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Auteur Linda R. WATSON |
Documents disponibles écrits par cet auteur (63)
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Sensory Reactivity of Infants at Elevated Likelihood of Autism and Associations with Caregiver Responsiveness / Elizabeth CHOI ; Yun-Ju CHEN ; Cristin M. HOLLAND ; Stephanie BRISTOL ; John SIDERIS ; Elizabeth R. CRAIS ; Linda R. WATSON ; Grace T. BARANEK in Journal of Autism and Developmental Disorders, 54-1 (January 2024)
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Titre : Sensory Reactivity of Infants at Elevated Likelihood of Autism and Associations with Caregiver Responsiveness Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth CHOI, Auteur ; Yun-Ju CHEN, Auteur ; Cristin M. HOLLAND, Auteur ; Stephanie BRISTOL, Auteur ; John SIDERIS, Auteur ; Elizabeth R. CRAIS, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.270-279 Index. décimale : PER Périodiques Résumé : Infants at elevated likelihood of developing autism display differences in sensory reactivity, especially hyporeactivity, as early as 7 months of age, potentially contributing to a developmental cascade of autism symptoms. Caregiver responsiveness, which has been linked to positive social communication outcomes, has not been adequately examined with regard to infant sensory reactivity. This study examined the multiplicative impact of infant sensory hypo- and hyperreactivity on caregiver responsiveness to sensory reactivity and regulation cues in 43 infants at elevated likelihood of autism. Sensory hyperreactivity was found to moderate the association between sensory hyporeactivity and caregiver responsiveness, such that caregivers of infants with moderately high sensory hypo- and hyperreactivity demonstrated higher responsiveness. En ligne : https://doi.org/10.1007/s10803-022-05764-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.270-279[article] Sensory Reactivity of Infants at Elevated Likelihood of Autism and Associations with Caregiver Responsiveness [Texte imprimé et/ou numérique] / Elizabeth CHOI, Auteur ; Yun-Ju CHEN, Auteur ; Cristin M. HOLLAND, Auteur ; Stephanie BRISTOL, Auteur ; John SIDERIS, Auteur ; Elizabeth R. CRAIS, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur . - p.270-279.
in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.270-279
Index. décimale : PER Périodiques Résumé : Infants at elevated likelihood of developing autism display differences in sensory reactivity, especially hyporeactivity, as early as 7 months of age, potentially contributing to a developmental cascade of autism symptoms. Caregiver responsiveness, which has been linked to positive social communication outcomes, has not been adequately examined with regard to infant sensory reactivity. This study examined the multiplicative impact of infant sensory hypo- and hyperreactivity on caregiver responsiveness to sensory reactivity and regulation cues in 43 infants at elevated likelihood of autism. Sensory hyperreactivity was found to moderate the association between sensory hyporeactivity and caregiver responsiveness, such that caregivers of infants with moderately high sensory hypo- and hyperreactivity demonstrated higher responsiveness. En ligne : https://doi.org/10.1007/s10803-022-05764-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 Sensory Response Patterns in Nonverbal Children with ASD / Elena PATTEN in Autism Research and Treatment, (June 2013)
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Titre : Sensory Response Patterns in Nonverbal Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Elena PATTEN, Auteur ; Karla K. AUSDERAU, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur Année de publication : 2013 Article en page(s) : 9 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We sought to examine concurrent and longitudinal associations between sensory response patterns (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) and verbal status of young children with autism spectrum disorder (ASD) as a potential factor influencing the development of verbal communication. Seventy-nine children with ASD (verbal, En ligne : http://dx.doi.org/10.1155/2013/436286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211
in Autism Research and Treatment > (June 2013) . - 9 p.[article] Sensory Response Patterns in Nonverbal Children with ASD [Texte imprimé et/ou numérique] / Elena PATTEN, Auteur ; Karla K. AUSDERAU, Auteur ; Linda R. WATSON, Auteur ; Grace T. BARANEK, Auteur . - 2013 . - 9 p.
Langues : Anglais (eng)
in Autism Research and Treatment > (June 2013) . - 9 p.
Index. décimale : PER Périodiques Résumé : We sought to examine concurrent and longitudinal associations between sensory response patterns (i.e., hyperresponsiveness, hyporesponsiveness, and sensory seeking) and verbal status of young children with autism spectrum disorder (ASD) as a potential factor influencing the development of verbal communication. Seventy-nine children with ASD (verbal, En ligne : http://dx.doi.org/10.1155/2013/436286 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=211 Sensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features / Karla K. AUSDERAU in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
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Titre : Sensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features Type de document : Texte imprimé et/ou numérique Auteurs : Karla K. AUSDERAU, Auteur ; Melissa FURLONG, Auteur ; John SIDERIS, Auteur ; John C. BULLUCK, Auteur ; Lauren M. LITTLE, Auteur ; Linda R. WATSON, Auteur ; Brian A. BOYD, Auteur ; Aysenil BELGER, Auteur ; Virginia A. DICKIE, Auteur ; Grace T. BARANEK, Auteur Article en page(s) : p.935-944 Langues : Anglais (eng) Mots-clés : Children autism sensory latent profile transition analysis subtypes Index. décimale : PER Périodiques Résumé : Background Sensory features are highly prevalent and heterogeneous among children with ASD. There is a need to identify homogenous groups of children with ASD based on sensory features (i.e. sensory subtypes) to inform research and treatment. Methods Sensory subtypes and their stability over 1 year were identified through latent profile transition analysis (LPTA) among a national sample of children with ASD. Data were collected from caregivers of children with ASD ages 2–12 years at two time points (Time 1 N = 1294; Time 2 N = 884). Results Four sensory subtypes (Mild; Sensitive-Distressed; Attenuated-Preoccupied; Extreme-Mixed) were identified, which were supported by fit indices from the LPTA as well as current theoretical models that inform clinical practice. The Mild and Extreme-Mixed subtypes reflected quantitatively different sensory profiles, while the Sensitive-Distressed and Attenuated-Preoccupied subtypes reflected qualitatively different profiles. Further, subtypes reflected differential child (i.e. gender, developmental age, chronological age, autism severity) and family (i.e. income, mother's education) characteristics. Ninety-one percent of participants remained stable in their subtypes over 1 year. Conclusions Characterizing the nature of homogenous sensory subtypes may facilitate assessment and intervention, as well as potentially inform biological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.12219 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.935-944[article] Sensory subtypes in children with autism spectrum disorder: latent profile transition analysis using a national survey of sensory features [Texte imprimé et/ou numérique] / Karla K. AUSDERAU, Auteur ; Melissa FURLONG, Auteur ; John SIDERIS, Auteur ; John C. BULLUCK, Auteur ; Lauren M. LITTLE, Auteur ; Linda R. WATSON, Auteur ; Brian A. BOYD, Auteur ; Aysenil BELGER, Auteur ; Virginia A. DICKIE, Auteur ; Grace T. BARANEK, Auteur . - p.935-944.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 55-8 (August 2014) . - p.935-944
Mots-clés : Children autism sensory latent profile transition analysis subtypes Index. décimale : PER Périodiques Résumé : Background Sensory features are highly prevalent and heterogeneous among children with ASD. There is a need to identify homogenous groups of children with ASD based on sensory features (i.e. sensory subtypes) to inform research and treatment. Methods Sensory subtypes and their stability over 1 year were identified through latent profile transition analysis (LPTA) among a national sample of children with ASD. Data were collected from caregivers of children with ASD ages 2–12 years at two time points (Time 1 N = 1294; Time 2 N = 884). Results Four sensory subtypes (Mild; Sensitive-Distressed; Attenuated-Preoccupied; Extreme-Mixed) were identified, which were supported by fit indices from the LPTA as well as current theoretical models that inform clinical practice. The Mild and Extreme-Mixed subtypes reflected quantitatively different sensory profiles, while the Sensitive-Distressed and Attenuated-Preoccupied subtypes reflected qualitatively different profiles. Further, subtypes reflected differential child (i.e. gender, developmental age, chronological age, autism severity) and family (i.e. income, mother's education) characteristics. Ninety-one percent of participants remained stable in their subtypes over 1 year. Conclusions Characterizing the nature of homogenous sensory subtypes may facilitate assessment and intervention, as well as potentially inform biological mechanisms. En ligne : http://dx.doi.org/10.1111/jcpp.12219 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=237 Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses / Atieh ASHTARI in Autism Research, 14-2 (February 2021)
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Titre : Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses Type de document : Texte imprimé et/ou numérique Auteurs : Atieh ASHTARI, Auteur ; Fariba YADEGARI, Auteur ; Sayyed Ali SAMADI, Auteur ; Linda R. WATSON, Auteur Article en page(s) : p.343-355 Langues : Anglais (eng) Mots-clés : autism spectrum disorder child communication maternal verbal responses sequential analysis Index. décimale : PER Périodiques Résumé : In this study, the sequential associations between child communication acts, including spontaneous communication (SC) and elicited communication (EC), and the types of verbal responses of Iranian mothers (follow-in nondirective, follow-in directive, and redirective responses) were compared between children with autism spectrum disorder (ASD) and young typically developing (TD) children. Participants were 29 children with ASD aged 3-6?years and 40 TD children aged 13-18?months, matched on expressive vocabulary. Using time-window sequential analysis, maternal verbal responses within a time interval of 3 sec following child communication were examined during 15?min of video-recorded mother-child free play interaction. Mothers in the two groups had broadly similar patterns of response to child communication acts, but some differences in responding to child EC. Across both groups, sequential associations were stronger for maternal follow-in nondirective responses to child SC than for this type of response to child EC, and were stronger for follow-in directive responses to child EC than for follow-in directive responses to child SC. Child EC and SC acts were less likely to be followed by redirective responses than other maternal responses, again across both groups. Finally, mothers of children with ASD were more likely than mothers of TD children to follow-in to child EC with both nondirective and directive responses. Our findings suggest that mothers of children with ASD synchronize their responses with their child's SC acts to the same extent as mothers of TD children, and are more synchronous in responding to their child's EC acts. LAY SUMMARY: This observational study examined how Iranian mothers verbally responded to their children's communication acts, based on whether the children's communication was spontaneous (unprompted) or elicited (prompted by the mother). Mothers of children with autism spectrum disorder or typical development responded to their children's spontaneous communication acts in similar ways, but showed some differences in responding to children's elicited communication. By prompting their children to communicate, mothers create opportunities to give additional verbal responses to their children, which may help to support children's further language development. En ligne : http://dx.doi.org/10.1002/aur.2382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441
in Autism Research > 14-2 (February 2021) . - p.343-355[article] Sequential Associations Between Communication Acts of Children With and Without Autism Spectrum Disorder and Maternal Verbal Responses [Texte imprimé et/ou numérique] / Atieh ASHTARI, Auteur ; Fariba YADEGARI, Auteur ; Sayyed Ali SAMADI, Auteur ; Linda R. WATSON, Auteur . - p.343-355.
Langues : Anglais (eng)
in Autism Research > 14-2 (February 2021) . - p.343-355
Mots-clés : autism spectrum disorder child communication maternal verbal responses sequential analysis Index. décimale : PER Périodiques Résumé : In this study, the sequential associations between child communication acts, including spontaneous communication (SC) and elicited communication (EC), and the types of verbal responses of Iranian mothers (follow-in nondirective, follow-in directive, and redirective responses) were compared between children with autism spectrum disorder (ASD) and young typically developing (TD) children. Participants were 29 children with ASD aged 3-6?years and 40 TD children aged 13-18?months, matched on expressive vocabulary. Using time-window sequential analysis, maternal verbal responses within a time interval of 3 sec following child communication were examined during 15?min of video-recorded mother-child free play interaction. Mothers in the two groups had broadly similar patterns of response to child communication acts, but some differences in responding to child EC. Across both groups, sequential associations were stronger for maternal follow-in nondirective responses to child SC than for this type of response to child EC, and were stronger for follow-in directive responses to child EC than for follow-in directive responses to child SC. Child EC and SC acts were less likely to be followed by redirective responses than other maternal responses, again across both groups. Finally, mothers of children with ASD were more likely than mothers of TD children to follow-in to child EC with both nondirective and directive responses. Our findings suggest that mothers of children with ASD synchronize their responses with their child's SC acts to the same extent as mothers of TD children, and are more synchronous in responding to their child's EC acts. LAY SUMMARY: This observational study examined how Iranian mothers verbally responded to their children's communication acts, based on whether the children's communication was spontaneous (unprompted) or elicited (prompted by the mother). Mothers of children with autism spectrum disorder or typical development responded to their children's spontaneous communication acts in similar ways, but showed some differences in responding to children's elicited communication. By prompting their children to communicate, mothers create opportunities to give additional verbal responses to their children, which may help to support children's further language development. En ligne : http://dx.doi.org/10.1002/aur.2382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=441 Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli / Yu XIE in Research in Autism Spectrum Disorders, 112 (April 2024)
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Titre : Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Yu XIE, Auteur ; Hui-Zhong HE, Auteur ; Linda R. WATSON, Auteur ; Zhi-Han DONG, Auteur Article en page(s) : p.102349 Langues : Anglais (eng) Mots-clés : Autism Children Implicit learning Identity cues Spatial cues Visual attention Index. décimale : PER Périodiques Résumé : Background Autistic children cannot adjust their behaviors in response to environmental social cues as readily as typically developing children. The development of adaptive social behaviors is mainly dependent on the ability to implicitly learn associations or probabilities that are embedded in the environmental cues. Mounting evidence has suggested that autistic individuals have intact implicit learning in contextual cueing (CC) tasks with simple arrays of letters or numbers. However, it remains unclear whether autistic individuals have intact implicit learning in CC tasks with human stimuli. Spatial cues and stimulus-identity cues in CC tasks are thought to rely on distinct neural networks. It is also unknown whether these different types of cues will have different effects on implicit learning in autistic children if human photographs are used in CC tasks. This study examined the implicit learning performance of autistic children under different cue conditions in CC tasks that used photographs of children. Results Autistic children showed similar implicit learning performance to the comparison group, using only stimulus-identity cues. When both stimulus-identity and spatial cues were provided, implicit contextual learning was only observed in the comparison children, but not in the autistic group. Conclusions The results suggest that spatial cues and stimulus-identity cues have different effects on the implicit learning performance of autistic children. The atypical performance of autistic children on implicit learning when spatial cues combined with identity cues may result in divergent social behaviors and serve as an intrinsic mechanistic contributor to social interaction differences associated with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 112 (April 2024) . - p.102349[article] Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli [Texte imprimé et/ou numérique] / Yu XIE, Auteur ; Hui-Zhong HE, Auteur ; Linda R. WATSON, Auteur ; Zhi-Han DONG, Auteur . - p.102349.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 112 (April 2024) . - p.102349
Mots-clés : Autism Children Implicit learning Identity cues Spatial cues Visual attention Index. décimale : PER Périodiques Résumé : Background Autistic children cannot adjust their behaviors in response to environmental social cues as readily as typically developing children. The development of adaptive social behaviors is mainly dependent on the ability to implicitly learn associations or probabilities that are embedded in the environmental cues. Mounting evidence has suggested that autistic individuals have intact implicit learning in contextual cueing (CC) tasks with simple arrays of letters or numbers. However, it remains unclear whether autistic individuals have intact implicit learning in CC tasks with human stimuli. Spatial cues and stimulus-identity cues in CC tasks are thought to rely on distinct neural networks. It is also unknown whether these different types of cues will have different effects on implicit learning in autistic children if human photographs are used in CC tasks. This study examined the implicit learning performance of autistic children under different cue conditions in CC tasks that used photographs of children. Results Autistic children showed similar implicit learning performance to the comparison group, using only stimulus-identity cues. When both stimulus-identity and spatial cues were provided, implicit contextual learning was only observed in the comparison children, but not in the autistic group. Conclusions The results suggest that spatial cues and stimulus-identity cues have different effects on the implicit learning performance of autistic children. The atypical performance of autistic children on implicit learning when spatial cues combined with identity cues may result in divergent social behaviors and serve as an intrinsic mechanistic contributor to social interaction differences associated with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Student Engagement in the Classroom: The Impact of Classroom, Teacher, and Student Factors / Jessica R. DYKSTRA STEINBRENNER in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkSystematic Review of Disparities and Differences in the Access and Use of Allied Health Services Amongst Children with Autism Spectrum Disorders / Aaron R. DALLMAN in Journal of Autism and Developmental Disorders, 51-4 (April 2021)
PermalinkTemporal Synchrony Detection and Associations with Language in Young Children with ASD / E. PATTEN in Autism Research and Treatment, 2014 (2014)
PermalinkThe First Year Inventory: a longitudinal follow-up of 12-month-old to 3-year-old children / Lauren M. TURNER-BROWN in Autism, 17-5 (September 2013)
PermalinkThe First Year Inventory: Retrospective Parent Responses to a Questionnaire Designed to Identify One-Year-Olds at Risk for Autism / Linda R. WATSON in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkThe impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder / Jessica DYKSTRA in Autism, 16-1 (January 2012)
PermalinkThe Performance of the First Year Inventory (FYI) Screening on a Sample of High-Risk 12-Month-Olds Diagnosed with Autism Spectrum Disorder (ASD) at 36 Months / H. Y. LEE in Journal of Autism and Developmental Disorders, 49-12 (December 2019)
PermalinkThe Role of Supported Joint Engagement and Parent Utterances in Language and Social Communication Development in Children with Autism Spectrum Disorder / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
PermalinkThe TEACCH communication curriculum / Linda R. WATSON
PermalinkTo What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD? / Kenneth K. POON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
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