1. General Topic of Interest: The general topic of interest is Autism Spectrum Disorder (ASD), a neurodevelopmental disorder characterized by persistent challenges in social communication and interaction, as well as restricted and repetitive patterns of behavior, interests, or activities.

2. Work Done in the Field: Considerable research has been conducted in the field of Autism Spectrum Disorder, shedding light on various aspects of the condition. Here is a brief review of some key findings: a. Diagnostic Criteria and Assessment: The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) provides the current diagnostic criteria for ASD. Researchers have explored the reliability and validity of these criteria, leading to improvements in the assessment process (e.g., Lord et al., 2018). b. Etiology and Genetics: Genetic factors play a significant role in the development of ASD. Studies have identified specific genes and chromosomal abnormalities associated with increased susceptibility to ASD (e.g., Geschwind, 2011). However, the precise mechanisms underlying these genetic associations and their interactions with environmental factors remain areas of ongoing investigation. c. Cognitive and Behavioral Characteristics: Research has examined various cognitive and behavioral domains affected by ASD, including social cognition, executive functions, sensory processing, and language development (e.g., Happ & Ronald, 2008). These studies have helped identify specific cognitive profiles and deficits associated with ASD. d. Intervention and Treatment: Numerous interventions and therapies have been developed to support individuals with ASD. Applied Behavior Analysis (ABA), early intervention programs, and social skills training have shown effectiveness in improving social and communicative skills in individuals with ASD (e.g., Dawson et al., 2010). However, further research is needed to determine the optimal timing, intensity, and long-term outcomes of these interventions. e. Neurobiology and Brain Imaging: Neuroimaging techniques, such as functional magnetic resonance imaging (fMRI), have provided insights into the neural underpinnings of ASD. Studies have identified structural and functional abnormalities in brain regions involved in social cognition and emotional processing (e.g., Supekar & Menon, 2015). However, there is ongoing research to better understand the neural mechanisms and how they relate to the behavioral symptoms of ASD.

3. Gaps in Knowledge: Despite significant progress, several gaps in knowledge remain in the field of Autism Spectrum Disorder: a. Heterogeneity and Subtypes: ASD is a heterogeneous disorder, and there is a need for further research to better understand the subtypes within the autism spectrum and the factors contributing to this heterogeneity. b. Early Detection and Diagnosis: Early identification and diagnosis of ASD can lead to improved outcomes. However, challenges still exist in developing accurate and reliable screening tools for early detection in diverse populations. c. Long-Term Outcomes and Transitions: There is a need for longitudinal studies to understand the long-term outcomes of individuals with ASD as they transition into adulthood. This includes investigating areas such as education, employment, independent living, and social integration. d. Comorbidities and Associated Conditions: Individuals with ASD often experience co-occurring conditions, such as intellectual disability, epilepsy, anxiety, and attention-deficit/hyperactivity disorder. Further research is required to explore the nature of these comorbidities and their impact on individuals with ASD.

4. How the Study Will Fill Gaps: The proposed study aims to address the gap related to the heterogeneity of Autism Spectrum Disorder subtypes and the underlying factors contributing to this variability. By conducting a comprehensive analysis of behavioral, cognitive, and genetic markers in a large sample of individuals with ASD, the study aims to identify distinct subgroups within the autism spectrum and investigate the genetic and environmental factors associated with these subtypes.

5. Thesis Prediction: a. It is predicted that by analyzing behavioral, cognitive, and genetic markers, distinct subtypes will be identified within the Autism Spectrum Disorder population, and specific genetic and environmental factors will be found to be associated with these subtypes. b. Independent variables: - Behavioral markers (e.g., observable behaviors, social communication skills, repetitive behaviors) - Cognitive markers (e.g., language development, executive functions, sensory processing, social cognition) - Genetic markers (e.g., specific genes, chromosomal abnormalities) Dependent variable: - Identification of distinct subtypes within the Autism Spectrum Disorder population Specific cognitive process being measured: - Language development, executive functions, sensory processing, social cognition Conditions: - Comprehensive data collection from a large sample of individuals diagnosed with Autism Spectrum Disorder - Inclusion of demographic information, medical history, and environmental factors

6. References: Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., ... & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17-e23. Geschwind, D. H. (2011). Genetics of autism spectrum disorders. Trends in Cognitive Sciences, 15(9), 409-416. Happ, F., & Ronald, A. (2008).

The 'fractionable autism triad': A review of evidence from behavioral, genetic, cognitive and neural research. Neuropsychology Review, 18(4), 287-304. Lord, C., Elsabbagh, M., Baird, G., & Veenstra-VanderWeele, J. (2018). Autism spectrum disorder. The Lancet, 392(10146), 508-520.

QUESTION FOR METHODS.

The methods section should be sufficiently detailed so that another person can replicate your experiment exactly. Refer to the sample papers to view the level of detail that researchers describe their experiments. Think of this as a cookbook, where some sections describe the ingredients (i.e., Subjects and Apparatus) and other sections describe what was done with the ingredients (i.e., Procedures). If you are using commonly used methods or techniques (e.g., MRI, EEG, or some standardized test like the MMPI-2), refer to those methods using A.,P.A rather than providing detail that obscures your own methodology. Use the following as a guide, but provide more detail as needed:

1. Subjects a. What is your population of interest? b. What subjects were sampled from that population? How were they recruited? c. What were the conditions (e.g., experimental vs. control groups) and how did you assign subjects to the conditions? d. What subjects were included? What screening criteria were used to determine if a subject was eligible for the study (e.g., include only subjects with Type 2 Diabetes)? e. What people were excluded (e.g., exclude subjects with Type 1 Diabetes)? f. What was the average age of the subjects? Describe the other relevant demographics like gender, ethnicity, education, etc. g. How were subjects motivated to participate? Were they paid? Did they receive course credit?

2. Apparatus a. What materials did you use? b. Describe your stimuli in detail. c. How were stimuli presented? d. How were responses measured? e. Other equipment?

3. Procedures a. What conditions did you make and compare? b. What were subjects in each condition asked to do? c. How did you explain things to the subjects? d. How did you collect data?