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Auteur Helen TAGER-FLUSBERG |
Documents disponibles écrits par cet auteur (90)
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Acquisition of voice onset time in toddlers at high and low risk for autism spectrum disorder / Karen CHENAUSKY in Autism Research, 10-7 (July 2017)
[article]
Titre : Acquisition of voice onset time in toddlers at high and low risk for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Karen CHENAUSKY, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1269-1279 Langues : Anglais (eng) Mots-clés : autism speech development phonological development stop consonants broader autism phenotype voice onset time Index. décimale : PER Périodiques Résumé : Although language delay is common in autism spectrum disorder (ASD), research is equivocal on whether speech development is affected. We used acoustic methods to investigate the existence of sub-perceptual differences in the speech of toddlers who developed ASD. Development of the distinction between b and p was prospectively tracked in 22 toddlers at low risk for ASD (LRC), 22 at high risk for ASD without ASD (HRA?), and 11 at high risk for ASD who were diagnosed with ASD at 36 months (HRA+). Voice onset time (VOT), the main acoustic difference between b and p, was measured from spontaneously produced words at 18, 24, and 36 months. Number of words, number of tokens (instances) of syllable-initial b and p produced, error rates, language scores, and motor ability were also assessed. All groups' mean language scores were within the average range or slightly higher. No between-group differences were found in number of words, b's, p's, or errors produced; or in mean or standard deviation of VOT. Binary logistic regression showed that only diagnostic status, not language score, motor ability, number of words, number of b's and p's, or number of errors significantly predicted whether a toddler produced acoustically distinct b and p populations at 36 months. HRA+ toddlers were significantly less likely to produce acoustically distinct b's and p's at 36 months, which may indicate that the HRA+ group may be using different strategies to produce this distinction. En ligne : http://dx.doi.org/10.1002/aur.1775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309
in Autism Research > 10-7 (July 2017) . - p.1269-1279[article] Acquisition of voice onset time in toddlers at high and low risk for autism spectrum disorder [Texte imprimé et/ou numérique] / Karen CHENAUSKY, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1269-1279.
Langues : Anglais (eng)
in Autism Research > 10-7 (July 2017) . - p.1269-1279
Mots-clés : autism speech development phonological development stop consonants broader autism phenotype voice onset time Index. décimale : PER Périodiques Résumé : Although language delay is common in autism spectrum disorder (ASD), research is equivocal on whether speech development is affected. We used acoustic methods to investigate the existence of sub-perceptual differences in the speech of toddlers who developed ASD. Development of the distinction between b and p was prospectively tracked in 22 toddlers at low risk for ASD (LRC), 22 at high risk for ASD without ASD (HRA?), and 11 at high risk for ASD who were diagnosed with ASD at 36 months (HRA+). Voice onset time (VOT), the main acoustic difference between b and p, was measured from spontaneously produced words at 18, 24, and 36 months. Number of words, number of tokens (instances) of syllable-initial b and p produced, error rates, language scores, and motor ability were also assessed. All groups' mean language scores were within the average range or slightly higher. No between-group differences were found in number of words, b's, p's, or errors produced; or in mean or standard deviation of VOT. Binary logistic regression showed that only diagnostic status, not language score, motor ability, number of words, number of b's and p's, or number of errors significantly predicted whether a toddler produced acoustically distinct b and p populations at 36 months. HRA+ toddlers were significantly less likely to produce acoustically distinct b's and p's at 36 months, which may indicate that the HRA+ group may be using different strategies to produce this distinction. En ligne : http://dx.doi.org/10.1002/aur.1775 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=309 Alpha Asymmetry in Infants at Risk for Autism Spectrum Disorders / Laurel GABARD-DURNAM in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
[article]
Titre : Alpha Asymmetry in Infants at Risk for Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Laurel GABARD-DURNAM, Auteur ; Adrienne L. TIERNEY, Auteur ; Vanessa VOGEL-FARLEY, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. NELSON, Auteur Article en page(s) : p.473-480 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Infant siblings Electroencephalography Frontal alpha asymmetry Endophenotype Index. décimale : PER Périodiques Résumé : An emerging focus of research on autism spectrum disorder (ASD) targets the identification of early-developing ASD endophenotypes using infant siblings of affected children. One potential neural endophenotype is resting frontal electroencephalogram (EEG) alpha asymmetry, a metric of hemispheric organization. Here, we examined the development of frontal EEG alpha asymmetry in ASD high-risk and low-risk infant populations. Our findings demonstrate that low and high-risk infants show different patterns of alpha asymmetry at 6 months of age and opposite growth trajectories in asymmetry over the following 12 months. These results support the candidacy of alpha asymmetry as an early neural ASD endophenotype. En ligne : http://dx.doi.org/10.1007/s10803-013-1926-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.473-480[article] Alpha Asymmetry in Infants at Risk for Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Laurel GABARD-DURNAM, Auteur ; Adrienne L. TIERNEY, Auteur ; Vanessa VOGEL-FARLEY, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. NELSON, Auteur . - p.473-480.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-2 (February 2015) . - p.473-480
Mots-clés : Autism spectrum disorder Infant siblings Electroencephalography Frontal alpha asymmetry Endophenotype Index. décimale : PER Périodiques Résumé : An emerging focus of research on autism spectrum disorder (ASD) targets the identification of early-developing ASD endophenotypes using infant siblings of affected children. One potential neural endophenotype is resting frontal electroencephalogram (EEG) alpha asymmetry, a metric of hemispheric organization. Here, we examined the development of frontal EEG alpha asymmetry in ASD high-risk and low-risk infant populations. Our findings demonstrate that low and high-risk infants show different patterns of alpha asymmetry at 6 months of age and opposite growth trajectories in asymmetry over the following 12 months. These results support the candidacy of alpha asymmetry as an early neural ASD endophenotype. En ligne : http://dx.doi.org/10.1007/s10803-013-1926-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder / Robert M. JOSEPH in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Robert M. JOSEPH, Auteur ; Daniela Plesa SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p?.035) novel word learning trials and 7 of 8 immediate or delayed retention trials, and were compared on measures of nonverbal IQ, receptive and expressive vocabulary, phonological processing, joint attention and symptom severity.ResultsOf 29 participants, 14 failed both learning and immediate retention, 8 passed learning but failed immediate retention, and 7 passed both learning and immediate retention. Group performance was highly similar for delayed retention. Language level, particularly expressive vocabulary, differentiated between participants who did and did not succeed in retention, even while controlling for differences in nonverbal IQ.ConclusionsThe ability of minimally verbal school-age children and adolescents with autism spectrum disorder to identify the referents of novel words was associated with nonverbal cognitive abilities. Retention of words was associated with concurrent expressive language abilities.ImplicationsOur findings of associations between the retention of novel words acquired in a lab-based experimental task and concurrent language ability warrants further investigation with larger samples and longitudinal research designs, which may support the incorporation of contrastive word learning strategies into language learning interventions for severely language-impaired individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Robert M. JOSEPH, Auteur ; Daniela Plesa SKWERER, Auteur ; Brady EGGLESTON, Auteur ; Steven R. MEYER, Auteur ; Helen TAGER-FLUSBERG, Auteur.
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Index. décimale : PER Périodiques Résumé : Background and aimsWhen children hear a novel word, they tend to associate it with a novel rather than a familiar object. The ability to map a novel word to its corresponding referent is thought to depend, at least in part, on language-learning strategies, such as mutual exclusivity and lexical contrast. Although the importance of word learning strategies has been broadly investigated in typically developing children as well as younger children with autism spectrum disorder, who are usually language delayed, there is a paucity of research on such strategies and their role in language learning in school-age children and adolescents with autism spectrum disorder who have failed to develop fluent speech. In this study, we examined the ability of minimally verbal children and adolescents with autism spectrum disorder to learn and retain novel words in an experimental task, as well as the cognitive, language, and social correlates of these abilities. We were primarily interested in the characteristics that differentiated between three subgroups of participants: those unable to use word learning strategies, particularly mutual exclusivity, to learn novel words; those able to learn novel words over several exposure trials but not able retain them; and those able to retain the words they learned.MethodsParticipants were 29 minimally verbal individuals with autism spectrum disorder from 5 to 17 years of age. Participants completed a computerized touchscreen novel-word-learning procedure followed by assessments of immediate retention and of delayed retention, two hours later. Participants were grouped according to whether they passed/failed at least 7 of 8 (binomial p?.035) novel word learning trials and 7 of 8 immediate or delayed retention trials, and were compared on measures of nonverbal IQ, receptive and expressive vocabulary, phonological processing, joint attention and symptom severity.ResultsOf 29 participants, 14 failed both learning and immediate retention, 8 passed learning but failed immediate retention, and 7 passed both learning and immediate retention. Group performance was highly similar for delayed retention. Language level, particularly expressive vocabulary, differentiated between participants who did and did not succeed in retention, even while controlling for differences in nonverbal IQ.ConclusionsThe ability of minimally verbal school-age children and adolescents with autism spectrum disorder to identify the referents of novel words was associated with nonverbal cognitive abilities. Retention of words was associated with concurrent expressive language abilities.ImplicationsOur findings of associations between the retention of novel words acquired in a lab-based experimental task and concurrent language ability warrants further investigation with larger samples and longitudinal research designs, which may support the incorporation of contrastive word learning strategies into language learning interventions for severely language-impaired individuals with autism spectrum disorder. En ligne : https://doi.org/10.1177/2396941519834717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder / Connie KASARI in Autism Research, 6-6 (December 2013)
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Titre : Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur Année de publication : 2013 Article en page(s) : p.479-493 Langues : Anglais (eng) Mots-clés : minimally verbal school-aged children assessment communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.479-493[article] Assessing the Minimally Verbal School-Aged Child With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Nancy C. BRADY, Auteur ; Catherine LORD, Auteur ; Helen TAGER-FLUSBERG, Auteur . - 2013 . - p.479-493.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.479-493
Mots-clés : minimally verbal school-aged children assessment communication Index. décimale : PER Périodiques Résumé : This paper addresses the issue of assessing communication, language, and associated cognitive and behavioral abilities of minimally verbal children with autism spectrum disorder (ASD), presenting a summary of a year-long series of meetings held by a group of experts in the field of ASD and National Institutes of Health staff. In this paper, our goals were to first define the population and then present general guidelines for optimizing assessment sessions for this challenging population. We then summarize the available measures that can be used across a variety of behavioral domains that are most directly relevant to developing language skills, including oral motor skills, vocal repertoire, receptive and expressive language, imitation, intentional communication, play, social behavior, repetitive and sensory behaviors, and nonverbal cognition. We conclude with a discussion of some of the limitations in the available measures and highlight recommendations for future research in this area. En ligne : http://dx.doi.org/10.1002/aur.1334 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Atypical Hemispheric Specialization for Faces in Infants at Risk for Autism Spectrum Disorder / Brandon KEEHN in Autism Research, 8-2 (April 2015)
[article]
Titre : Atypical Hemispheric Specialization for Faces in Infants at Risk for Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brandon KEEHN, Auteur ; Vanessa VOGEL-FARLEY, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. NELSON, Auteur Article en page(s) : p.187-198 Langues : Anglais (eng) Mots-clés : autism EEG coherence face processing hemispheric specialization endophenotype gamma infancy Index. décimale : PER Périodiques Résumé : Among the many experimental findings that tend to distinguish those with and without autism spectrum disorder (ASD) are face processing deficits, reduced hemispheric specialization, and atypical neurostructural and functional connectivity. To investigate the earliest manifestations of these features, we examined lateralization of event-related gamma-band coherence to faces during the first year of life in infants at high risk for autism (HRA; defined as having an older sibling with ASD) who were compared with low-risk comparison (LRC) infants, defined as having no family history of ASD. Participants included 49 HRA and 46 LRC infants who contributed a total of 127 data sets at 6 and 12 months. Electroencephalography was recorded while infants viewed images of familiar/unfamiliar faces. Event-related gamma-band (30–50?Hz) phase coherence between anterior–posterior electrode pairs for left and right hemispheres was computed. Developmental trajectories for lateralization of intra-hemispheric coherence were significantly different in HRA and LRC infants: by 12 months, HRA infants showed significantly greater leftward lateralization compared with LRC infants who showed rightward lateralization. Preliminary results indicate that infants who later met criteria for ASD were those that showed the greatest leftward lateralization. HRA infants demonstrate an aberrant pattern of leftward lateralization of intra-hemispheric coherence by the end of the first year of life, suggesting that the network specialized for face processing may develop atypically. Further, infants with the greatest leftward asymmetry at 12 months where those that later met criteria for ASD, providing support to the growing body of evidence that atypical hemispheric specialization may be an early neurobiological marker for ASD. En ligne : http://dx.doi.org/10.1002/aur.1438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256
in Autism Research > 8-2 (April 2015) . - p.187-198[article] Atypical Hemispheric Specialization for Faces in Infants at Risk for Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brandon KEEHN, Auteur ; Vanessa VOGEL-FARLEY, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Charles A. NELSON, Auteur . - p.187-198.
Langues : Anglais (eng)
in Autism Research > 8-2 (April 2015) . - p.187-198
Mots-clés : autism EEG coherence face processing hemispheric specialization endophenotype gamma infancy Index. décimale : PER Périodiques Résumé : Among the many experimental findings that tend to distinguish those with and without autism spectrum disorder (ASD) are face processing deficits, reduced hemispheric specialization, and atypical neurostructural and functional connectivity. To investigate the earliest manifestations of these features, we examined lateralization of event-related gamma-band coherence to faces during the first year of life in infants at high risk for autism (HRA; defined as having an older sibling with ASD) who were compared with low-risk comparison (LRC) infants, defined as having no family history of ASD. Participants included 49 HRA and 46 LRC infants who contributed a total of 127 data sets at 6 and 12 months. Electroencephalography was recorded while infants viewed images of familiar/unfamiliar faces. Event-related gamma-band (30–50?Hz) phase coherence between anterior–posterior electrode pairs for left and right hemispheres was computed. Developmental trajectories for lateralization of intra-hemispheric coherence were significantly different in HRA and LRC infants: by 12 months, HRA infants showed significantly greater leftward lateralization compared with LRC infants who showed rightward lateralization. Preliminary results indicate that infants who later met criteria for ASD were those that showed the greatest leftward lateralization. HRA infants demonstrate an aberrant pattern of leftward lateralization of intra-hemispheric coherence by the end of the first year of life, suggesting that the network specialized for face processing may develop atypically. Further, infants with the greatest leftward asymmetry at 12 months where those that later met criteria for ASD, providing support to the growing body of evidence that atypical hemispheric specialization may be an early neurobiological marker for ASD. En ligne : http://dx.doi.org/10.1002/aur.1438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 Atypical Perception of Sounds in Minimally and Low Verbal Children and Adolescents With Autism as Revealed by Behavioral and Neural Measures / Sophie SCHWARTZ in Autism Research, 13-10 (October 2020)
PermalinkAtypical Response to Caregiver Touch in Infants at High Risk for Autism Spectrum Disorder / Girija KADLASKAR in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
PermalinkAuditory evoked potentials in adolescents with autism: An investigation of brain development, intellectual impairment, and neural encoding / Sophie SCHWARTZ in Autism Research, 16-10 (October 2023)
PermalinkAutism screening and diagnosis in low resource settings: Challenges and opportunities to enhance research and services worldwide / Maureen S. DURKIN in Autism Research, 8-5 (October 2015)
PermalinkAutisme infantile / Helen TAGER-FLUSBERG
PermalinkBehavioral predictors of improved speech output in minimally verbal children with autism / Karen CHENAUSKY in Autism Research, 11-10 (October 2018)
PermalinkBrief Report: Parents' Declarative Use of Deictic Gestures Predict Vocabulary Development in Infants at High and Low Risk for Autism Spectrum Disorder / B. CHOI in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkCaregiver Touch-Speech Communication and Infant Responses in 12-Month-Olds at High Risk for Autism Spectrum Disorder / Girija KADLASKAR in Journal of Autism and Developmental Disorders, 50-3 (March 2020)
PermalinkCerebellum, Language, and Cognition in Autism and Specific Language Impairment / Steven M. HODGE in Journal of Autism and Developmental Disorders, 40-3 (March 2010)
PermalinkCommentary: Measuring Language Change Through Natural Language Samples / Mihaela D. BAROKOVA in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkCommentary: sex difference differences? A reply to Constantino / D. S. MESSINGER in Molecular Autism, 7 (2016)
PermalinkCommunicative Competence in Parents of Children with Autism and Parents of Children with Specific Language Impairment / Tilla F. RUSER in Journal of Autism and Developmental Disorders, 37-7 (August 2007)
PermalinkA Comparative Analysis of Well-Being and Coping among Mothers of Toddlers and Mothers of Adolescents with ASD / Leann E. SMITH in Journal of Autism and Developmental Disorders, 38-5 (May 2008)
PermalinkComparing methods for assessing receptive language skills in minimally verbal children and adolescents with autism spectrum disorders / Daniela PLESA SKWERER in Autism, 20-5 (July 2016)
PermalinkComparing the Pragmatic Speech Profiles of Minimally Verbal and Verbally Fluent Individuals with Autism Spectrum Disorder / Chelsea LA VALLE in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
PermalinkConcurrent Social Communication Predictors of Expressive Language in Minimally Verbal Children and Adolescents with Autism Spectrum Disorder / M. PECUKONIS in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
PermalinkConducting research with minimally verbal participants with autism spectrum disorder / Helen TAGER-FLUSBERG in Autism, 21-7 (October 2017)
PermalinkDevelopment of fine motor skills is associated with expressive language outcomes in infants at high and low risk for autism spectrum disorder / B. CHOI in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
PermalinkDiary Reports of Concerns in Mothers of Infant Siblings of Children with Autism Across the First Year of Life / Meagan R. TALBOTT in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkDifferences in Neural Correlates of Speech Perception in 3 Month Olds at High and Low Risk for Autism Spectrum Disorder / Laura A. EDWARDS in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
PermalinkDiffering Developmental Trajectories in Heart Rate Responses to Speech Stimuli in Infants at High and Low Risk for Autism Spectrum Disorder / Katherine L. PERDUE in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
PermalinkDo minimally verbal and verbally fluent individuals with autism spectrum disorder differ in their viewing patterns of dynamic social scenes? / D. PLESA SKWERER in Autism, 23-8 (November 2019)
PermalinkDuane F. Alexander, M.D.: August 11, 1940-February 16, 2020 / Fred R. VOLKMAR in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkEarly predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study / Meredith PECUKONIS in Autism Research, 15-7 (July 2022)
PermalinkEarly sex differences are not autism-specific: A Baby Siblings Research Consortium (BSRC) study / Daniel S. MESSINGER in Molecular Autism, (June 2015)
PermalinkEEG power at 3 months in infants at high familial risk for autism / A. R. LEVIN in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)
PermalinkEliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism / Mihaela D. BAROKOVA in Autism Research, 14-1 (January 2021)
PermalinkErratum to Eliciting Language Samples for Analysis (ELSA): A New Protocol for Assessing Expressive Language and Communication in Autism / Mihaela D. BAROKOVA in Autism Research, 14-7 (July 2021)
PermalinkEvent-related potentials to repeated speech in 9-month-old infants at risk for autism spectrum disorder / A. SEERY in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)
PermalinkEye-Tracking Measurements of Language Processing: Developmental Differences in Children at High Risk for ASD / Meia CHITA-TEGMARK in Journal of Autism and Developmental Disorders, 45-10 (October 2015)
PermalinkFace and Gaze Processing in Autism / Robert M. JOSEPH
PermalinkFine motor skill and expressive language in minimally verbal and verbal school-aged autistic children / Lindsay K. BUTLER in Autism Research, 16-3 (March 2023)
PermalinkGesture Development, Caregiver Responsiveness, and Language and Diagnostic Outcomes in Infants at High and Low Risk for Autism / Boin CHOI in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkHow do minimally verbal children and adolescents with autism spectrum disorder use communicative gestures to complement their spoken language abilities? / Chelsea La VALLE in Autism & Developmental Language Impairments, 6 (January-December 2021)
PermalinkHow effective is LENA in detecting speech vocalizations and language produced by children and adolescents with ASD in different contexts? / R. M. JONES in Autism Research, 12-4 (April 2019)
PermalinkIncreased intra-subject variability of neural activity during speech production in people with autism spectrum disorder / Elizabeth S. HELLER MURRAY in Research in Autism Spectrum Disorders, 94 (June 2022)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 5-1 (February 2012)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 5-2 (April 2012)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 5-5 (October 2012)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 5-6 (December 2012)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 6-1 (February 2013)
PermalinkInternational Society for Autism Research News / Helen TAGER-FLUSBERG in Autism Research, 6-2 (April 2013)
PermalinkIs the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder? / Olufemi OLU-LAFE in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
PermalinkLanguage and communication disorders in autism spectrum disorders / Helen TAGER-FLUSBERG
PermalinkLanguage and Communication in Autism / Helen TAGER-FLUSBERG
PermalinkLanguage and Communication in Autism Spectrum Disorders / Helen TAGER-FLUSBERG
PermalinkLanguage and reading abilities of children with autism spectrum disorders and specific language impairment and their first-degree relatives / Kristen A. LINDGREN in Autism Research, 2-1 (February 2009)
PermalinkLanguage and understanding minds: connections in autism / Helen TAGER-FLUSBERG
PermalinkLanguage Assessment and Development in Toddlers with Autism Spectrum Disorders / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 38-8 (September 2008)
PermalinkLanguage Differences at 12 Months in Infants Who Develop Autism Spectrum Disorder / DeWayne C. LAZENBY in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
PermalinkLateralization of ERPs to speech and handedness in the early development of Autism Spectrum Disorder / K. H. FINCH in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)
PermalinkA Longitudinal Study of Parent Gestures, Infant Responsiveness, and Vocabulary Development in Infants at Risk for Autism Spectrum Disorder / B. CHOI in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
PermalinkMapping Collaboration Networks in the World of Autism Research / Neal D. GOLDSTEIN in Autism Research, 8-1 (February 2015)
PermalinkMaternal Gesture Use and Language Development in Infant Siblings of Children with Autism Spectrum Disorder / Meagan R. TALBOTT in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
PermalinkMaternal Vocal Feedback to 9-Month-Old Infant Siblings of Children with ASD / Meagan R. TALBOTT in Autism Research, 9-4 (April 2016)
PermalinkMinimally Verbal School-Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum / Helen TAGER-FLUSBERG in Autism Research, 6-6 (December 2013)
PermalinkMotor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder / Karen CHENAUSKY in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkMotor speech impairment predicts expressive language in minimally verbal, but not low verbal, individuals with autism spectrum disorder / Karen CHENAUSKY in Autism & Developmental Language Impairments, 4 (January-December 2019)
PermalinkA multimeasure approach to investigating affective appraisal of social information in Williams syndrome / D. PLESA SKWERER in Journal of Neurodevelopmental Disorders, 3-4 (December 2011)
PermalinkNeural Evidence for Speech Processing Deficits During a Cocktail Party Scenario in Minimally and Low Verbal Adolescents and Young Adults with Autism / Sophie SCHWARTZ in Autism Research, 13-11 (November 2020)
PermalinkNon-ASD outcomes at 36 months in siblings at familial risk for autism spectrum disorder (ASD): A baby siblings research consortium (BSRC) study / Tony CHARMAN in Autism Research, 10-1 (January 2017)
PermalinkOromotor skills in autism spectrum disorder: A scoping review / Marc F. MAFFEI in Autism Research, 16-5 (May 2023)
PermalinkOverlap between autism and specific language impairment: comparison of Autism Diagnostic Interview and Autism Diagnostic Observation Schedule scores / Ovsanna T. LEYFER in Autism Research, 1-5 (October 2008)
PermalinkParent-rated anxiety in autistic adolescents and young adults: Concurrent links to autism traits and chronic sleep problems / Yanru CHEN in Research in Autism Spectrum Disorders, 101 (March 2023)
PermalinkParental Language Input Predicts Neuroscillatory Patterns Associated with Language Development in Toddlers at Risk of Autism / Rachel R. ROMEO in Journal of Autism and Developmental Disorders, 52-6 (June 2022)
PermalinkParental Perspectives: How Sensory Sensitivities Impact the Transition to Adulthood in Adolescents and Young Adults with Autism Spectrum Disorder / Emily B. JOHNSTON ; Helen TAGER-FLUSBERG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
PermalinkPerson-reference in autism spectrum disorder: Developmental trends and the role of linguistic input / Mihaela D. BAROKOVA in Autism Research, 13-6 (June 2020)
PermalinkProcessus développementaux du langage et de la communication dans les troubles du spectre autistique / Helen TAGER-FLUSBERG in Bulletin Scientifique de l'arapi (Le), 30 (décembre 2012)
PermalinkPrototypical category learning in high-functioning autism / Tony VLADUSICH in Autism Research, 3-5 (October 2010)
PermalinkPsycholinguistic approaches to language and communication in autism / Helen TAGER-FLUSBERG
PermalinkQuality matters! Differences between expressive and receptive non-verbal communication skills in adolescents with ASD / Ruth B. GROSSMAN in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkReading faces for information about words and emotions in adolescents with autism / Ruth B. GROSSMAN in Research in Autism Spectrum Disorders, 2-4 (October 2008)
PermalinkReceptive language and receptive-expressive discrepancy in minimally verbal autistic children and adolescents / Yanru CHEN in Autism Research, 17-2 (February 2024)
PermalinkReciprocal Influences Between Parent Input and Child Language Skills in Dyads Involving High- and Low-Risk Infants for Autism Spectrum Disorder / Boin CHOI in Autism Research, 13-7 (July 2020)
PermalinkReduced frontal gamma power at 24 months is associated with better expressive language in toddlers at risk for autism / C. L. WILKINSON in Autism Research, 12-8 (August 2019)
PermalinkA Reexamination of the Theory of Mind Hypothesis of Autism / Helen TAGER-FLUSBERG
PermalinkReflections on the connections between autism and blindness / Helen TAGER-FLUSBERG
PermalinkRelations between language and cognition in native-signing children with autism spectrum disorder / Aaron SHIELD in Autism Research, 9-12 (December 2016)
PermalinkSensory clusters of toddlers with autism spectrum disorders: differences in affective symptoms / Ayelet BEN-SASSON in Journal of Child Psychology and Psychiatry, 49-8 (August 2008)
PermalinkSex Differences in Toddlers with Autism Spectrum Disorders / Alice S. CARTER in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkSlipped lips: onset asynchrony detection of auditory-visual language in autism / Ruth B. GROSSMAN in Journal of Child Psychology and Psychiatry, 50-4 (April 2009)
PermalinkThe Use of Sign Language Pronouns by Native-Signing Children with Autism / Aaron SHIELD in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkUnderstanding other minds / Simon BARON-COHEN
PermalinkVowel distinctiveness as a concurrent predictor of expressive language function in autistic children / Paul J. SIMEONE in Autism Research, 17-2 (February 2024)
Permalink"Who Said That" Matching of Low- and High-Intensity Emotional Prosody to Facial Expressions by Adolescents with ASD / Ruth B. GROSSMAN in Journal of Autism and Developmental Disorders, 42-12 (December 2012)
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