r
l
y
I
n
t
e
r
v
e
n
t
i
o
n
S
y
s
t
e
ms
,
”
C
u
rr
e
n
t
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
so
r
d
e
rs
Re
p
o
rt
s
,
v
o
l
.
1
0
,
n
o
.
2
,
p
p
.
1
4
7
–
1
5
3
,
F
e
b
.
2
0
2
3
,
d
o
i
:
1
0
.
1
0
0
7
/
s4
0
4
7
4
-
023
-
0
0
2
7
4
-
8.
[
3
1
]
T.
R
a
h
ma
n
a
n
d
M
.
Z
.
H
a
sa
n
,
“
A
u
t
i
sm
S
p
e
c
t
r
u
m
D
i
s
o
r
d
e
r
(
A
S
D
)
–
A
n
A
n
a
l
y
s
i
s
o
f
t
h
e
A
S
D
I
n
t
e
r
v
e
n
t
i
o
n
s
U
t
i
l
i
z
e
d
i
n
B
a
n
g
l
a
d
e
s
h
,
”
R
e
se
a
rc
h
i
n
D
e
v
e
l
o
p
m
e
n
t
a
l
D
i
s
a
b
i
l
i
t
i
e
s
,
v
o
l
.
1
6
0
,
p
.
1
0
4
9
7
1
,
M
a
y
2
0
2
5
,
d
o
i
:
1
0
.
1
0
1
6
/
j
.
r
i
d
d
.
2
0
2
5
.
1
0
4
9
7
1
.
[
3
2
]
D
.
Tr
e
mb
a
t
h
e
t
a
l
.
,
“
A
n
E
v
i
d
e
n
c
e
-
B
a
sed
F
r
a
m
e
w
o
r
k
f
o
r
D
e
t
e
r
m
i
n
i
n
g
t
h
e
O
p
t
i
mal
A
m
o
u
n
t
o
f
I
n
t
e
r
v
e
n
t
i
o
n
f
o
r
A
u
t
i
st
i
c
C
h
i
l
d
r
e
n
,
”
T
h
e
L
a
n
c
e
t
C
h
i
l
d
a
n
d
A
d
o
l
e
s
c
e
n
t
H
e
a
l
t
h
,
v
o
l
.
5
,
n
o
.
1
2
,
p
p
.
8
9
6
–
9
0
4
,
D
e
c
.
2
0
2
1
,
d
o
i
:
1
0
.
1
0
1
6
/
S
2
3
5
2
-
4
6
4
2
(
2
1
)
0
0
2
8
5
-
6.
Evaluation Warning : The document was created with Spire.PDF for Python.