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Hull, L., Petrides, K. V., & Mandy, W. (2020). The Female Autism Phenotype and Camouflaging: A Narrative Review. Review Journal of Autism and Developmental Disorders, 1, 1-2 doi:10.1007/s40489-020-00197-9

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Nadeau, K. G., Littman, E. B., & Quinn, P. O. (2016). Understanding girls with ADHD how they feel and why they do what they do (2nd ed.). Washington, DC: Advantage Books.

Nadeau, K. G., Littman, E. B., & Quinn, P. O. (2016). Helping classroom teachers to recognize and identify ADHD in girls. In Understanding girls with ADHD how they feel and why they do what they do (2nd ed., p. 211). Washington, DC: Advantage Books.

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Second Group

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Azad, G. F., Kim, M., Marcus, S. C., Sheridan, S. M., & Mandell, D. S. (2016). Parent-teacher communication about children with autism spectrum disorder: An examination of collaborative problem-solving. Psychology in the Schools, 53(10), 1071–1084. https://doi.org/10.1002/pits.21976

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Beaman, R., Wheldall, K., & Kemp, C. (2006). Differential teacher attention to boys and girls in the classroom. Educational Review, 58(3), 339-366. doi:10.1080/00131910600748406

Bender, W. N., & Shores, C. (2007). Response to intervention: A practical guide for every teacher. Thousand Oaks, CA: Corwin Press.

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