611 LITERATUUR Moulder, R. G., Boker, S. M., Ramseyer, F., & Tschacher, W. (2018). Determining synchrony between behavioral time series: An application of surrogate data generation for establishing falsifiable null-hypotheses. Psychological Methods, 23(4), 757–773. http://dx.doi.org/10.1037/ met0000172 Mulligan, C. A. (2012). Selective mutism: Identifications of subtypes and influence on treatment. [Unpublished doctoral dissertation]. Philadelphia College of Osteopathic Medicine. Musielak, Z. E., & Quarles, B. (2015). The three-body problem. Reports on Progress in Physics, 77(6), 1–68. https://iopscience.iop.org/article/10.1088/0034-4885/77/6/065901 Nachman, P. A., Stern, D. N., & Best, C. (1986). Affective reactions to stimuli and infants’ preferences for novelty and familiarity. Journal of the American Academy of Child Psychiatry, 25(6), 801–804. https://doi.org/10.1016/S0002-7138(09)60198-9 Nagy, E., & Molnar, P. (2004). Homo imitans or homo provocans? Human imprinting model of neonatal imitation. Infant Behavior & Development, 27(1), 54–63. https://doi.org/10.1016/j. infbeh.2003.06.004 Nahemow, L., & Lawton, M. P. (1975). Similarity and propinquity in friendship formation. Journal of Personality and Social Psychology, 32(2), 205–213. https://doi.org/10.1037/00223514.32.2.205 Nederlands Jeugd Instituut (2013). Position-Paper LVB-jongeren. https://www.nji.nl/nl/Kennis/ Publicaties/NJi-Publicaties/Position-Paper-LVB-jongeren Nederlands Jeugdinstituut (2018). Databank effectieve jeugdinterventies. https://www.nji.nl/nl/ Databank/Effectieve-Jeugdinterventies Nederlands Jeugd Instituut (2018). Multisysteemtherapie. https://www.nji.nl/nl/Databank/ Effectieve-Jeugdinterventies/Erkende-interventies-Multisysteem-Therapie-(MST) Nederlands Jeugdinstituut (2018). Video-hometraining (VHT) in gezinnen met kinderen in de basisschoolleeftijd. https://www.nji.nl/nl/Databank/Video-hometraining-(VHT)-in-gezinnenmet-kinderen-in-de-basisschoolleeftijd Nielsen, M. (2017). ADHD and temporality: A desynchronized way of being in the world. Medical Anthropology, 36(3), 360–272. https://doi.org/10.1080/01459740.2016.1274750 Nind, M. (1996). Efficacy of Intensive Interaction: Developing sociability and communication in people with severe and complex learning difficulties using an approach based on caregiver‐ infant interaction. European Journal of Special Needs Education, 11(1), 48-66. https://doi. org/10.1080/0885625960110104 Nind, M., & Hewett, D. (1988). Interaction as curriculum. British Journal of Special Education, 15(2), 55-57. Nind, M., & Kellett, M. (2002). Responding to individuals with severe learning difficulties and stereotyped behaviour: challenges for an inclusive era. European Journal of Special Needs Education, 17(3), 265-282. https://doi.org/10.1080/08856250210162167 Oakes, L. M., & Ellis, A. E. (2013). An eye‐tracking investigation of developmental changes in infants’ exploration of upright and inverted human faces. Infancy, 18(1), 134–148. https:// doi.org/10.1111/j.1532-7078.2011.00107.x OCW (2014). Zorgplicht en samenwerken scholen in passend onderwijs. Ministerie van Onderwijs, Cultuur en Wetenschap. https://www.rijksoverheid.nl/onderwerpen/passend-onderwijs/ zorgplicht-en-samenwerken-scholen-passend-onderwijsverantwoordelijkheid-van-de-scholen Olthof, M., Hasselman, F., Aas, B. Müller, D., Scholz, S., Daniels-Wredenhagen, N., Weinans, E., Strunk, G., Schiepek, G., Bosman, A.M.T., & Lichtwarck-Aschoff, A. (2022). The best of both worlds? General principles of psychopathology in personalized assessment. https://psyarxiv. com/jqp7g. Olthof, M., Hasselman, F., Oude Maatman, F., Bosman, A.M.T., & Lichtwarck-Aschoff, A. (2023). Complexity theory of psychopathology. Journal of Psychopathology and Clinical Science, 132(3), 314–323. https://doi.org/10.1037/abn0000740. L
RkJQdWJsaXNoZXIy MTk4NDMw