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Auteur Gregory S. YOUNG |
Documents disponibles écrits par cet auteur (24)
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Gaze to faces across interactive contexts in infants at heightened risk for autism / D. N. GANGI in Autism, 22-6 (August 2018)
[article]
Titre : Gaze to faces across interactive contexts in infants at heightened risk for autism Type de document : Texte imprimé et/ou numérique Auteurs : D. N. GANGI, Auteur ; A. J. SCHWICHTENBERG, Auteur ; A. M. IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; F. BAGUIO, Auteur ; S. OZONOFF, Auteur Article en page(s) : p.763-768 Langues : Anglais (eng) Mots-clés : context eye gaze high-risk siblings social partner Index. décimale : PER Périodiques Résumé : Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent-child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context-suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners. En ligne : http://dx.doi.org/10.1177/1362361317704421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism > 22-6 (August 2018) . - p.763-768[article] Gaze to faces across interactive contexts in infants at heightened risk for autism [Texte imprimé et/ou numérique] / D. N. GANGI, Auteur ; A. J. SCHWICHTENBERG, Auteur ; A. M. IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; F. BAGUIO, Auteur ; S. OZONOFF, Auteur . - p.763-768.
Langues : Anglais (eng)
in Autism > 22-6 (August 2018) . - p.763-768
Mots-clés : context eye gaze high-risk siblings social partner Index. décimale : PER Périodiques Résumé : Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent-child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context-suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners. En ligne : http://dx.doi.org/10.1177/1362361317704421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 Gross Motor Development, Movement Abnormalities, and Early Identification of Autism / Sally OZONOFF in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
[article]
Titre : Gross Motor Development, Movement Abnormalities, and Early Identification of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Susan HEPBURN, Auteur ; Stacy GOLDRING, Auteur ; Laura GREISS-HESS, Auteur ; Adriana M. HERRERA, Auteur ; Joel STEELE, Auteur ; Suzanne L. MACARI, Auteur ; Sally J ROGERS, Auteur Année de publication : 2008 Article en page(s) : p.644-656 Langues : Anglais (eng) Mots-clés : Autism Motor Early-identification Index. décimale : PER Périodiques Résumé : Gross motor development (supine, prone, rolling, sitting, crawling, walking) and movement abnormalities were examined in the home videos of infants later diagnosed with autism (regression and no regression subgroups), developmental delays (DD), or typical development. Group differences in maturity were found for walking, prone, and supine, with the DD and Autism-No Regression groups both showing later developing motor maturity than typical children. The only statistically significant differences in movement abnormalities were in the DD group; the two autism groups did not differ from the typical group in rates of movement abnormalities or lack of protective responses. These findings do not replicate previous investigations suggesting that early motor abnormalities seen on home video can assist in early identification of autism.
En ligne : http://dx.doi.org/10.1007/s10803-007-0430-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.644-656[article] Gross Motor Development, Movement Abnormalities, and Early Identification of Autism [Texte imprimé et/ou numérique] / Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Susan HEPBURN, Auteur ; Stacy GOLDRING, Auteur ; Laura GREISS-HESS, Auteur ; Adriana M. HERRERA, Auteur ; Joel STEELE, Auteur ; Suzanne L. MACARI, Auteur ; Sally J ROGERS, Auteur . - 2008 . - p.644-656.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-4 (April 2008) . - p.644-656
Mots-clés : Autism Motor Early-identification Index. décimale : PER Périodiques Résumé : Gross motor development (supine, prone, rolling, sitting, crawling, walking) and movement abnormalities were examined in the home videos of infants later diagnosed with autism (regression and no regression subgroups), developmental delays (DD), or typical development. Group differences in maturity were found for walking, prone, and supine, with the DD and Autism-No Regression groups both showing later developing motor maturity than typical children. The only statistically significant differences in movement abnormalities were in the DD group; the two autism groups did not differ from the typical group in rates of movement abnormalities or lack of protective responses. These findings do not replicate previous investigations suggesting that early motor abnormalities seen on home video can assist in early identification of autism.
En ligne : http://dx.doi.org/10.1007/s10803-007-0430-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=340 Imitating actions on objects in early-onset and regressive autism: Effects and implications of task characteristics on performance / Sally J ROGERS in Development and Psychopathology, 22-1 (January 2010)
[article]
Titre : Imitating actions on objects in early-onset and regressive autism: Effects and implications of task characteristics on performance Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Ian COOK, Auteur ; Angelo GIOLZETTI, Auteur Année de publication : 2010 Article en page(s) : p.71-85 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study was designed to examine the nature of object imitation performance in early autism. We hypothesized that imitation would be relatively preserved when behaviors on objects resulted in salient instrumental effects. We designed tasks in which, in one condition, the motor action resulted in a salient, meaningful effect on an object, whereas in the other condition, the same action resulted in a less salient effect because of differing object characteristics. The motor aspects of the tasks did not vary across conditions. Four participant groups of 2- to 5-year-olds were examined: 17 children with early-onset autism, 24 children with regressive onset autism, 22 children with developmental delays, and 22 children with typical development. Groups were matched on nonverbal skills, and differences in verbal development were examined as a moderator of imitative ability. Results revealed an interaction of group by condition, with the combined autism group failing more tasks than the combined comparison groups, and failing more tasks in the less salient condition than in the more salient condition, as hypothesized. Analyses of autism subgroups revealed these effects were primarily because of the regression onset group. Accuracy of motor performance was examined by analyzing errors. Among children passing imitative acts, there were no group differences and no condition effects in the number, type, or pattern of performance errors. Among children passing the tasks, the group with autism did not demonstrate more emulation errors (imitating the goal but not the means) than other groups. There was no evidence that either motor or attentional aspects of the tasks contributed to the poorer imitative performance of the children with autism. En ligne : http://dx.doi.org/10.1017/s0954579409990277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=969
in Development and Psychopathology > 22-1 (January 2010) . - p.71-85[article] Imitating actions on objects in early-onset and regressive autism: Effects and implications of task characteristics on performance [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Ian COOK, Auteur ; Angelo GIOLZETTI, Auteur . - 2010 . - p.71-85.
Langues : Anglais (eng)
in Development and Psychopathology > 22-1 (January 2010) . - p.71-85
Index. décimale : PER Périodiques Résumé : This study was designed to examine the nature of object imitation performance in early autism. We hypothesized that imitation would be relatively preserved when behaviors on objects resulted in salient instrumental effects. We designed tasks in which, in one condition, the motor action resulted in a salient, meaningful effect on an object, whereas in the other condition, the same action resulted in a less salient effect because of differing object characteristics. The motor aspects of the tasks did not vary across conditions. Four participant groups of 2- to 5-year-olds were examined: 17 children with early-onset autism, 24 children with regressive onset autism, 22 children with developmental delays, and 22 children with typical development. Groups were matched on nonverbal skills, and differences in verbal development were examined as a moderator of imitative ability. Results revealed an interaction of group by condition, with the combined autism group failing more tasks than the combined comparison groups, and failing more tasks in the less salient condition than in the more salient condition, as hypothesized. Analyses of autism subgroups revealed these effects were primarily because of the regression onset group. Accuracy of motor performance was examined by analyzing errors. Among children passing imitative acts, there were no group differences and no condition effects in the number, type, or pattern of performance errors. Among children passing the tasks, the group with autism did not demonstrate more emulation errors (imitating the goal but not the means) than other groups. There was no evidence that either motor or attentional aspects of the tasks contributed to the poorer imitative performance of the children with autism. En ligne : http://dx.doi.org/10.1017/s0954579409990277 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=969 Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings / Pamela WOLFBERG in Journal of Autism and Developmental Disorders, 45-3 (March 2015)
[article]
Titre : Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings Type de document : Texte imprimé et/ou numérique Auteurs : Pamela WOLFBERG, Auteur ; Mila N. DEWITT, Auteur ; Gregory S. YOUNG, Auteur ; Thanh NGUYEN, Auteur Article en page(s) : p.830-845 Langues : Anglais (eng) Mots-clés : Play Social Symbolic Peers Inclusion Sociocultural Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) face pervasive challenges in symbolic and social play development. The Integrated Play Groups (IPG) model provides intensive guidance for children with ASD to participate with typical peers in mutually engaging experiences in natural settings. This study examined the effects of a 12-week IPG intervention on the symbolic and social play of 48 children with ASD using a repeated measures design. The findings revealed significant gains in symbolic and social play that generalized to unsupported play with unfamiliar peers. Consistent with prior studies, the outcomes provide robust and compelling evidence that further validate the efficacy of the IPG model. Theoretical and practical implications for maximizing children’s developmental potential and social inclusion in play are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2245-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.830-845[article] Integrated Play Groups: Promoting Symbolic Play and Social Engagement with Typical Peers in Children with ASD Across Settings [Texte imprimé et/ou numérique] / Pamela WOLFBERG, Auteur ; Mila N. DEWITT, Auteur ; Gregory S. YOUNG, Auteur ; Thanh NGUYEN, Auteur . - p.830-845.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-3 (March 2015) . - p.830-845
Mots-clés : Play Social Symbolic Peers Inclusion Sociocultural Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) face pervasive challenges in symbolic and social play development. The Integrated Play Groups (IPG) model provides intensive guidance for children with ASD to participate with typical peers in mutually engaging experiences in natural settings. This study examined the effects of a 12-week IPG intervention on the symbolic and social play of 48 children with ASD using a repeated measures design. The findings revealed significant gains in symbolic and social play that generalized to unsupported play with unfamiliar peers. Consistent with prior studies, the outcomes provide robust and compelling evidence that further validate the efficacy of the IPG model. Theoretical and practical implications for maximizing children’s developmental potential and social inclusion in play are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2245-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Longitudinal Study of Pretend Play in Autism / Melissa D. RUTHERFORD in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
[article]
Titre : Longitudinal Study of Pretend Play in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa D. RUTHERFORD, Auteur ; Gregory S. YOUNG, Auteur ; Susan HEPBURN, Auteur ; Sally J ROGERS, Auteur Année de publication : 2007 Article en page(s) : p.1024-1039 Langues : Anglais (eng) Mots-clés : Autism Pretend-play Longitudinal-study Index. décimale : PER Périodiques Résumé : This study describes a longitudinal design (following subjects described in Rutherford & Rogers [2003, Journal of Autism and Developmental Disorder, 33, 289–302]) to test for predictors of pretend play competence in a group of children with autism. We tested the hypothesis that developmental change in pretend play performance can be predicted by earlier measures of either executive function, intersubjectivity, imitation, or general development. Participants at the time of follow-up testing were 28 children with autistic disorder (mean chronological age (CA) 57.6 months), 18 children with other developmental disorders (mean CA 59.0 months), and 27 typically developing children (mean CA 30.1 months). Children with autism were profoundly delayed given both competence (prompted) measures as well as performance (spontaneous) measures. Joint attention at time 1 strongly and uniquely predicted pretend play development. En ligne : http://dx.doi.org/10.1007/s10803-006-0240-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1024-1039[article] Longitudinal Study of Pretend Play in Autism [Texte imprimé et/ou numérique] / Melissa D. RUTHERFORD, Auteur ; Gregory S. YOUNG, Auteur ; Susan HEPBURN, Auteur ; Sally J ROGERS, Auteur . - 2007 . - p.1024-1039.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-6 (July 2007) . - p.1024-1039
Mots-clés : Autism Pretend-play Longitudinal-study Index. décimale : PER Périodiques Résumé : This study describes a longitudinal design (following subjects described in Rutherford & Rogers [2003, Journal of Autism and Developmental Disorder, 33, 289–302]) to test for predictors of pretend play competence in a group of children with autism. We tested the hypothesis that developmental change in pretend play performance can be predicted by earlier measures of either executive function, intersubjectivity, imitation, or general development. Participants at the time of follow-up testing were 28 children with autistic disorder (mean chronological age (CA) 57.6 months), 18 children with other developmental disorders (mean CA 59.0 months), and 27 typically developing children (mean CA 30.1 months). Children with autism were profoundly delayed given both competence (prompted) measures as well as performance (spontaneous) measures. Joint attention at time 1 strongly and uniquely predicted pretend play development. En ligne : http://dx.doi.org/10.1007/s10803-006-0240-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Measuring social-communication difficulties in school-age siblings of children with autism spectrum disorder: Standardized versus naturalistic assessment / D. N. GANGI in Autism Research, 14-9 (September 2021)
PermalinkMothers of children with autism spectrum disorders: Play behaviors with infant siblings and social responsiveness / A. J. SCHWICHTENBERG in Autism, 23-4 (May 2019)
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)
PermalinkPlay and Developmental Outcomes in Infant Siblings of Children with Autism / Lisa CHRISTENSEN in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
PermalinkPreliminary Findings of a Telehealth Approach to Parent Training in Autism / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkSchool-age outcomes of infants at risk for autism spectrum disorder / Meghan MILLER in Autism Research, 9-6 (June 2016)
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)
PermalinkSex differences in the corpus callosum in preschool-aged children with autism spectrum disorder / Christine W. NORDAHL in Molecular Autism, (May 2015)
PermalinkShort report: Experiences of Caregivers Participating in a Telehealth Evaluation of Development for Infants (TEDI) / Meagan R. TALBOTT in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkSocial orienting and initiated joint attention behaviors in 9 to 12 month old children with autism spectrum disorder: A family home movies study / Ruben PALOMO in Autism Research, 15-6 (June 2022)
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