Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder / Adriana I. MENDEZ in Autism, 28-6 (June 2024)  

Public ISBD [article]  inAutism > 28-6 (June 2024) . - p.1431-1440 Titre : Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Adriana I. MENDEZ, Auteur ; Emma MCQUEEN, Auteur ; Scott GILLESPIE, Auteur ; Ami KLIN, Auteur ; Cheryl KLAIMAN, Auteur ; Katherine PICKARD, Auteur Article en page(s) : p.1431-1440 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  disparities  early intervention  service access Index. décimale : PER Périodiques Résumé : Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12-40?months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Lay abstract Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services-which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. En ligne : https://dx.doi.org/10.1177/13623613241229150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529 [article] Access to Part C, Early Intervention for children younger than 4?years evaluated for autism spectrum disorder [Texte imprimé et/ou numérique] / Adriana I. MENDEZ, Auteur ; Emma MCQUEEN, Auteur ; Scott GILLESPIE, Auteur ; Ami KLIN, Auteur ; Cheryl KLAIMAN, Auteur ; Katherine PICKARD, Auteur . - p.1431-1440. Langues : Anglais (eng) in Autism > 28-6 (June 2024) . - p.1431-1440 Mots-clés : autism spectrum disorder  disparities  early intervention  service access Index. décimale : PER Périodiques Résumé : Despite consensus on the importance of early detection and intervention for autistic children, health disparities exist, limiting access to timely services. One specific service type in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study aimed to assess access to Part C, Early Intervention services for children who were evaluated for autism spectrum disorder and to examine factors that predicted parent-reported access to these services. This study extracted sociodemographic and service access data from the medical records of 709 children aged 12-40?months who were evaluated for autism spectrum disorder. Results showed that only 50% of the sample had reportedly accessed Part C, Early Intervention services. Those who identified as Black had decreased odds of having accessed Part C, Early Intervention, relative to those who identified as White, while those with a lower age of first parent concern had increased odds of having accessed Part C, Early Intervention. When inputting the independently significant variables into the model, both variables, identifying as Black and a lower age of first concern, remained significantly associated with accessing Part C, Early Intervention. Future work should investigate how these disparities come to be. Lay abstract Health disparities are defined as preventable differences in the opportunities to achieve optimal health outcomes experienced by marginalized and underrepresented communities. For families with autistic children, health disparities limit accessing early intervention services-which have been found to improve quality of life and other outcomes. One specific early intervention service in the United States is Individuals with Disabilities Education Act, Part C Early Intervention programs, which are federally funded interventions for children birth-to-three with developmental delays. This study adds to this topic by examining which factors impact accessing Part C, Early Intervention services for children who were evaluated for autism. Results showed that only half of the sample received these services despite there being concerns about development for all children. In addition, results showed that those who identified as Black had decreased odds of having accessed Part C, Early Intervention compared to those who identified as White. These results suggest that there are disparities when it comes to accessing important early intervention services that may be negatively impacting the Black autistic community. En ligne : https://dx.doi.org/10.1177/13623613241229150 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=529

Affording autism an early brain development re-definition / Ami KLIN in Development and Psychopathology, 32-4 (October 2020)  

Public ISBD [article]  inDevelopment and Psychopathology > 32-4 (October 2020) . - p.1175-1189 Titre : Affording autism an early brain development re-definition Type de document : Texte imprimé et/ou numérique Auteurs : Ami KLIN, Auteur ; Megan MICHELETTI, Auteur ; Cheryl KLAIMAN, Auteur ; Sarah SHULTZ, Auteur ; John N. CONSTANTINO, Auteur ; Warren JONES, Auteur Article en page(s) : p.1175-1189 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  brain development  definition  early diagnosis  early intervention Index. décimale : PER Périodiques Résumé : The national priority to advance early detection and intervention for children with autism spectrum disorder (ASD) has not reduced the late age of ASD diagnosis in the US over several consecutive Centers for Disease Control and Prevention (CDC) surveillance cohorts, with traditionally under-served populations accessing diagnosis later still. In this review, we explore a potential perceptual barrier to this enterprise which views ASD in terms that are contradicted by current science, and which may have its origins in the current definition of the condition and in its historical associations. To address this perceptual barrier, we propose a re-definition of ASD in early brain development terms, with a view to revisit the world of opportunities afforded by current science to optimize children's outcomes despite the risks that they are born with. This view is presented here to counter outdated notions that potentially devastating disability is determined the moment a child is born, and that these burdens are inevitable, with opportunities for improvement being constrained to only alleviation of symptoms or limited improvements in adaptive skills. The impetus for this piece is the concern that such views of complex neurodevelopmental conditions, such as ASD, can become self-fulfilling science and policy, in ways that are diametrically opposed to what we currently know, and are learning every day, of how genetic risk becomes, or not, instantiated as lifetime disabilities. En ligne : http://dx.doi.org/10.1017/s0954579420000802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Affording autism an early brain development re-definition [Texte imprimé et/ou numérique] / Ami KLIN, Auteur ; Megan MICHELETTI, Auteur ; Cheryl KLAIMAN, Auteur ; Sarah SHULTZ, Auteur ; John N. CONSTANTINO, Auteur ; Warren JONES, Auteur . - p.1175-1189. Langues : Anglais (eng) in Development and Psychopathology > 32-4 (October 2020) . - p.1175-1189 Mots-clés : autism spectrum disorder  brain development  definition  early diagnosis  early intervention Index. décimale : PER Périodiques Résumé : The national priority to advance early detection and intervention for children with autism spectrum disorder (ASD) has not reduced the late age of ASD diagnosis in the US over several consecutive Centers for Disease Control and Prevention (CDC) surveillance cohorts, with traditionally under-served populations accessing diagnosis later still. In this review, we explore a potential perceptual barrier to this enterprise which views ASD in terms that are contradicted by current science, and which may have its origins in the current definition of the condition and in its historical associations. To address this perceptual barrier, we propose a re-definition of ASD in early brain development terms, with a view to revisit the world of opportunities afforded by current science to optimize children's outcomes despite the risks that they are born with. This view is presented here to counter outdated notions that potentially devastating disability is determined the moment a child is born, and that these burdens are inevitable, with opportunities for improvement being constrained to only alleviation of symptoms or limited improvements in adaptive skills. The impetus for this piece is the concern that such views of complex neurodevelopmental conditions, such as ASD, can become self-fulfilling science and policy, in ways that are diametrically opposed to what we currently know, and are learning every day, of how genetic risk becomes, or not, instantiated as lifetime disabilities. En ligne : http://dx.doi.org/10.1017/s0954579420000802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Audiovisual Processing in Children with and without Autism Spectrum Disorders / Elizabeth A. MONGILLO in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1349-1358 Titre : Audiovisual Processing in Children with and without Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. MONGILLO, Auteur ; Alice S. CARTER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia R. IRWIN, Auteur ; D. H. WHALEN, Auteur ; Cheryl KLAIMAN, Auteur Année de publication : 2008 Article en page(s) : p.1349-1358 Langues : Anglais (eng) Mots-clés : Audiovisual-processing Visual-influence McGurk-effect Index. décimale : PER Périodiques Résumé : Fifteen children with autism spectrum disorders (ASD) and twenty-one children without ASD completed six perceptual tasks designed to characterize the nature of the audiovisual processing difficulties experienced by children with ASD. Children with ASD scored significantly lower than children without ASD on audiovisual tasks involving human faces and voices, but scored similarly to children without ASD on audiovisual tasks involving nonhuman stimuli (bouncing balls). Results suggest that children with ASD may use visual information for speech differently from children without ASD. Exploratory results support an inverse association between audiovisual speech processing capacities and social impairment in children with ASD. Electronic supplementary material The online version of this article (doi:10.1007/s10803-007-0521-y) contains supplementary material, which is available to authorized users. En ligne : http://dx.doi.org/10.1007/s10803-007-0521-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Audiovisual Processing in Children with and without Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth A. MONGILLO, Auteur ; Alice S. CARTER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia R. IRWIN, Auteur ; D. H. WHALEN, Auteur ; Cheryl KLAIMAN, Auteur . - 2008 . - p.1349-1358. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1349-1358 Mots-clés : Audiovisual-processing Visual-influence McGurk-effect Index. décimale : PER Périodiques Résumé : Fifteen children with autism spectrum disorders (ASD) and twenty-one children without ASD completed six perceptual tasks designed to characterize the nature of the audiovisual processing difficulties experienced by children with ASD. Children with ASD scored significantly lower than children without ASD on audiovisual tasks involving human faces and voices, but scored similarly to children without ASD on audiovisual tasks involving nonhuman stimuli (bouncing balls). Results suggest that children with ASD may use visual information for speech differently from children without ASD. Exploratory results support an inverse association between audiovisual speech processing capacities and social impairment in children with ASD. Electronic supplementary material The online version of this article (doi:10.1007/s10803-007-0521-y) contains supplementary material, which is available to authorized users. En ligne : http://dx.doi.org/10.1007/s10803-007-0521-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Autism spectrum disorder symptom expression in individuals with 3q29 deletion syndrome / Rebecca M. POLLAK in Molecular Autism, 13 (2022)  

Public ISBD [article]  inMolecular Autism > 13 (2022) . - 50 p. Titre : Autism spectrum disorder symptom expression in individuals with 3q29 deletion syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca M. POLLAK, Auteur ; Jordan E. PINCUS, Auteur ; T. Lindsey BURRELL, Auteur ; Joseph F. CUBELLS, Auteur ; Cheryl KLAIMAN, Auteur ; Melissa M. MURPHY, Auteur ; Celine A. SAULNIER, Auteur ; Elaine F. WALKER, Auteur ; Stormi PULVER. WHITE, Auteur ; Jennifer G. MULLE, Auteur Article en page(s) : 50 p. Langues : Anglais (eng) Mots-clés : Male  Female  Humans  Autism Spectrum Disorder/diagnosis/genetics  Syndrome  Social Skills  Surveys and Questionnaires  Phenotype  3q29 deletion  Adi-r  Ados-2  Autism  Copy number variants  Developmental delay  Genomic disorder  Psychiatric genetics  other authors report no conflicts of interest. Index. décimale : PER Périodiques Résumé : BACKGROUND: The 1.6 Mb 3q29 deletion is associated with neurodevelopmental and neuropsychiatric phenotypes, including a 19-fold increased risk for autism spectrum disorder (ASD). Previous work by our team identified elevated social disability in this population via parent-report questionnaires. However, clinical features of ASD in this population have not been explored in detail. METHODS: Thirty-one individuals with 3q29 deletion syndrome (3q29del, 61.3% male) were evaluated using two gold-standard clinical ASD evaluations: the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), and the Autism Diagnostic Interview, Revised (ADI-R). Four matched comparators for each subject were ascertained from the National Database for Autism Research. Item-level scores on the ADOS-2 and ADI-R were compared between subjects with 3q29del and matched comparators. RESULTS: Subjects with 3q29del and no ASD (3q29del-ASD) had greater evidence of social disability compared to typically developing (TD) comparison subjects across the ADOS-2. Subjects with 3q29del and ASD (3q29del + ASD) were largely indistinguishable from non-syndromic ASD (nsASD) subjects on the ADOS-2. 3q29del + ASD performed significantly better on social communication on the ADI-R than nsASD (3q29 + ASD mean=11.36; nsASD mean=15.70; p=0.01), and this was driven by reduced deficits in nonverbal communication (3q29 + ASD mean=1.73; nsASD mean=3.63; p=0.03). 3q29del + ASD reported significantly later age at the first two-word phrase compared to nsASD (3q29del + ASD mean=43.89 months; nsASD mean=37.86 months; p=0.01). However, speech delay was not related to improved nonverbal communication in 3q29del + ASD. LIMITATIONS: There were not enough TD comparators with ADI-R data in NDAR to include in the present analysis. Additionally, our relatively small sample size made it difficult to assess race and ethnicity effects. CONCLUSIONS: 3q29del is associated with significant social disability, irrespective of ASD diagnosis. 3q29del + ASD have similar levels of social disability to nsASD, while 3q29del-ASD have significantly increased social disability compared to TD individuals. However, social communication is reasonably well preserved in 3q29del + ASD relative to nsASD. It is critical that verbal ability and social disability be examined separately in this population to ensure equal access to ASD and social skills evaluations and services. En ligne : http://dx.doi.org/10.1186/s13229-022-00533-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Autism spectrum disorder symptom expression in individuals with 3q29 deletion syndrome [Texte imprimé et/ou numérique] / Rebecca M. POLLAK, Auteur ; Jordan E. PINCUS, Auteur ; T. Lindsey BURRELL, Auteur ; Joseph F. CUBELLS, Auteur ; Cheryl KLAIMAN, Auteur ; Melissa M. MURPHY, Auteur ; Celine A. SAULNIER, Auteur ; Elaine F. WALKER, Auteur ; Stormi PULVER. WHITE, Auteur ; Jennifer G. MULLE, Auteur . - 50 p. Langues : Anglais (eng) in Molecular Autism > 13 (2022) . - 50 p. Mots-clés : Male  Female  Humans  Autism Spectrum Disorder/diagnosis/genetics  Syndrome  Social Skills  Surveys and Questionnaires  Phenotype  3q29 deletion  Adi-r  Ados-2  Autism  Copy number variants  Developmental delay  Genomic disorder  Psychiatric genetics  other authors report no conflicts of interest. Index. décimale : PER Périodiques Résumé : BACKGROUND: The 1.6 Mb 3q29 deletion is associated with neurodevelopmental and neuropsychiatric phenotypes, including a 19-fold increased risk for autism spectrum disorder (ASD). Previous work by our team identified elevated social disability in this population via parent-report questionnaires. However, clinical features of ASD in this population have not been explored in detail. METHODS: Thirty-one individuals with 3q29 deletion syndrome (3q29del, 61.3% male) were evaluated using two gold-standard clinical ASD evaluations: the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2), and the Autism Diagnostic Interview, Revised (ADI-R). Four matched comparators for each subject were ascertained from the National Database for Autism Research. Item-level scores on the ADOS-2 and ADI-R were compared between subjects with 3q29del and matched comparators. RESULTS: Subjects with 3q29del and no ASD (3q29del-ASD) had greater evidence of social disability compared to typically developing (TD) comparison subjects across the ADOS-2. Subjects with 3q29del and ASD (3q29del + ASD) were largely indistinguishable from non-syndromic ASD (nsASD) subjects on the ADOS-2. 3q29del + ASD performed significantly better on social communication on the ADI-R than nsASD (3q29 + ASD mean=11.36; nsASD mean=15.70; p=0.01), and this was driven by reduced deficits in nonverbal communication (3q29 + ASD mean=1.73; nsASD mean=3.63; p=0.03). 3q29del + ASD reported significantly later age at the first two-word phrase compared to nsASD (3q29del + ASD mean=43.89 months; nsASD mean=37.86 months; p=0.01). However, speech delay was not related to improved nonverbal communication in 3q29del + ASD. LIMITATIONS: There were not enough TD comparators with ADI-R data in NDAR to include in the present analysis. Additionally, our relatively small sample size made it difficult to assess race and ethnicity effects. CONCLUSIONS: 3q29del is associated with significant social disability, irrespective of ASD diagnosis. 3q29del + ASD have similar levels of social disability to nsASD, while 3q29del-ASD have significantly increased social disability compared to TD individuals. However, social communication is reasonably well preserved in 3q29del + ASD relative to nsASD. It is critical that verbal ability and social disability be examined separately in this population to ensure equal access to ASD and social skills evaluations and services. En ligne : http://dx.doi.org/10.1186/s13229-022-00533-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Canonical babbling trajectories across the first year of life in autism and typical development / Gordon RAMSAY ; Edina R. BENE ; Pumpki Lei SU ; Hyunjoo YOO ; Cheryl KLAIMAN ; Stormi L. PULVER ; Shana RICHARDSON ; Moira L. PILEGGI ; Natalie BRANE ; D. Kimbrough OLLER in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3078-3091 Titre : Canonical babbling trajectories across the first year of life in autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Gordon RAMSAY, Auteur ; Edina R. BENE, Auteur ; Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur Article en page(s) : p.3078-3091 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  canonical babbling  communication and language  early detection  vocal development Index. décimale : PER Périodiques Résumé : This study explores vocal development as an early marker of autism, focusing on canonical babbling rate and onset, typically established by 7 months. Previous reports suggested delayed or reduced canonical babbling in infants later diagnosed with autism, but the story may be complicated. We present a prospective study on 44 infants later diagnosed with autism spectrum disorder compared with 127 infants later identified as typically developing who were followed longitudinally with day-long recordings from 0 to 13 months. Eight 5-min segments from each of their recordings were coded for canonical and noncanonical syllables. The results confirmed many reports that canonical babbling is a robust feature of human vocal development in the first year of life, with small overall mean differences in canonical babbling rates between the autism spectrum disorder and typically developing groups beginning around 9?months, primarily in males. Our findings highlight the importance of considering sex differences in vocal communication as part of the early detection and diagnosis of autism when determining the need for communication supports to maximize outcomes. Lay Abstract Our study examined how babies develop their ability to talk to help identify early signs of autism. We looked at babies' production of babbling with mature syllables across the first year of life. Babies usually start producing mature babbling at 7 months of age before they say their first words. Some studies have suggested that babies who are later diagnosed with autism produce this kind of babbling less frequently in their first year of life, but other studies have shown complicated outcomes. In this new study, we followed 44 autistic babies and compared them to 127 typically developing babies. We recorded the babies once every month, all day long, from the time that they were born until they were around 13?months old. Then, we studied their mature babbling from segments of these recordings. We found that the rate at which babies used mature babbling was lower in boys with autism, and higher in girls with autism, compared to babies without autism. This research helps us understand how babies with autism learn to talk. It also raises important questions about differences between boys and girls with autism. Our study can help us improve how scientists and clinicians can identify autism earlier, which could lead to better communication supports for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241253908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Canonical babbling trajectories across the first year of life in autism and typical development [Texte imprimé et/ou numérique] / Gordon RAMSAY, Auteur ; Edina R. BENE, Auteur ; Pumpki Lei SU, Auteur ; Hyunjoo YOO, Auteur ; Cheryl KLAIMAN, Auteur ; Stormi L. PULVER, Auteur ; Shana RICHARDSON, Auteur ; Moira L. PILEGGI, Auteur ; Natalie BRANE, Auteur ; D. Kimbrough OLLER, Auteur . - p.3078-3091. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3078-3091 Mots-clés : autism spectrum disorders  canonical babbling  communication and language  early detection  vocal development Index. décimale : PER Périodiques Résumé : This study explores vocal development as an early marker of autism, focusing on canonical babbling rate and onset, typically established by 7 months. Previous reports suggested delayed or reduced canonical babbling in infants later diagnosed with autism, but the story may be complicated. We present a prospective study on 44 infants later diagnosed with autism spectrum disorder compared with 127 infants later identified as typically developing who were followed longitudinally with day-long recordings from 0 to 13 months. Eight 5-min segments from each of their recordings were coded for canonical and noncanonical syllables. The results confirmed many reports that canonical babbling is a robust feature of human vocal development in the first year of life, with small overall mean differences in canonical babbling rates between the autism spectrum disorder and typically developing groups beginning around 9?months, primarily in males. Our findings highlight the importance of considering sex differences in vocal communication as part of the early detection and diagnosis of autism when determining the need for communication supports to maximize outcomes. Lay Abstract Our study examined how babies develop their ability to talk to help identify early signs of autism. We looked at babies' production of babbling with mature syllables across the first year of life. Babies usually start producing mature babbling at 7 months of age before they say their first words. Some studies have suggested that babies who are later diagnosed with autism produce this kind of babbling less frequently in their first year of life, but other studies have shown complicated outcomes. In this new study, we followed 44 autistic babies and compared them to 127 typically developing babies. We recorded the babies once every month, all day long, from the time that they were born until they were around 13?months old. Then, we studied their mature babbling from segments of these recordings. We found that the rate at which babies used mature babbling was lower in boys with autism, and higher in girls with autism, compared to babies without autism. This research helps us understand how babies with autism learn to talk. It also raises important questions about differences between boys and girls with autism. Our study can help us improve how scientists and clinicians can identify autism earlier, which could lead to better communication supports for autistic children and their families. En ligne : https://dx.doi.org/10.1177/13623613241253908 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Development of attention from birth to 5 months in infants at risk for autism spectrum disorder / Jessica BRADSHAW in Development and Psychopathology, 32-2 (May 2020)  

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Factors associated with enrollment into a clinical trial of caregiver-implemented intervention for infants at risk for autism spectrum disorder / Jessica BRADSHAW in Autism, 24-7 (October 2020)  

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Foundations of Vocal Category Development in Autistic Infants / Pumpki Lei SU in Journal of Autism and Developmental Disorders, 55-3 (March 2025)  

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Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery / Julie M. WOLF in Autism Research, 1-6 (December 2008)  

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The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

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Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program / James W. TANAKA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

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Visual-Motor Integration Deficits in 3q29 Deletion Syndrome / T. Lindsey BURRELL ; Joseph F. CUBELLS ; Cheryl KLAIMAN ; Melissa M. MURPHY ; Celine A. SAULNIER ; Elaine F. WALKER ; Stormi Pulver WHITE ; Jennifer G. MULLE in Journal of Autism and Developmental Disorders, 54-8 (August 2024)  

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