{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T20:18:06Z","timestamp":1776111486691,"version":"3.50.1"},"reference-count":40,"publisher":"Royal College of Psychiatrists","issue":"4","license":[{"start":{"date-parts":[[2018,1,2]],"date-time":"2018-01-02T00:00:00Z","timestamp":1514851200000},"content-version":"unspecified","delay-in-days":2833,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Br J\n                        Psychiatry"],"published-print":{"date-parts":[[2010,4]]},"abstract":"<jats:sec><jats:title>Background<\/jats:title><jats:p>Parent and teacher data, from questionnaire surveys, suggest that\n                           school-identified disruptive children often have pragmatic language\n                           deficits of an autistic type.<\/jats:p><\/jats:sec><jats:sec><jats:title>Aims<\/jats:title><jats:p>This replication study aimed to confirm earlier findings, using\n                           individual clinical assessment to investigate traits of autism-spectrum\n                           disorder in disruptive children.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>Persistently disruptive children (<jats:italic>n<\/jats:italic> = 26) and a\n                           comparison group (<jats:italic>n<\/jats:italic> = 22) were recruited from primary\n                           schools in a deprived inner-city area. Measures included standardised\n                           autism diagnostic interviews (with parents) and tests of IQ, social\n                           cognition, theory of mind and attention (with children).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The disruptive children possessed poorer pragmatic language skills\n                              (<jats:italic>P<\/jats:italic>&lt;0.0001) and mentalising abilities\n                              (<jats:italic>P<\/jats:italic>&lt;0.05) than comparisons. Nine disruptive\n                           children (35%) met ICD\u201310 criteria for atypical autism or Asperger\n                           syndrome.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>Many persistently disruptive children have undetected disorders of social\n                           communication, which are of potential aetiological significance.<\/jats:p><\/jats:sec>","DOI":"10.1192\/bjp.bp.108.061341","type":"journal-article","created":{"date-parts":[[2010,3,31]],"date-time":"2010-03-31T18:25:49Z","timestamp":1270059949000},"page":"282-289","source":"Crossref","is-referenced-by-count":76,"title":["Social communication deficits in disruptive primary-school\n                        children"],"prefix":"10.1192","volume":"196","author":[{"given":"R.","family":"Donno","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"G.","family":"Parker","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"J.","family":"Gilmour","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"D. 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