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Auteur Sally J ROGERS |
Documents disponibles écrits par cet auteur (91)
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Imitation in fragile X syndrome: Implications for autism / Marta MACEDONI-LUKSIC in Autism, 13-6 (November 2009)
[article]
Titre : Imitation in fragile X syndrome: Implications for autism Type de document : Texte imprimé et/ou numérique Auteurs : Marta MACEDONI-LUKSIC, Auteur ; Randi J. HAGERMAN, Auteur ; Laura GREISS-HESS, Auteur ; David GOSAR, Auteur ; Kerrie LEMONS-CHITWOOD, Auteur ; Sally J ROGERS, Auteur Année de publication : 2009 Article en page(s) : p.599-611 Langues : Anglais (eng) Mots-clés : autism fragile-X-syndrome imitation Index. décimale : PER Périodiques Résumé : To address the specific impairment of imitation in autism, the imitation abilities of 22 children with fragile X syndrome (FXS) with and without autism were compared. Based on previous research, we predicted that children with FXS and autism would have significantly more difficulty with non-meaningful imitation tasks. After controlling for full-scale IQ and age, the groups did not differ in their overall imitation accuracy scores, but analysis of error patterns revealed that children with FXS and autism made more groping errors and additional movements than the comparison group. These error patterns are consistent with the hypothesis that an action production system deficit plays an important role in the overall imitation deficit in autism, at least in children with FXS. En ligne : http://dx.doi.org/10.1177/1362361309337850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=924
in Autism > 13-6 (November 2009) . - p.599-611[article] Imitation in fragile X syndrome: Implications for autism [Texte imprimé et/ou numérique] / Marta MACEDONI-LUKSIC, Auteur ; Randi J. HAGERMAN, Auteur ; Laura GREISS-HESS, Auteur ; David GOSAR, Auteur ; Kerrie LEMONS-CHITWOOD, Auteur ; Sally J ROGERS, Auteur . - 2009 . - p.599-611.
Langues : Anglais (eng)
in Autism > 13-6 (November 2009) . - p.599-611
Mots-clés : autism fragile-X-syndrome imitation Index. décimale : PER Périodiques Résumé : To address the specific impairment of imitation in autism, the imitation abilities of 22 children with fragile X syndrome (FXS) with and without autism were compared. Based on previous research, we predicted that children with FXS and autism would have significantly more difficulty with non-meaningful imitation tasks. After controlling for full-scale IQ and age, the groups did not differ in their overall imitation accuracy scores, but analysis of error patterns revealed that children with FXS and autism made more groping errors and additional movements than the comparison group. These error patterns are consistent with the hypothesis that an action production system deficit plays an important role in the overall imitation deficit in autism, at least in children with FXS. En ligne : http://dx.doi.org/10.1177/1362361309337850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=924 Implementation of the Early Start Denver Model in an Italian community / Costanza COLOMBI in Autism, 22-2 (February 2018)
[article]
Titre : Implementation of the Early Start Denver Model in an Italian community Type de document : Texte imprimé et/ou numérique Auteurs : Costanza COLOMBI, Auteur ; Antonio NARZISI, Auteur ; Liliana RUTA, Auteur ; Virginia CIGALA, Auteur ; Antonella GAGLIANO, Auteur ; Giovanni PIOGGIA, Auteur ; Rosamaria SIRACUSANO, Auteur ; Sally J ROGERS, Auteur ; Filippo MURATORI, Auteur ; Prima Pietra TEAM, Auteur Année de publication : 2018 Article en page(s) : p.126-133 Langues : Anglais (eng) Mots-clés : autism,autism spectrum disorder,early intervention,Early Start Denver Model,preschoolers Index. décimale : PER Périodiques Résumé : Identifying effective, community-based specialized interventions for young children with autism spectrum disorder is an international clinical and research priority. We evaluated the effectiveness of the Early Start Denver Model intervention in a group of young children with autism spectrum disorder living in an Italian community compared to a group of Italian children who received treatment as usual. A total of 22 young children diagnosed with autism spectrum disorder received the Early Start Denver Model in a center-based context for 6?h per week over 6?months. The Early Start Denver Model group was compared to a group of 70 young children diagnosed with autism spectrum disorder who received treatment as usual for an average of 5.2?h over 6?months. Children in both groups improved in cognitive, adaptive, and social skills after 3?months and 6?months of treatment. Children in the Early Start Denver Model group made larger gains in cognitive and social skills after 3 and 6?months of treatment. The Early Start Denver Model group made larger gains in adaptive skills after 3?months of treatment. Our results are discussed in terms of implications for intervention research and clinical practice. Our study supports the positive impact of the Early Start Denver Model in a non-English-speaking community. En ligne : https://doi.org/10.1177/1362361316665792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335
in Autism > 22-2 (February 2018) . - p.126-133[article] Implementation of the Early Start Denver Model in an Italian community [Texte imprimé et/ou numérique] / Costanza COLOMBI, Auteur ; Antonio NARZISI, Auteur ; Liliana RUTA, Auteur ; Virginia CIGALA, Auteur ; Antonella GAGLIANO, Auteur ; Giovanni PIOGGIA, Auteur ; Rosamaria SIRACUSANO, Auteur ; Sally J ROGERS, Auteur ; Filippo MURATORI, Auteur ; Prima Pietra TEAM, Auteur . - 2018 . - p.126-133.
Langues : Anglais (eng)
in Autism > 22-2 (February 2018) . - p.126-133
Mots-clés : autism,autism spectrum disorder,early intervention,Early Start Denver Model,preschoolers Index. décimale : PER Périodiques Résumé : Identifying effective, community-based specialized interventions for young children with autism spectrum disorder is an international clinical and research priority. We evaluated the effectiveness of the Early Start Denver Model intervention in a group of young children with autism spectrum disorder living in an Italian community compared to a group of Italian children who received treatment as usual. A total of 22 young children diagnosed with autism spectrum disorder received the Early Start Denver Model in a center-based context for 6?h per week over 6?months. The Early Start Denver Model group was compared to a group of 70 young children diagnosed with autism spectrum disorder who received treatment as usual for an average of 5.2?h over 6?months. Children in both groups improved in cognitive, adaptive, and social skills after 3?months and 6?months of treatment. Children in the Early Start Denver Model group made larger gains in cognitive and social skills after 3 and 6?months of treatment. The Early Start Denver Model group made larger gains in adaptive skills after 3?months of treatment. Our results are discussed in terms of implications for intervention research and clinical practice. Our study supports the positive impact of the Early Start Denver Model in a non-English-speaking community. En ligne : https://doi.org/10.1177/1362361316665792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=335 Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism / Giacomo VIVANTI
Titre : Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Ed DUNCAN, Auteur ; Geraldine DAWSON, Auteur ; Sally J ROGERS, Auteur Editeur : Berlin [Allemagne] : Springer Année de publication : 2017 Importance : 147 p. Format : 15,7cm x 24cm x 1,5cm ISBN/ISSN/EAN : 978-3-319-49690-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-B APP-B - Modèle de Denver Résumé : This book examines a group-based adaptation of the Early Start Denver Model (ESDM) designed for use with preschoolers with autism spectrum disorder (ASD). It describes the principles and procedures of the Group-Based Early Start Denver Model (G-ESDM) and provides practical and empirical guidelines for implementing effective, affordable programs across public healthcare and educational settings. Chapters offer rationales and strategies for designing and evaluating interventions, building interdisciplinary teams, and organizing learning spaces to engage student interest. Examples discuss the social interactions in groups that provide opportunities for learning, improving interpersonal skills, and reducing problem behaviors. In addition, the book offers ideas for retooling teaching strategies when an individual child lags behind the rest of the group.
Featured topics include:
- Creating treatment objectives in the G-ESDM.
- Setting up the G-ESDM team and learning environment.
- Development of the G-ESDM classroom curriculum.
- Practical tools such as decision-making trees, teaching templates, and fidelity systems.
- Facilitating learning through peer interactions and social participation.
Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism is a must-have resource for clinicians and practitioners as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work along with psychiatry, pediatrics, and educational and healthcare policy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Ed DUNCAN, Auteur ; Geraldine DAWSON, Auteur ; Sally J ROGERS, Auteur . - Berlin [Allemagne] : Springer, 2017 . - 147 p. ; 15,7cm x 24cm x 1,5cm.
ISBN : 978-3-319-49690-0
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : APP-B APP-B - Modèle de Denver Résumé : This book examines a group-based adaptation of the Early Start Denver Model (ESDM) designed for use with preschoolers with autism spectrum disorder (ASD). It describes the principles and procedures of the Group-Based Early Start Denver Model (G-ESDM) and provides practical and empirical guidelines for implementing effective, affordable programs across public healthcare and educational settings. Chapters offer rationales and strategies for designing and evaluating interventions, building interdisciplinary teams, and organizing learning spaces to engage student interest. Examples discuss the social interactions in groups that provide opportunities for learning, improving interpersonal skills, and reducing problem behaviors. In addition, the book offers ideas for retooling teaching strategies when an individual child lags behind the rest of the group.
Featured topics include:
- Creating treatment objectives in the G-ESDM.
- Setting up the G-ESDM team and learning environment.
- Development of the G-ESDM classroom curriculum.
- Practical tools such as decision-making trees, teaching templates, and fidelity systems.
- Facilitating learning through peer interactions and social participation.
Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism is a must-have resource for clinicians and practitioners as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work along with psychiatry, pediatrics, and educational and healthcare policy. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=301 Contenu
- Early Learning in Autism / Giacomo VIVANTI
- The Group-Based Early Start Denver Model: Origins, Principles, and Strategies / Giacomo VIVANTI
- Creating Treatment Objectives in the G-ESDM / Ed DUNCAN
- G-ESDM Treatment Strategies / Giacomo VIVANTI
- Facilitating Learning Through Peer Interactions and Social Participation / Giacomo VIVANTI
- What if the Child Does not Make Progress? / Ed DUNCAN
- Setting up the G-ESDM Team and Learning Environment / Giacomo VIVANTI
- Development of the G-ESDM Classroom Curriculum / Giacomo VIVANTI
- Frequently Asked Questions / Giacomo VIVANTI
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0004037 APP-B VIV Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Sorti jusqu'au 31/03/2024 Les abonnés qui ont emprunté ce document ont également emprunté :
TalkAbility SUSSMAN, Fern L'affirmation de soi pour les enfants et les adolescents BRICOUT, Laure Building Social Relationships BELLINI, Scott Essential for Living MCGREEVY, Patrick Défi-réseau BEAULIEU, Suzanne J'apprends à parler BERGERON-GAUDIN, Marie-Eve In pursuit of neurophenotypes: The consequences of having autism and a big brain / David G. AMARAL in Autism Research, 10-5 (May 2017)
[article]
Titre : In pursuit of neurophenotypes: The consequences of having autism and a big brain Type de document : Texte imprimé et/ou numérique Auteurs : David G. AMARAL, Auteur ; Deana LI, Auteur ; Lauren LIBERO, Auteur ; Marjorie SOLOMON, Auteur ; Judy VAN DE WATER, Auteur ; Ann MASTERGEORGE, Auteur ; Letitia NAIGLES, Auteur ; Sally J ROGERS, Auteur ; Christine W. NORDAHL, Auteur Article en page(s) : p.711-722 Langues : Anglais (eng) Mots-clés : brain development magnetic resonance imaging megalencephaly phenotype subtypes Index. décimale : PER Périodiques Résumé : A consensus has emerged that despite common core features, autism spectrum disorder (ASD) has multiple etiologies and various genetic and biological characteristics. The fact that there are likely to be subtypes of ASD has complicated attempts to develop effective therapies. The UC Davis MIND Institute Autism Phenome Project is a longitudinal, multidisciplinary analysis of children with autism and age-matched typically developing controls; nearly 400 families are participating in this study. The overarching goal is to gather sufficient biological, medical, and behavioral data to allow definition of clinically meaningful subtypes of ASD. One reasonable hypothesis is that different subtypes of autism will demonstrate different patterns of altered brain organization or development i.e., different neurophenotypes. In this Commentary, we discuss one neurophenotype that is defined by megalencephaly, or having brain size that is large and disproportionate to body size. We have found that 15% of the boys with autism demonstrate this neurophenotype, though it is far less common in girls. We review behavioral and medical characteristics of the large-brained group of boys with autism in comparison to those with typically sized brains. While brain size in typically developing individuals is positively correlated with cognitive function, the children with autism and larger brains have more severe disabilities and poorer prognosis. This research indicates that phenotyping in autism, like genotyping, requires a very substantial cohort of subjects. Moreover, since brain and behavior relationships may emerge at different times during development, this effort highlights the need for longitudinal analyses to carry out meaningful phenotyping. En ligne : http://dx.doi.org/10.1002/aur.1755 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307
in Autism Research > 10-5 (May 2017) . - p.711-722[article] In pursuit of neurophenotypes: The consequences of having autism and a big brain [Texte imprimé et/ou numérique] / David G. AMARAL, Auteur ; Deana LI, Auteur ; Lauren LIBERO, Auteur ; Marjorie SOLOMON, Auteur ; Judy VAN DE WATER, Auteur ; Ann MASTERGEORGE, Auteur ; Letitia NAIGLES, Auteur ; Sally J ROGERS, Auteur ; Christine W. NORDAHL, Auteur . - p.711-722.
Langues : Anglais (eng)
in Autism Research > 10-5 (May 2017) . - p.711-722
Mots-clés : brain development magnetic resonance imaging megalencephaly phenotype subtypes Index. décimale : PER Périodiques Résumé : A consensus has emerged that despite common core features, autism spectrum disorder (ASD) has multiple etiologies and various genetic and biological characteristics. The fact that there are likely to be subtypes of ASD has complicated attempts to develop effective therapies. The UC Davis MIND Institute Autism Phenome Project is a longitudinal, multidisciplinary analysis of children with autism and age-matched typically developing controls; nearly 400 families are participating in this study. The overarching goal is to gather sufficient biological, medical, and behavioral data to allow definition of clinically meaningful subtypes of ASD. One reasonable hypothesis is that different subtypes of autism will demonstrate different patterns of altered brain organization or development i.e., different neurophenotypes. In this Commentary, we discuss one neurophenotype that is defined by megalencephaly, or having brain size that is large and disproportionate to body size. We have found that 15% of the boys with autism demonstrate this neurophenotype, though it is far less common in girls. We review behavioral and medical characteristics of the large-brained group of boys with autism in comparison to those with typically sized brains. While brain size in typically developing individuals is positively correlated with cognitive function, the children with autism and larger brains have more severe disabilities and poorer prognosis. This research indicates that phenotyping in autism, like genotyping, requires a very substantial cohort of subjects. Moreover, since brain and behavior relationships may emerge at different times during development, this effort highlights the need for longitudinal analyses to carry out meaningful phenotyping. En ligne : http://dx.doi.org/10.1002/aur.1755 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 Increased Surface Area, but not Cortical Thickness, in a Subset of Young Boys With Autism Spectrum Disorder / Haruhisa OHTA in Autism Research, 9-2 (February 2016)
[article]
Titre : Increased Surface Area, but not Cortical Thickness, in a Subset of Young Boys With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Haruhisa OHTA, Auteur ; Christine W. NORDAHL, Auteur ; Ana-Maria IOSIF, Auteur ; Aaron LEE, Auteur ; Sally J ROGERS, Auteur ; David G. AMARAL, Auteur Article en page(s) : p.232-248 Langues : Anglais (eng) Mots-clés : cortical thickness surface area gray matter volume megalencephaly autism spectrum disorder FreeSurfer Index. décimale : PER Périodiques Résumé : The Autism Phenome Project is the largest, single site, longitudinal magnetic resonance imaging (MRI) study of young children with autism spectrum disorder (ASD). Previous analyses from this cohort have shown that the children with autism have a total brain volume at time 1 (?3 years of age) that is 6% larger than typically developing (TD) children. This finding is driven primarily by 15% of the boys with ASD that have disproportionate megalencephaly (ASD-DM) or brain size that is 1.5 standard deviations above what would be expected for the child's height. In the current study, cerebral cortical grey matter volume, thickness, and surface area were assayed from MRI scans of 112, 3-year-old boys with ASD and 50 age-matched TD boys. The boys with ASD-DM (n?=?17) were analyzed separately from the boys with normal brain size (ASD-N, n?=?95). Previous studies of cortical thickness and surface area for ASD children in this age range have come to diametrically different conclusions concerning the significance of cortical thickness vs. surface area. Current analyses indicate that cortical thickness was comparable across the ASD and TD groups. However, surface area was significantly greater in the ASD group compared to the TD group. This result was driven largely by the children with ASD-DM. Even in the ASD-DM group, not all cortical regions demonstrated increased surface area. These results provide strong evidence that the early cortical overgrowth associated with ASD is due primarily to increased surface area and not to increased cortical thickness. En ligne : http://dx.doi.org/10.1002/aur.1520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Autism Research > 9-2 (February 2016) . - p.232-248[article] Increased Surface Area, but not Cortical Thickness, in a Subset of Young Boys With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Haruhisa OHTA, Auteur ; Christine W. NORDAHL, Auteur ; Ana-Maria IOSIF, Auteur ; Aaron LEE, Auteur ; Sally J ROGERS, Auteur ; David G. AMARAL, Auteur . - p.232-248.
Langues : Anglais (eng)
in Autism Research > 9-2 (February 2016) . - p.232-248
Mots-clés : cortical thickness surface area gray matter volume megalencephaly autism spectrum disorder FreeSurfer Index. décimale : PER Périodiques Résumé : The Autism Phenome Project is the largest, single site, longitudinal magnetic resonance imaging (MRI) study of young children with autism spectrum disorder (ASD). Previous analyses from this cohort have shown that the children with autism have a total brain volume at time 1 (?3 years of age) that is 6% larger than typically developing (TD) children. This finding is driven primarily by 15% of the boys with ASD that have disproportionate megalencephaly (ASD-DM) or brain size that is 1.5 standard deviations above what would be expected for the child's height. In the current study, cerebral cortical grey matter volume, thickness, and surface area were assayed from MRI scans of 112, 3-year-old boys with ASD and 50 age-matched TD boys. The boys with ASD-DM (n?=?17) were analyzed separately from the boys with normal brain size (ASD-N, n?=?95). Previous studies of cortical thickness and surface area for ASD children in this age range have come to diametrically different conclusions concerning the significance of cortical thickness vs. surface area. Current analyses indicate that cortical thickness was comparable across the ASD and TD groups. However, surface area was significantly greater in the ASD group compared to the TD group. This result was driven largely by the children with ASD-DM. Even in the ASD-DM group, not all cortical regions demonstrated increased surface area. These results provide strong evidence that the early cortical overgrowth associated with ASD is due primarily to increased surface area and not to increased cortical thickness. En ligne : http://dx.doi.org/10.1002/aur.1520 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Intervening in infancy: implications for autism spectrum disorders / Katherine S. WALLACE in Journal of Child Psychology and Psychiatry, 51-12 (December 2010)
PermalinkIntervention for Infants and Toddlers with Autism Spectrum Disorders / Sally J ROGERS
PermalinkL' intervention précoce en autisme / Sally J ROGERS
PermalinkL' intervention précoce en autisme / Sally J ROGERS
PermalinkL'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS
PermalinkL'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS
PermalinkL'intervention précoce dans l’autisme: de la recherche à la pratique / Sally J ROGERS in Bulletin Scientifique de l'arapi (Le), 7 (Juin 2001)
PermalinkLongitudinal Study of Pretend Play in Autism / Melissa D. RUTHERFORD in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
PermalinkLe modèle de Denver: un programme d’intervention globale et intégrée pour les jeunes enfants atteints d’autisme / Sally J ROGERS in Bulletin Scientifique de l'arapi (Le), 7 (Juin 2001)
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkNeural correlates of language variability in preschool-aged boys with autism spectrum disorder / Letitia R. NAIGLES in Autism Research, 10-6 (June 2017)
PermalinkNonverbal Communication Skills in Young Children with Autism / Chung-Hsin CHIANG in Journal of Autism and Developmental Disorders, 38-10 (November 2008)
PermalinkA novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder / K. S. DAVLANTIS in Autism, 23-6 (August 2019)
PermalinkPermalinkOutcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)
PermalinkPersistence of megalencephaly in a subgroup of young boys with autism spectrum disorder / Lauren E. LIBERO in Autism Research, 9-11 (November 2016)
PermalinkPlay and Developmental Outcomes in Infant Siblings of Children with Autism / Lisa CHRISTENSEN in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
PermalinkPredicting Friendship Quality in Autism Spectrum Disorders and Typical Development / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 40-6 (June 2010)
PermalinkPredictors of Treatment Outcome in Young Children with Autism: A Retrospective Study / Robin GABRIELS in Autism, 5-4 (December 2001)
PermalinkQue nous apprennent les petits frères et sœurs sur les signes précoces d’autisme ? / Sally J ROGERS in Enfance, 2009-1 (janvier-mars 2009)
PermalinkSensory symptoms in children with autism spectrum disorder, other developmental disorders and typical development: A longitudinal study / Carolyn MCCORMICK in Autism, 20-5 (July 2016)
PermalinkPermalinkSex differences in the corpus callosum in preschool-aged children with autism spectrum disorder / Christine W. NORDAHL in Molecular Autism, (May 2015)
PermalinkSleep Problems and Trajectories of Restricted and Repetitive Behaviors in Children with Neurodevelopmental Disabilities / Katherine E. MACDUFFIE in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
PermalinkStudies of Imitation in Early Infancy : Findings and Theories / Sally J ROGERS
PermalinkStudying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues / Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
PermalinkTelehealth for Expanding the Reach of Early Autism Training to Parents / Laurie A. VISMARA in Autism Research and Treatment, (October 2012)
PermalinkThe Action Observation System when Observing Hand Actions in Autism and Typical Development / Jennifer J. POKORNY in Autism Research, 8-3 (June 2015)
PermalinkThe Early Start Denver Model Intervention and Mu Rhythm Attenuation in Autism Spectrum Disorders / Benjamin AARONSON in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
PermalinkPermalinkThe Impact of Parent-Delivered Intervention on Parents of Very Young Children with Autism / Annette ESTES in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkThe role of early social motivation in explaining variability in functional language in toddlers with autism spectrum disorder / Pumpki L. SU in Autism, 25-1 (January 2021)
PermalinkTime to make a change. Early Start Denver Model for Young Children with ASD / Venus WONG in Enfance, 2019-1 (Mars 2019)
PermalinkValidity of Vocal Communication and Vocal Complexity in Young Children with Autism Spectrum Disorder / Jena MCDANIEL in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
PermalinkValidity tests of the executive dysfunction hypothesis of autism / Bruce F. PENNINGTON
PermalinkVisual Fixation Patterns during Reciprocal Social Interaction Distinguish a Subgroup of 6-Month-Old Infants At-Risk for Autism from Comparison Infants / Noah MERIN in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkWhat are infant siblings teaching us about autism in infancy? / Sally J ROGERS in Autism Research, 2-3 (June 2009)
PermalinkWhat Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism / J. J. POKORNY in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
PermalinkPermalinkWhat will my child's future hold? phenotypes of intellectual development in 2–8?year?olds with autism spectrum disorder / Marjorie SOLOMON in Autism Research, 11-1 (January 2018)
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