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A preprint abstract from biorxiv.org discusses the influence of auditory feedback on speech production and the variability in susceptibility to auditory feedback manipulations among neurotypical individuals. The study found that delaying auditory feedback (DAF) disrupted speech fluency and perturbing the pitch of auditory feedback (PAF) resulted in vocal alterations. Visual feedback did not alleviate the disruptive effects of DAF, and individuals susceptible to one manipulation did not consistently exhibit susceptibility to the other, suggesting distinct processing mechanisms for different types of auditory feedback manipulations. The study provides insights into the importance of auditory feedback in speech production and the individual variability in response to manipulations. [Extracted from the article]

According to a preprint abstract, there is evidence to suggest that social touch is perceived and processed differently in individuals with autism compared to neurotypical individuals. A study using a body-painting task found that autistic adults reported lower levels of erogeneity, pleasantness, and appropriateness of social touch compared to a non-autistic sample. The study also found that social touch avoidance is a central disposition contributing to these differences, with the mediation relationships being stronger in male participants. This research provides insight into the structure and dynamics underlying social touch processing differences in autism and specific individual dispositions. Please note that this preprint has not been peer-reviewed. [Extracted from the article]

A study conducted by researchers at the University of York focuses on Autism Spectrum Disorders (ASD) and takes a neurodiversity approach. The study highlights that ASD is a neurodevelopmental disorder with a diverse profile of cognitive functions and emphasizes the heterogeneity observed among baseline and comorbid features. The neurodiversity approach views ASD as a normal manifestation of neurobiological variation within the population, rather than a pathological disorder. The study suggests that using a neurodiversity approach can be helpful when working with children who have ASD. [Extracted from the article]

This article discusses a study that aims to understand the neurodiverse disruptions underlying emotional episodic memory in psychiatric disorders. The researchers used functional magnetic resonance imaging (fMRI) to establish a reference for functional activation during emotional episodic memory in a group of healthy individuals. They then compared this reference to a clinical dataset of individuals with major depressive disorder, bipolar disorder, and schizophrenia. The study found that there were diagnosis-specific regional deviations in large-scale emotional regulation networks, which were associated with different affective symptoms. These findings have potential implications for improving individualized clinical diagnosis and treatment in psychiatric disorders. [Extracted from the article]

A recent study conducted by researchers at Rowan University in Glassboro, New Jersey, explores the perceptions and use of explicit verbal sexual consent in neurodiverse undergraduate students. The study found that autistic individuals entering college may have a higher likelihood of unwanted or distressing sexual experiences, as well as difficulties with consent cues. The research suggests that students preferred to rely on explicit verbal consent, but felt they were unusual for doing so. Further research is needed to investigate differences in perceived and actual sexual consent preferences among young adults, particularly neurodivergent individuals. [Extracted from the article]

This article discusses the concept of neurodiversity, which has been developing for over twenty years. Neurodiversity is a socio-political perspective that has been criticized for its lack of scientific evidence, vague boundaries, and specific focus on autism. The article explores the challenges of neurodiversity, particularly in relation to autism, and suggests that a more thorough understanding of the neurobiology and genetics of neurodiversity, as well as a clearer definition of autism, could help establish neurodiversity as a scientific field separate from political ideologies. It is important to note that this article has not been peer-reviewed. [Extracted from the article]

This article discusses the impact of neurotypical cognition on communication deficits in individuals with schizophrenia. It argues that previous approaches to addressing these deficits have focused solely on modifying the behaviors and cognition of individuals with schizophrenia, neglecting the role of the neurotypical interlocutor in communication breakdown. The article proposes a more comprehensive understanding of social dysfunction in schizophrenia by highlighting the contribution of neurotypical individuals and stigma. It also presents a research agenda to test the hypotheses generated by this framework. Please note that this article has not undergone peer review. [Extracted from the article]

This article discusses the importance of studying face perception using multimodal cognitive neuroscience approaches. It highlights two case studies: one on ambiguity in facial expressions of emotion and another on social trait judgment. The studies reveal findings about altered face perception in individuals with autism spectrum disorder (ASD) and offer a computational account for the behavioral and neural markers of atypical facial processing in ASD. The article suggests new perspectives for studying face perception and emphasizes that all data discussed in the case studies are publicly available. However, it is important to note that this preprint has not been peer-reviewed. [Extracted from the article]

A recent report from the Research and Development Department discusses the use of co-production and co-design methodologies in developing interventions for children with attention deficit hyperactivity disorder (ADHD). The researchers emphasize the importance of sharing decision-making with service-users and the public, as well as adequately resourcing the co-production process. They also highlight the challenges of re-conceptualizing the role of the researcher in co-production. The study concludes that these methods are particularly relevant for involving neurodiverse children and their families, who are often under-represented in participatory research. [Extracted from the article]

A recent study conducted by researchers at the Metropolitan Autonomous University in Ciudad de Mexico aimed to investigate the composition of gut microbiota in children with autism spectrum disorder (ASD) compared to neurotypical (NT) children. The study found no significant differences in the dominant bacterial phyla between the two groups, but notable disparities were observed at the genus level. The analysis also revealed sex-based differences in gut microbiota composition. The study suggests a potential association between gut microbiota composition and ASD, but further research with larger sample sizes is needed to validate these findings and explore their functional significance. [Extracted from the article]

A study conducted by the University of Salford in Manchester, United Kingdom, explored the experiences of young individuals with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) in romantic relationships and sexuality education. The research found that young people with neurodivergent conditions, such as ADHD and ASD, face challenges in understanding and navigating romantic relationships. They also receive less support on sexuality education from their parents and encounter difficulties in school-based sexuality education. This study is the first of its kind to examine the experiences of neurotypical and neurodivergent young people in this context. [Extracted from the article]

SMART Technologies has launched a new inclusion solution and is conducting global research to support neurodiverse learners. It is estimated that 15 to 20% of the world's population is neurodiverse, including individuals with autism, ADHD, dyslexia, dyspraxia, and dyscalculia. Traditional classroom settings often do not meet the unique needs of neurodiverse students, leading to gaps in academic achievement and social inclusion. SMART Technologies is collaborating with the University of Melbourne to study the experiences of students with autism and ADHD and develop technology that champions Universal Design for Learning (UDL) principles. They have also launched the Inclusive Classroom Bundle, an innovative Edtech solution designed to support all learners and their diverse needs. [Extracted from the article]

A recent study conducted at the Federal University Sao Paulo in Brazil examined the use of the Brazilian-Portuguese Story Retell Procedure (SRP-BP) as a measure of overall communication impairment in individuals with aphasia. The study included seven individuals with aphasia and 14 neurotypical control participants. The results showed that the neurotypical control participants produced significantly more information units and propositions in the SRP-BP stories compared to the individuals with aphasia. The researchers concluded that further assessment and test development of the SRP-BP is needed for both neurotypical and aphasic populations. [Extracted from the article]

A recent study examined the hospital care of pediatric patients with catatonia, a neuropsychiatric disorder that can occur in children with various medical, psychiatric, and neurodevelopmental conditions. The study found that 50.3% of the patients had a neurodevelopmental disorder. The majority of patients were treated with benzodiazepines, and electroconvulsive therapy was used in 14.5% of cases. Neurotypical patients had longer hospitalizations and a higher likelihood of a favorable clinical response compared to patients with neurodevelopmental disorders. The study suggests the need for further research to optimize and ensure equitable treatment for catatonia in youth. [Extracted from the article]

A recent report from the University of Surrey in Guildford, United Kingdom, discusses the findings of a study on De Lange Syndrome (CdLS), a genetic disorder. The study focused on gaze following difficulties, which are considered an early marker of autism and can impact social cognition and skills. The researchers compared visual attention patterns and gaze following abilities in children with CdLS, fragile X syndrome (FXS), autism, and neurotypical children. The study found unique patterns of visual attention and gaze following strategies in children with CdLS, FXS, and autism. The research has been peer-reviewed and provides preliminary evidence for these unique patterns. [Extracted from the article]

A recent study conducted by researchers at King's College in London explored the impact of neurodiversity on cognitive load in online learning for students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. The study found that neurodivergent students reported significantly higher extraneous cognitive load (ECL) compared to their neurotypical peers, indicating a need for targeted support to help these students reduce ECL in online learning environments. The findings highlight the importance of promoting inclusive educational practices that meet the needs of all students. This research provides valuable insights into the association between neurodiversity and cognitive load in online learning. [Extracted from the article]

A new study from the University of Wisconsin Madison challenges the terms "neurodiverse" and "neurotypical" in relation to autism spectrum disorder. The study argues that these terms promote a cognitive approach that overlooks the complexity of human activity in everyday life. The researchers suggest that social difficulties should be understood as diverse social actions-in-interaction rather than individualized conditions. The study has been peer-reviewed and is available for further reading. [Extracted from the article]

A recent study conducted by researchers at St. John's University examined the use of pseudostuttering assignments in speech-language pathology training. Pseudostuttering assignments are disability simulations that aim to develop empathy and clinical skills in students. However, the study found that a significant number of speech-language pathology students and people who stutter felt negatively towards these assignments, considering them offensive and stigmatizing. The researchers recommend adapting these assignments by incorporating a neurodiverse and inclusive approach to student education, such as engaging with people who stutter. [Extracted from the article]

A recent report from Tokyo Metropolitan University discusses research findings on autism spectrum disorders (ASD). The study suggests that individuals with ASD may be more prone to injury due to impaired perceptual-motor coordination, which includes inaccurate body-related spatial perception and insufficient anticipatory motor planning. The researchers conducted an action-selection task and found that participants with higher autistic traits had a higher number of collisions. The study concludes that impaired perceptual-motor coordination may underlie the high susceptibility to injury observed in individuals with ASD. [Extracted from the article]

A recent study conducted by researchers at Michigan State University explored the use of video modeling training (VMT) to teach neurotypical adolescents how to interact socially with peers who have autism. The study found that after receiving VMT, the participants demonstrated improved performance in peer-mediated social interaction (PMSI) with adolescents with autism. The research also showed that social interaction for additional youths with autism improved when evaluated within a peer-mediated setting. This study provides valuable insights into the effectiveness of VMT in promoting social interaction skills among neurotypical adolescents and has been peer-reviewed. [Extracted from the article]

A study conducted at the University of Toronto aims to empower verbally-communicating autistic adults to express their mental health needs to mental health professionals, regardless of their training or experience in autism. The research involves co-designing and testing an intervention directly with the autistic population through three phases. The goal is to enhance self-awareness and confidence in navigating and accessing mental health support for autistic adults. The study hopes to bridge gaps in the evolving neuro-affirmative healthcare system and empower autistic adults to seek and receive mental health care from professionals. [Extracted from the article]

A study conducted by Yale University examined the relationship between executive functioning, social functioning, and temperament in neurodiverse preschoolers with autism spectrum disorder (ASD) and other neurodevelopmental disorders. The study found that impairments in executive functioning at age 3 predicted increased externalizing problems, such as disruptive behavior and defiance, at age 5. The severity of social autism symptoms moderated this relationship, with the effect of executive functioning on externalizing problems decreasing as autism symptoms increased. These findings suggest that executive functioning is an important target for identifying and developing interventions for vulnerable children with neurodevelopmental disorders. [Extracted from the article]

A study conducted by researchers at Rowan University in Glassboro, New Jersey, explores the relationship between social satisfaction and mental health outcomes in neurodiverse first-semester college students, including those with autism. The study found that dissatisfaction with social connectedness was associated with symptoms of depression and anxiety. This relationship was particularly strong for students who had a strong desire for social interaction. The findings highlight the importance of addressing social satisfaction in order to support the mental health of autistic college students. [Extracted from the article]

A recent study conducted by researchers at the University of California Santa Barbara explored the differences in social trait judgment and socio-emotional experience between neurotypical individuals and those with autism spectrum disorder (ASD). The study found that individuals with ASD and neurotypical individuals have distinct judgments of social traits from others' faces and exhibit different social emotional responses in social interactions. The researchers used a face trait judgment task and an interpersonal transgression task to measure participants' emotional and behavioral responses. The findings suggest a novel link between the perception of social traits and social emotional responses in individuals with ASD. [Extracted from the article]

A report from the University of Southampton in the United Kingdom discusses the concept of neurodiversity and its increasing presence in various contexts, including academia, therapy, and politics. The researchers examine the implications of neurodiversity in relation to disability and argue that important questions about the well-being of disabled individuals are being overlooked. The study emphasizes the need for further scrutiny and consideration of the impact of neurodiversity in a society that is becoming increasingly harsh and ableist. The research has been peer-reviewed and is available in the journal Medical Humanities. [Extracted from the article]

A recent study examined the relationship between belongingness and psychosexual socialization in a neurodiverse sample in the United States. The study included both autistic and non-autistic adults and found that autistic individuals generally experience more challenges with socializing than their neurotypical peers. The study also found that higher levels of social connectedness and assurance were associated with higher levels of psychosexual socialization, regardless of diagnostic group. This research provides evidence that experiences of belongingness and psychosexual socialization differ based on neurotype, and suggests the need for further studies to support autistic individuals with social challenges. [Extracted from the article]

A recent report from the University of Michigan discusses the limitations of current programs aimed at improving police response to mental health crises. These programs often rely on a medical/individual model of psychiatric disability, which focuses on providing mental health treatments to individuals. The report argues for an alternative, social model of psychiatric disability that views disability as a failure of society to accommodate individuals with impairments. The author suggests that police can play a role in rectifying these failures and provides examples of how they have done so in several cities. The full report can be accessed for free online. [Extracted from the article]

A new study from the University of Birmingham provides insight into the variation of neurodiversity among adults in the UK. Neurodivergent individuals, such as those with ADHD, dyslexia, dyspraxia, or autism, may experience the world in unique ways. The research found that there is overlap in characteristics associated with different neurodevelopmental conditions, but also evidence of distinctive characteristics specific to each condition. This study is the largest examination to date on the expression of characteristics related to neurodevelopmental conditions among adults in the UK, providing benchmark data and a framework for understanding neurodiversity in the general population. [Extracted from the article]

A recent study conducted at the University of Missouri explored the use of artificial intelligence (AI) and computer vision to analyze 360-degree spherical video-based virtual reality (SVVR) data. The study aimed to identify differences in behavior sequences, object associations, and common patterns between autistic and neurotypical participants. The findings revealed that the neurotypical group displayed greater homogeneity and predictability in behavior, while the autistic group exhibited significant heterogeneity and variability. This research provides a preliminary foundation for future studies and has practical implications for designing effective SVVR learning interventions for autistic individuals. [Extracted from the article]

A recent study conducted by investigators from the University of Kent in the United Kingdom explored the differences in scene construction ability between autistic adults and neurotypical adults. The researchers found that individuals with autism spectrum conditions (ASC) had difficulties mentally simulating events and generating coherent spatial scenes. The study also revealed that scene construction ability was associated with individual differences in Theory of Mind and alexithymia. These findings suggest that scene construction ability may be influenced by cognitive factors and individual-level preferences, rather than solely being determined by ASC diagnosis. [Extracted from the article]

A recent report from Towson University in Maryland discusses research findings on autism and its impact on postsecondary education. The study reveals that autistic students have a lower graduation rate compared to their nonautistic peers, and they face additional challenges such as loneliness, depression, and social anxiety. The report emphasizes the need for change within postsecondary communities to address negative attitudes towards autistic students. It offers recommendations for faculty, administrators, and student leaders to implement neurodiversity-affirming practices. The research has been peer-reviewed and is available for further reading. [Extracted from the article]

A recent article published in Genomics & Genetics Weekly discusses research conducted by the University of Chicago Medicine on pediatrics. The research focuses on the topic of neurodiversity and the importance of understanding the complexity of outcomes of disability. The study emphasizes the need for improved communication between physicians and parents, with a focus on enablement to decrease feelings of isolation and despair. The research draws on the experiences of the author's family, including a sister with a genetic disorder, to provide valuable insights into the lifecourse journey of individuals with neurodiversity. For more information, the full article can be accessed through the provided link. [Extracted from the article]

A recent study conducted at King's College London explored the differences in self-related processing between autistic and neurotypical adults. The researchers used EEG to measure neural activity while participants viewed rapidly alternating faces and names. The study found that neurotypical adults showed a greater response to their own face compared to other faces, while autistic adults showed stronger responses to their own and close other faces. However, there was no significant difference between own and close other faces in the autism group. These findings suggest atypical responses to self-relevant stimuli in autism. [Extracted from the article]

A report from the University of Cambridge explores the overlapping perspectives of evolutionary psychiatry (EP) and the neurodiversity movement in relation to autism. EP views disorders as natural cognitive differences and focuses on scientific explanation, while the neurodiversity movement emphasizes social action and inclusion. The research suggests that EP perspectives could help bridge the gap between neurodiversity advocates and critics by appealing to those responsive to scientific evidence. The study highlights the potential for these two approaches to support each other in reducing stigmatization and promoting understanding of autism. [Extracted from the article]

A recent study conducted at Catholic University Louvain (UCLouvain) examined the psychometric properties of the French version of the Theory of Mind (ToM) Task Battery in both typically developing (TD) children and intellectually disabled (ID) children. The Battery was administered to 649 TD children and 155 ID children, with their mothers completing questionnaires related to empathy, emotion regulation, and social competence. The study found that the Battery showed good internal consistency in both groups and demonstrated positive links with age and differences between age groups. The research concluded that the Battery has good psychometric qualities and could be useful for assessing Theory of Mind in both TD and ID children in future research and intervention. [Extracted from the article]

Researchers from Yale University School of Medicine conducted a study comparing white matter development in infants with nonsyndromic craniosynostosis (NSC) to neurotypical infants using diffusion tensor imaging (DTI). The study found that white matter development was more limited in NSC patients undergoing cranial vault remodeling compared to neurotypical controls. The researchers suggest that further investigation is needed to understand these differences and the effects of early surgical intervention. This research provides valuable insights into the impact of NSC on brain development in infants. [Extracted from the article]

A recent study from Michigan State University explores the portrayal of autism in children's books and its impact on promoting neurodiversity. The study acknowledges the importance of children's books in fostering understanding and acceptance of autism but raises concerns that some books may work against neurodiversity. The researchers highlight the need for educators, families, and the autism community to make informed choices about the books they use and emphasize the importance of research on children's books about autism. The study also emphasizes the need for autistic individuals to contribute their unique insights to shape the conversation and research on this topic. [Extracted from the article]

A recent study conducted at Massachusetts General Hospital explored the relationship between cortical thickness and the frontal lobe P50 response in healthy individuals over the age of 55. The researchers hypothesized that reduced thickness in the cingulate cortex would be associated with abnormal function of the frontal lobe generator of the P50 response. The study involved seven healthy subjects, and the results showed that individuals with less thickness in the cingulate cortex had enhanced amplitude of the P50 response compared to those with more cortical thickness. These findings suggest that age-related changes in the frontal lobe generator of the P50 response may be linked to a reduction in gray matter volume in the cingulate cortex. [Extracted from the article]

A recent report from the University of Iowa discusses the issue of guardianship arrangements for individuals with intellectual and developmental disabilities (IDD). While guardianships are intended to protect individuals with IDD, they often restrict their autonomy and freedom. The report suggests that states can address this issue by adopting a supported decision-making model that allows individuals with IDD to make their own choices regarding romantic relationships and marriage, while still providing assistance when needed. The research emphasizes the importance of recognizing the rights and dignity of individuals with IDD in these matters. [Extracted from the article]

A new report from Macquarie University in Australia discusses research findings on autism and gesture frequency. The study aimed to clarify differences in the frequency of gestures between autistic and neurotypical individuals. The researchers conducted a systematic review and meta-analysis of 31 articles comparing gesture frequency between 701 autistic and 860 neurotypical individuals. The results showed that autistic individuals produced significantly fewer total, deictic, and emblematic gestures compared to neurotypical individuals. However, the number of iconic gestures appeared comparable between the two groups. The study highlights the implications for profiling gesture use in diagnostic assessments for autism and identifies gaps in understanding differences in gesture production in autism. [Extracted from the article]

A recent study conducted by researchers at the University of Edinburgh evaluated the support for a neurodiversity teaching program called Learning About Neurodiversity at School (LEANS). The program aims to educate primary school children about neurodiversity, which refers to the idea that all humans have different ways of thinking and processing information. The study found that over 90% of respondents expressed support for the planned content of the program, and 73% endorsed the draft definition of neurodiversity. The completed resource is now available as a free download. [Extracted from the article]

Australian researchers from the University of South Australia and Flinders University have raised concerns about the use of social chatbots and their impact on neurodiverse individuals and those who struggle with human interaction. While chatbots can be appealing to people with social deficiencies, they may perpetuate communication difficulties and lead to further social isolation. The researchers argue that chatbots lack the ability to have real conversations and display empathy, which can reinforce dysfunctional habits in neurodiverse individuals. They call for more studies and feedback from parents, family members, teachers, and therapists to understand the impacts of chatbots and develop responsible and safe use policies. [Extracted from the article]

A recent study conducted by Seattle Children's Research Institute explored social motivation in autistic and neurotypical youth. The research found that there are differences in social motivation between autistic and neurotypical youth, with autistic youth having lower levels of social motivation. The study also highlighted the unique value of self-report among autistic children and adolescents, as their self-reported motivation corresponded better with social skills and difficulties compared to caregiver reports. The findings suggest that youth and caregivers provide overlapping but distinct information about youths' social experiences. [Extracted from the article]

Researchers from Maria Curie Sklodowska University Lublin have published a new study on autism and schizophrenia spectrum. The study presents a novel theoretical perspective on the role of cognitive biases in these conditions, integrating evolutionary and computational approaches. The researchers argue that cognitive biases in autism and schizophrenia serve as compensatory mechanisms tailored for specific ecological niches. They emphasize that extreme manifestations of these conditions are merely endpoints of a broader spectrum of cognitive strategies. The study provides valuable insights into understanding and managing these neurodiverse conditions. [Extracted from the article]

A recent study conducted at the University of Southern Queensland examined the employment experiences of autistic adults. The study found that autistic adults face high rates of unemployment and underemployment. The researchers conducted a scoping review of the literature and identified 55 studies that met their inclusion criteria. They found that minimal research has been conducted on employer interventions that target work environmental factors, and that there is a need for interventions to improve employer knowledge and attitudes towards hiring and supporting autistic individuals in the workplace. The study highlights the importance of promoting diversity and neurodiversity in the workplace. [Extracted from the article]

A recent study conducted at Michigan State University explored the potential benefits of neurotypical (NT) siblings serving as intervention agents for children with autism spectrum disorder (ASD) in motor interventions. The study involved semi-structured interviews with 10 NT siblings and their primary caregivers. The findings revealed that while most families reported willingness to support and teach their siblings with ASD, only about half of them felt confident and experienced in doing so. NT siblings also faced difficulties in interacting with children with ASD due to ASD-related characteristics, and their knowledge about ASD and available resources was limited. The study provides valuable insights for the development of future sibling-guided motor interventions for children with ASD. [Extracted from the article]

A patent application has been submitted for a system and method to digitally prepare patients with Autism Spectrum Disorder (ASD) for dental treatment. The invention aims to address the unique needs of neurodiverse patients by providing tailored stimuli during treatment and creating an interactive map of the dental facility. The goal is to improve dental health outcomes for individuals with ASD. The patent application is related to autism, dentistry, neurology, pediatrics, mental health, and developmental disabilities. [Extracted from the article]

A recent study conducted by the University of Technology Sydney explores the relationship between neurodiversity, ableism, and the clinical management of stuttering, with a focus on early childhood stuttering. The study found that while there was agreement on many points, there were differing views on how neurodiversity and ableism should be applied in clinical practice with children who have recently begun to stutter. The research provides valuable insights for students of speech-language pathology and contributes to the ongoing conversation on this topic. The study has been peer-reviewed and is available for further exploration in the Journal of Fluency Disorders. [Extracted from the article]

A recent study conducted by Chapman University aimed to identify clusters of walking behaviors in individuals with chronic stroke and neurotypical controls. The researchers collected data from 81 post-stroke participants across four research sites and 31 control participants. Using sparse K-means clustering, they identified four stroke clusters and one control cluster based on spatiotemporal and force variables. The study concluded that although post-stroke walking patterns are heterogeneous, they can be systematically classified into distinct clusters. This information could be used to develop targeted interventions to improve mobility in people post-stroke. [Extracted from the article]

A scoping review was conducted to examine the relationship between eating disorders (EDs) and neurodivergence, specifically attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). The review found that difficulties with inhibitory control, which is the ability to suppress impulsive behaviors, are present in both EDs and NDs. However, the relationship between inhibitory control and EDs is complex and varies across different domains. Further research is needed to better understand the role of inhibitory control in EDs, ADHD, and autism. [Extracted from the article]