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Little is known about use of early interventions for autism spectrum disorder in Europe. Parents of children with autism spectrum disorder aged 7?years or younger (N?=?1680) were recruited through parent organisations in 18 European countries and completed an online survey about the interventions their child received. There was considerable variation in use of interventions, and in some countries more than 20% of children received no intervention at all. The most frequently reported interventions were speech and language therapy (64%) and behavioural, developmental and relationship-based interventions (55%). In some parts of Europe, use of behavioural, developmental and relationship-based interventions was associated with higher parental educational level and time passed since diagnosis, rather than with child characteristics. These findings highlight the need to monitor use of intervention for children with autism spectrum disorder in Europe in order to contrast inequalities.

Perceptual-cognitive processes play an important role in open, fast-paced, interceptive sports such as tennis, basketball, and soccer. Visual information processing has been shown to distinguish skilled from less skilled athletes. Research on the perceptual demands of sports performance has raised questions regarding athletes' visual information pick-up, including where and when they pick up relevant information. Advance cues and information rich areas have been identified as especially relevant. In studies examining the effectiveness of programs designed to train athletes in sport-specific perceptual strategies of information pick-up, researchers reported positive effects of sport-specific perceptual and decision-making training programs. However, the results did not indicate whether verbal or visual instructions guided attention more efficiently to the information rich areas. Investigators studying the effects of different instructional methods on perceptual and motor learning examined effective methods of guiding athletes' visual attention to the highly relevant parameters of play (e.g., to predict the ball fight direction in tennis). Due to the high amount of visual information in sports, athletes must learn the specific visual cues they need to successfully anticipate and perform tasks. In this context, studies have shown that directing attention efficiently is a critical skill for peak performance in sports, although they do not identify which instruction method is most effective in improving perceptual and decision-making capabilities. This study aims to examine whether verbal and visual guiding of attention have different effects on decision-making performance in 3-on-2 soccer situations. This research was based on the suggestion that visual guiding of attention by flicker cues might lead to better decision-making performance in sport games than the more commonly used verbal instruction method. (Contains 1 figure and 1 note.)

We collected norms on the gender stereotypicality of an extensive list of role nouns in Czech, English, French, German, Italian, Norwegian, and Slovak, to be used as a basis for the selection of stimulus materials in future studies. We present a Web-based tool (available at https://www.unifr.ch/lcg/ ) that we developed to collect these norms and that we expect to be useful for other researchers, as well. In essence, we provide (a) gender stereotypicality norms across a number of languages and (b) a tool to facilitate cross-language as well as cross-cultural comparisons when researchers are interested in the investigation of the impact of stereotypicality on the processing of role nouns.