HIGHLIGHTS
SUMMARY
This evidence of reduced ER accuracy diverges from that of comparable abilities between persons on the AS and TD persons to recognize emotions when the tasks are presented in the context of music, a domain in which persons on the AS have been found to display a variety of unique abilities. Among children on the AS, verbal production may be enhanced through the incorporation of music into speech- and language-focused interventions, particularly for children who have greater language and learning needs. The disparities in findings across studies may also be due to the . . .
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