Skip to content
The Kids Research Institute Australia logo
Donate

Search

Autism and intellectual disability are differentially related to sociodemographic background at birth

We used population data on Western Australian singletons born from 1984 to 1999 (n = 398,353) to examine the sociodemographic characteristics of children...

The effects of breast-feeding duration on language ability to middle childhood

Modern societies are challenged by "wicked problems" - by definition, those that are difficult to define, multi-casual and hard to treat.

A preliminary study of fetal head circumference growth in Autism Spectrum Disorder

Fetal head circumference (HC) growth was examined prospectively in children with autism spectrum disorder (ASD).

Duration of breast-feeding and language ability to middle childhood

There is controversy over whether increased breast-feeding duration has long-term benefits for language development.

Fetal androgen exposure and pragmatic language ability of girls in middle childhood

Prenatal exposure to testosterone has been shown to affect fetal brain maturation as well as postnatal cognition and behavior in animal studies.

Fetal androgen exposure and pragmatic language ability of girls in middle childhood:

This is the first prospective study to identify an association between early life testosterone exposure and pragmatic language difficulties in girls

Unpacking the complex nature of the autism epidemic

This paper discusses changes in diagnostic criteria, decreasing age at diagnosis, improved case ascertainment, diagnostic substitution, and social influences.

Plasma Metabolite Profiles of Children with Autism Spectrum Disorder

Autism spectrum disorder (ASD), a neurodevelopmental condition characterised by social and communication differences, is complex and aetiologically heterogeneous. Untargeted metabolomics is emerging as a tool in screening for biochemical abnormalities. This research was conducted using the Australian Autism Biobank resource and involved analysis of plasma metabolites to characterise metabolite differences between autistic children and controls.

“I Just Feel Like the Teacher Understood Me, and She Knew What I Needed”: School Experiences of Autistic Students from Diverse Backgrounds

Gathering Autistic young people's testimony is critical for understanding their lived experience of education and designing settings in which these students can thrive. Despite increasing knowledge in this field, we lack perspectives from a broad range of Autistic students which necessarily limits our ability to build inclusive, supportive environments for all. This study explored the educational experiences of preschool and school-aged Autistic students from diverse age groups, backgrounds, and educational settings.