As parents and caregivers we are the foremost stewards of our children’s lives. We should take note that the science which our clinicians represent often embrace the same cultural values of the population at large. It is time for us to shine our light upon the disparities and inequalities in science and clinical practice. We must critique professional work, giving credit and criticism where it is earned.
We will introduce professional literature here unfiltered. Abstracts at the beginning and Discussion or Conclusions at the end hold the keys to their essence.
We demonstrated that EMs, PD, and ERPs can provide implicit estimates of receptive vocabulary knowledge in individuals with Level 3 autism, although the participants differed in their individual sensitivity to specific measures, and some measures proved more able than others in discriminating ‘known’ and ‘unknown’ vocabulary between participants. This variability highlights the importance of tailoring these assessments to each individual. Despite the inevitable heterogeneity of our limited number of participants, this work is one of the few studies to use sophisticated neuropsychological methodologies, such as EEG and eye tracking, to examine language processing in individuals with Level 3 autism, thereby offering a rare insight into this population.