Abstract
[This corrects the article DOI: 10.3389/fpsyg.2017.01772.].
Highlights
Specialty section: This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology
Children from the Autism Spectrum Disorder (ASD) Group and the ASD+Attention Deficit/Hyperactivity Disorder (ADHD) Group were attending schools with specific classrooms where the Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH) methodology was used. These are special classrooms integrated in regular state schools in Valencia (Spain), where students with disorders affecting language and communication are enrolled
In these classrooms there are a maximum of 8 children attended by three specialists: a special education teacher, a hearing and language teacher and an educator. These children are not all the time in these special classrooms, but they share their timetable both in these classrooms and in their corresponding mainstream classroom, where they are usually accompanied by one of the specialists who work in the special classrooms
Summary
Specialty section: This article was submitted to Developmental Psychology, a section of the journal Frontiers in Psychology. Corrigendum: Sensory Processing in Children with Autism Spectrum Disorder and/or Attention Deficit Hyperactivity Disorder in the Home and Classroom Contexts Pilar Sanz-Cervera 1*, Gemma Pastor-Cerezuela 2, Francisco González-Sala 3, Raúl Tárraga-Mínguez 1 and Maria-Inmaculada Fernández-Andrés 3
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