Facilitated research

Gouin, J.-P., Estrela, C., Desmarais, K., & Barker, E. T. (2016). The Impact of Formal and Informal Support on Health in the Context of Caregiving Stress. Family Relations, 65(1), 191–206. https://doi.org/10.1111/fare.12183

Tullo, D., Guy, J., Faubert, J., & Bertone, A. (2018). Training with a three-dimensional multiple object-tracking (3D-MOT) paradigm improves attention in students with a neurodevelopmental condition: a randomized controlled trial. Developmental Science, 21(6). https://doi.org/10.1111/desc.12670

Desmarais, Kim. (2021). Leaving ‘Em High and Dry: An Examination of Mothers’ Experiences Accessing Services for their Children with Autism Spectrum Disorder. PhD thesis, Concordia University.

Archambault, C., Tullo, D., Clark, E., Faubert, J., & Bertone, A. (2021). Assessing the feasibility of a classroom-based visual attention training program targeting academics for students with extremely low IQ. Pilot and Feasibility Studies, 7(1). https://doi.org/10.1186/s40814-021-00879-z

Wyman, J., Saykaly, C., & Talwar, V. (2021). The effectiveness of free-recall, cognitive instruction and closed-ended questions when students with and without disabilities provide eyewitness reports of another’s transgression. Psychology, Crime and Law, 27(9), 849–868. https://doi.org/10.1080/1068316X.2020.1852564

Ringo, J. (2022). Higher levels of autistic traits in the general population are associated with reduced competition and visual field asymmetries in a dual-stream attentional blink task. [Dissertation, McGill University Libraries]. https://escholarship.mcgill.ca/concern/theses/qz20t007x

Macdonald, D., Luk, G., & Quintin, E. M. (2022). Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia. Journal of autism and developmental disorders, 52(4), 1652–1672. https://doi.org/10.1007/s10803-021-05057-x 

Lung, S.L.M., & Bertone, A. (2023). Brief report: An exploration of cognitive flexibility of autistic adolescents with low intelligence using Wisconsin Card Sorting Task. Journal of Autism and Developmental Disorders, 53(4), 1726-1732. https://doi.org/10.1007/s10803-021-05134-1

Tullo, D., Levy, B., Faubert, J., & Bertone, A. (2023). Characterizing Attention Resource Capacity in Autism: A Multiple Object Tracking Study. Journal of Autism and Developmental Disorders, 54(8), 2802–2815. https://doi.org/10.1007/s10803-023-05974-z 

Gazith, A. (2023). A cross-sectional investigation of dynamic attention among autistic and non-autistic children and adolescents [Dissertation, McGill University Libraries]. https://escholarship.mcgill.ca/concern/theses/zk51vp317 

Wang, Z., Golos, A., Weiss, J. A., & Anaby, D. (2024). Participation of Children With Autism During COVID-19: The Role of Maternal Participation. Otjr, 44(1), 13–24. https://doi.org/10.1177/15394492231164939

Lung, S.L.M., Picard, É., Soulières, I., & Bertone, A. (2024). Identifying the functions of restricted and repetitive behaviours and interests in Autism: A scoping review. Research in Autism Spectrum Disorders, 117, 102458. https://doi.org/10.1016/j.rasd.2024.102458

Boffice, G., & D’Amico, M. (2025). Will you still be my best friend next time? Understanding friendship stability in neurodivergent adolescents. International Journal of Social Policy & Education. 7. 13-29. 10.61494/ijspe.v7n4a2. 

MacDonald-Prégent, A. (2025). Enhancing Communication in Minimally Speaking Autistic Children: Comparing Augmentative and Alternative Communication Interventions and Expanding Vocabulary Assessment Tools [Dissertation, McGill University Libraries]. https://escholarship.mcgill.ca/concern/theses/pn89dd360 

MacDonald-Prégent, A., McGuinness, L., & Nadig, A. (2025). Value Added by Assessing Nonspoken Vocabulary in Minimally Speaking Autistic Children. American Journal of Speech-Language Pathology, 34(2), 592–604. https://doi.org/10.1044/2024_AJSLP-24-00290