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Auteur Connie KASARI |
Documents disponibles écrits par cet auteur (55)
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Heterogeneity of autism symptoms in community-referred infants and toddlers at elevated or low familial likelihood of autism / Torrey L. COHENOUR in Autism Research, 16-9 (September 2023)
[article]
Titre : Heterogeneity of autism symptoms in community-referred infants and toddlers at elevated or low familial likelihood of autism Type de document : Texte imprimé et/ou numérique Auteurs : Torrey L. COHENOUR, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1739-1749 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Evidence suggests autistic individuals at elevated familial likelihood of autism spectrum disorder (by virtue of having an autistic sibling) have stronger cognitive abilities on average than autistic individuals with no family history of the condition, who have a low familial likelihood of autism. Investigating phenotypic differences between community-referred infants and toddlers with autism symptoms at elevated or low familial likelihood of autism may provide important insight into heterogeneity in the emerging autism phenotype. This study compared behavioral, cognitive, and language abilities of community-referred infants and toddlers with confirmed autism symptoms at elevated (EL) or low familial likelihood of autism (LL). Participants were 121 children aged 12 to 36?months who participated in two larger randomized trials of parent-mediated interventions for children with autism symptoms. Behavioral phenotypes were compared across three groups: children with at least one autistic sibling (EL-Sibs, n=30), those with at least one older, non-autistic sibling and no family history of autism (LL-Sibs, n=40), and first-born children with no family history of autism (LL-FB, n=51). EL-Sibs had less severe autism symptoms and stronger cognitive abilities than children in LL groups. While the rate of receptive language delay was similar across groups, the rate of expressive language delay was markedly lower among EL-Sibs. After controlling for age and nonverbal cognitive ability, EL-Sibs were significantly less likely to present with expressive language delay than LL-Sibs. Familial likelihood of autism may play an important role in shaping the emerging autism phenotype in infancy and toddlerhood. En ligne : https://doi.org/10.1002/aur.2973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism Research > 16-9 (September 2023) . - p.1739-1749[article] Heterogeneity of autism symptoms in community-referred infants and toddlers at elevated or low familial likelihood of autism [Texte imprimé et/ou numérique] / Torrey L. COHENOUR, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.1739-1749.
Langues : Anglais (eng)
in Autism Research > 16-9 (September 2023) . - p.1739-1749
Index. décimale : PER Périodiques Résumé : Abstract Evidence suggests autistic individuals at elevated familial likelihood of autism spectrum disorder (by virtue of having an autistic sibling) have stronger cognitive abilities on average than autistic individuals with no family history of the condition, who have a low familial likelihood of autism. Investigating phenotypic differences between community-referred infants and toddlers with autism symptoms at elevated or low familial likelihood of autism may provide important insight into heterogeneity in the emerging autism phenotype. This study compared behavioral, cognitive, and language abilities of community-referred infants and toddlers with confirmed autism symptoms at elevated (EL) or low familial likelihood of autism (LL). Participants were 121 children aged 12 to 36?months who participated in two larger randomized trials of parent-mediated interventions for children with autism symptoms. Behavioral phenotypes were compared across three groups: children with at least one autistic sibling (EL-Sibs, n=30), those with at least one older, non-autistic sibling and no family history of autism (LL-Sibs, n=40), and first-born children with no family history of autism (LL-FB, n=51). EL-Sibs had less severe autism symptoms and stronger cognitive abilities than children in LL groups. While the rate of receptive language delay was similar across groups, the rate of expressive language delay was markedly lower among EL-Sibs. After controlling for age and nonverbal cognitive ability, EL-Sibs were significantly less likely to present with expressive language delay than LL-Sibs. Familial likelihood of autism may play an important role in shaping the emerging autism phenotype in infancy and toddlerhood. En ligne : https://doi.org/10.1002/aur.2973 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial / Stephanie Y. SHIRE in Journal of Child Psychology and Psychiatry, 58-5 (May 2017)
[article]
Titre : Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur Article en page(s) : p.612-622 Langues : Anglais (eng) Mots-clés : Autism JASPER early intervention paraprofessionals joint attention joint engagement play implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622[article] Hybrid implementation model of community-partnered early intervention for toddlers with autism: a randomized trial [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Ya-Chih CHANG, Auteur ; Wendy SHIH, Auteur ; Suzanne BRACAGLIA, Auteur ; Maria KODJOE, Auteur ; Connie KASARI, Auteur . - p.612-622.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-5 (May 2017) . - p.612-622
Mots-clés : Autism JASPER early intervention paraprofessionals joint attention joint engagement play implementation Index. décimale : PER Périodiques Résumé : Background Interventions found to be effective in research settings are often not as effective when implemented in community settings. Considering children with autism, studies have rarely examined the efficacy of laboratory-tested interventions on child outcomes in community settings using randomized controlled designs. Methods One hundred and thirteen children with autism enrolled in public early intervention classrooms in low resource neighborhoods were randomized to Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) intervention or treatment as usual waitlist for 10 weeks with 1-month follow-up. Results Teaching assistants delivered JASPER at adequate fidelity. Children randomized to JASPER demonstrated significant gains over treatment as usual in core developmental outcomes of joint engagement, joint attention, and play skills that were maintained at follow-up. Conclusions Supervised teaching assistants delivered JASPER intervention with a range of toddlers with autism leading to significant gains in developmental outcomes. En ligne : http://dx.doi.org/10.1111/jcpp.12672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=306 Identification of a distinct developmental and behavioral profile in children with Dup15q syndrome / C. DISTEFANO in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
[article]
Titre : Identification of a distinct developmental and behavioral profile in children with Dup15q syndrome Type de document : Texte imprimé et/ou numérique Auteurs : C. DISTEFANO, Auteur ; A. GULSRUD, Auteur ; S. HUBERTY, Auteur ; Connie KASARI, Auteur ; E. COOK, Auteur ; L. T. REITER, Auteur ; R. THIBERT, Auteur ; S. S. JESTE, Auteur Article en page(s) : p.19 Langues : Anglais (eng) Mots-clés : Adaptive functioning Autism spectrum disorder Duplication 15q syndrome Intellectual disability Social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: One of the most common genetic variants associated with autism spectrum disorder (ASD) are duplications of chromosome 15q11.2-q13.1 (Dup15q syndrome). To identify distinctive developmental and behavioral features in Dup15q syndrome, we examined the social communication, adaptive, and cognitive skills in clinic-referred subjects and compared the characteristics of children with Dup15q syndrome to age/IQ-matched children with non-syndromic ASD. Behavior and development were also analyzed within the Dup15q group for differences related to copy number or epilepsy. METHODS: Participants included 13 children with Dup15q syndrome and 13 children with non-syndromic ASD, matched on chronological and mental age, ages 22 months-12 years. In the Dup15q group, ten participants had isodicentric and three had interstitial duplications. Four children had active epilepsy (all isodicentric). Participants were assessed for verbal and non-verbal cognition, ASD characteristics based on the Autism Diagnostic Observation Schedule (ADOS), and adaptive function based on the Vineland Adaptive Behavior Scales (VABS). Group comparisons were performed between Dup15q and ASD participants, as well as within the Dup15q group based on duplication type and epilepsy status. RESULTS: All children with Dup15q syndrome met the criteria for ASD; ASD severity scores were significantly lower than children in the non-syndromic ASD group. ADOS profiles demonstrated a relative strength in items related to social interest. Children with Dup15q syndrome also demonstrated significantly more impairment in motor and daily living skills. Within the Dup15q group, children with epilepsy demonstrated significantly lower cognitive and adaptive function than those without epilepsy. CONCLUSIONS: The relative strength observed in social interest and responsiveness in the context of impaired motor skills represents an important avenue for intervention, including aggressive treatment of epilepsy, early and consistent focus on motor skills, and intervention targeting joint attention and language within a play context, in order to build on social interest to further develop social communication abilities. Longitudinal research beginning in early development will elucidate the temporal relationships between developmental domains and neurological comorbidities in these children at high risk for neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-016-9152-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.19[article] Identification of a distinct developmental and behavioral profile in children with Dup15q syndrome [Texte imprimé et/ou numérique] / C. DISTEFANO, Auteur ; A. GULSRUD, Auteur ; S. HUBERTY, Auteur ; Connie KASARI, Auteur ; E. COOK, Auteur ; L. T. REITER, Auteur ; R. THIBERT, Auteur ; S. S. JESTE, Auteur . - p.19.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.19
Mots-clés : Adaptive functioning Autism spectrum disorder Duplication 15q syndrome Intellectual disability Social communication Index. décimale : PER Périodiques Résumé : BACKGROUND: One of the most common genetic variants associated with autism spectrum disorder (ASD) are duplications of chromosome 15q11.2-q13.1 (Dup15q syndrome). To identify distinctive developmental and behavioral features in Dup15q syndrome, we examined the social communication, adaptive, and cognitive skills in clinic-referred subjects and compared the characteristics of children with Dup15q syndrome to age/IQ-matched children with non-syndromic ASD. Behavior and development were also analyzed within the Dup15q group for differences related to copy number or epilepsy. METHODS: Participants included 13 children with Dup15q syndrome and 13 children with non-syndromic ASD, matched on chronological and mental age, ages 22 months-12 years. In the Dup15q group, ten participants had isodicentric and three had interstitial duplications. Four children had active epilepsy (all isodicentric). Participants were assessed for verbal and non-verbal cognition, ASD characteristics based on the Autism Diagnostic Observation Schedule (ADOS), and adaptive function based on the Vineland Adaptive Behavior Scales (VABS). Group comparisons were performed between Dup15q and ASD participants, as well as within the Dup15q group based on duplication type and epilepsy status. RESULTS: All children with Dup15q syndrome met the criteria for ASD; ASD severity scores were significantly lower than children in the non-syndromic ASD group. ADOS profiles demonstrated a relative strength in items related to social interest. Children with Dup15q syndrome also demonstrated significantly more impairment in motor and daily living skills. Within the Dup15q group, children with epilepsy demonstrated significantly lower cognitive and adaptive function than those without epilepsy. CONCLUSIONS: The relative strength observed in social interest and responsiveness in the context of impaired motor skills represents an important avenue for intervention, including aggressive treatment of epilepsy, early and consistent focus on motor skills, and intervention targeting joint attention and language within a play context, in order to build on social interest to further develop social communication abilities. Longitudinal research beginning in early development will elucidate the temporal relationships between developmental domains and neurological comorbidities in these children at high risk for neurodevelopmental disorders. En ligne : http://dx.doi.org/10.1186/s11689-016-9152-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348 Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do? / Giacomo VIVANTI in Autism Research, 11-1 (January 2018)
[article]
Titre : Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do? Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Connie KASARI, Auteur ; Jonathan GREEN, Auteur ; David MANDELL, Auteur ; Melissa MAYE, Auteur ; Kristelle HUDRY, Auteur Article en page(s) : p.16-23 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Despite recent advances, the evidence base supporting early intervention for young children with autism spectrum disorder (ASD) remains relatively sparse. The International Society for Autism Research (INSAR) recently sponsored a Special Interest Group (SIG) on Implementing and Evaluating Community?Based Early Intervention. Across three meetings, in 2015, 2016, and 2017, conveners of this SIG engaged >200 members to identify knowledge gaps and research priorities for moving the field forward. Here, we summarize the perspectives that emerged from group discussion at the SIG meetings as represented by scholars working actively in the field. Despite encouraging progress, critical gaps and research priorities were identified across all the stages of intervention development and testing from conceptualization to community implementation. Key issues include the need for (a) formal theories to guide early intervention development, evaluation, and implementation; and alignment of intervention goals with scientific knowledge and societal changes that have occurred in the decades since interventions were originally developed; (b) increased focus on feasibility of treatment procedures and alignment with stakeholder values during pilot evaluations; (c) use of research designs that allow for comparisons of different interventions and formats, analyses of active ingredients of treatment, and identification of moderators and mediators of outcome; (d) use of community?partnered participatory research to guide adaptation of intervention models to community settings; (e) inclusion of constructs related to implementation processes and outcomes in treatment trials and; (f) an iterative approach to the progression of knowledge from intervention development to implementation. Autism Res 2018, 11: 16–23. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this article, we summarize the themes discussed at the INSAR Special Interest Group (SIG) on Implementing and Evaluating Community?Based Early Intervention. Priorities for moving the field forward identified in the SIG included the need for (a) formal theories to guide the development and evaluation of interventions, (b) pilot evaluations that investigate feasibility and acceptability of interventions, (c) methodologies that allow us to determine for whom different interventions bring most benefit and why this is so, (d) strategies to include community members and other stakeholders in the process of developing and evaluating interventions, and (e) understanding of factors that make interventions more likely to be adopted and successfully implemented in the real world. En ligne : https://doi.org/10.1002/aur.1900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333
in Autism Research > 11-1 (January 2018) . - p.16-23[article] Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do? [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Connie KASARI, Auteur ; Jonathan GREEN, Auteur ; David MANDELL, Auteur ; Melissa MAYE, Auteur ; Kristelle HUDRY, Auteur . - p.16-23.
Langues : Anglais (eng)
in Autism Research > 11-1 (January 2018) . - p.16-23
Index. décimale : PER Périodiques Résumé : Despite recent advances, the evidence base supporting early intervention for young children with autism spectrum disorder (ASD) remains relatively sparse. The International Society for Autism Research (INSAR) recently sponsored a Special Interest Group (SIG) on Implementing and Evaluating Community?Based Early Intervention. Across three meetings, in 2015, 2016, and 2017, conveners of this SIG engaged >200 members to identify knowledge gaps and research priorities for moving the field forward. Here, we summarize the perspectives that emerged from group discussion at the SIG meetings as represented by scholars working actively in the field. Despite encouraging progress, critical gaps and research priorities were identified across all the stages of intervention development and testing from conceptualization to community implementation. Key issues include the need for (a) formal theories to guide early intervention development, evaluation, and implementation; and alignment of intervention goals with scientific knowledge and societal changes that have occurred in the decades since interventions were originally developed; (b) increased focus on feasibility of treatment procedures and alignment with stakeholder values during pilot evaluations; (c) use of research designs that allow for comparisons of different interventions and formats, analyses of active ingredients of treatment, and identification of moderators and mediators of outcome; (d) use of community?partnered participatory research to guide adaptation of intervention models to community settings; (e) inclusion of constructs related to implementation processes and outcomes in treatment trials and; (f) an iterative approach to the progression of knowledge from intervention development to implementation. Autism Res 2018, 11: 16–23. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary In this article, we summarize the themes discussed at the INSAR Special Interest Group (SIG) on Implementing and Evaluating Community?Based Early Intervention. Priorities for moving the field forward identified in the SIG included the need for (a) formal theories to guide the development and evaluation of interventions, (b) pilot evaluations that investigate feasibility and acceptability of interventions, (c) methodologies that allow us to determine for whom different interventions bring most benefit and why this is so, (d) strategies to include community members and other stakeholders in the process of developing and evaluating interventions, and (e) understanding of factors that make interventions more likely to be adopted and successfully implemented in the real world. En ligne : https://doi.org/10.1002/aur.1900 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=333 Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
[article]
Titre : Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur Article en page(s) : p.1737-1747 Langues : Anglais (eng) Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747[article] Increasing Responsive Parent–Child Interactions and Joint Engagement: Comparing the Influence of Parent-Mediated Intervention and Parent Psychoeducation [Texte imprimé et/ou numérique] / Stephanie Y. SHIRE, Auteur ; Amanda GULSRUD, Auteur ; Connie KASARI, Auteur . - p.1737-1747.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1737-1747
Mots-clés : Parent-mediated intervention JASPER Toddlers Autism Responsivity Joint engagement Index. décimale : PER Périodiques Résumé : Enhancing immediate and contingent responding by caregivers to children’s signals is an important strategy to support social interactions between caregivers and their children with autism. Yet, there has been limited examination of parents’ responsive behaviour in association with children’s social behaviour post caregiver-mediated intervention. Eighty-five dyads were randomized to one of two 10-week caregiver-training interventions. Parent–child play interactions were coded for parental responsivity and children’s joint engagement. Significant gains in responsivity and time jointly engaged were found post JASPER parent-mediated intervention over a psychoeducation intervention. Further, combining higher levels of responsive behaviour with greater adoption of intervention strategies was associated with greater time jointly engaged. Findings encourage a focus on enhancing responsive behaviour in parent-mediated intervention models. En ligne : http://dx.doi.org/10.1007/s10803-016-2702-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 Interventions in schools for children with autism spectrum disorder: Methods and recommendations / Connie KASARI in Autism, 17-3 (May 2013)
PermalinkInvolvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms / Brandt CHAMBERLAIN in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
PermalinkIsolating active ingredients in a parent-mediated social communication intervention for toddlers with autism spectrum disorder / Amanda C. GULSRUD in Journal of Child Psychology and Psychiatry, 57-5 (May 2016)
PermalinkIt’s who you know: Caregiver social networks predict service use among under-resourced children with autism / Amanda GULSRUD in Research in Autism Spectrum Disorders, 88 (October 2021)
PermalinkJoint attention and symbolic play in young children with autism: a randomized controlled intervention study / Connie KASARI in Journal of Child Psychology and Psychiatry, 47-6 (June 2006)
PermalinkJoint Attention Intervention for Children with Autism / Connie KASARI
PermalinkJoint engagement is a potential mechanism leading to increased initiations of joint attention and downstream effects on language: JASPER early intervention for children with ASD / W. SHIH in Journal of Child Psychology and Psychiatry, 62-10 (October 2021)
PermalinkMaking the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders / Connie KASARI in Journal of Child Psychology and Psychiatry, 53-4 (April 2012)
PermalinkMeasuring social communication behaviors as a treatment endpoint in individuals with autism spectrum disorder / Evdokia ANAGNOSTOU in Autism, 19-5 (July 2015)
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)
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
PermalinkParent–child interactions in autism: Characteristics of play / Stephanny FREEMAN in Autism, 17-2 (March 2013)
PermalinkParenting stress in caregiver-mediated interventions for toddlers with autism: An application of quantile regression mixed models / A. SCHLINK in Autism Research, 15-2 (February 2022)
PermalinkParents’ Adoption of Social Communication Intervention Strategies: Families Including Children with Autism Spectrum Disorder Who are Minimally Verbal / Stephanie Y. SHIRE in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkPeer Acceptance, Social Engagement, and Friendship: Critical Social Goals for Children with Autism Spectrum Disorders / Connie KASARI
PermalinkPeer engagement in toddlers with autism: Community implementation of dyadic and individual Joint Attention, Symbolic Play, Engagement, and Regulation intervention / Stephanie Y. SHIRE in Autism, 24-8 (November 2020)
PermalinkPersonal victimization experiences of autistic and non-autistic children / Natalie LIBSTER in Molecular Autism, 13 (2022)
PermalinkPlay and Joint Attention of Children with Autism in the Preschool Special Education Classroom / Connie S. WONG in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
PermalinkPositive Effects of Methylphenidate on Social Communication and Self-Regulation in Children with Pervasive Developmental Disorders and Hyperactivity / Laudan B. JAHROMI in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
PermalinkPredictors of Attrition in a Randomized Trial of a Social Communication Intervention for Infant-Toddlers at Risk for Autism / Kyle STERRETT in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
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