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2018 Publications
- Boucher, T. Q. (2018). Teacher experience with autistic students and the relationship with teacher self-efficacy. SFU Educational Review, 11(1), 98-106. https://doi.org/10.21810/sfuer.v11i1.756
- Gardiner, E., & Iarocci, G. (2018). Everyday executive function predicts adaptive and internalizing behavior among children with and without Autism Spectrum Disorder. Autism Research, 11(2), 284-295. https://doi.org/10.1002/aur.1877
- Gardiner, E., & Iarocci, G. (2018). Examining quality of life within the context of a participant-directed ASD funding program in British Columbia, Canada. Journal of Policy and Practice in Intellectual Disabilities, 15(2), 110-123. https://doi.org/10.1111/jppi.12237
- Kamansek, T., Shafai, F., Iarocci, G., & Oruc, I. (2018). An eye for detail: Is spatial frequency processing a source for enhanced cortical functioning in people with autism spectrum disorder? Journal of Vision, 18(10). https://doi.org/10.1167/18.10.36
- Oruc, I., Shafai, F., & Iarocci, G. (2018). Link between facial identity and expression abilities suggestive of origins of face impairments in autism: Support for the social-motivation hypothesis. Psychological Science, 29(11), 1859-1867. https://doi.org/10.1177/0956797618795471
- Scheerer, N. E., & Jones, J. A. (2018). Detecting our own vocal errors: An event-related study of the thresholds for perceiving and compensating for vocal pitch errors. Neuropsychologia, 114, 158-167. https://doi.org/10.1016/j.neuropsychologia.2017.12.007
- Scheerer, N. E., & Jones, J. A. (2018). The role of auditory feedback at vocalization onset and mid-utterance. Frontiers in Psychology, 9, 1-9. https://doi.org/10.3389/fpsyg.2018.02019
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