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Auteur Geraldine DAWSON |
Documents disponibles écrits par cet auteur (86)
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Altered Dynamics of the fMRI Response to Faces in Individuals with Autism / Natalia M. KLEINHANS in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : Altered Dynamics of the fMRI Response to Faces in Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Natalia M. KLEINHANS, Auteur ; Todd RICHARDS, Auteur ; Jessica GREENSON, Auteur ; Geraldine DAWSON, Auteur ; Elizabeth H. AYLWARD, Auteur Année de publication : 2016 Article en page(s) : p.232-241 Langues : Anglais (eng) Mots-clés : Habituation Faces Houses Amygdala Fusiform Adaptation Index. décimale : PER Périodiques Résumé : Abnormal fMRI habituation in autism spectrum disorders (ASDs) has been proposed as a critical component in social impairment. This study investigated habituation to fearful faces and houses in ASD and whether fMRI measures of brain activity discriminate between ASD and typically developing (TD) controls. Two identical fMRI runs presenting masked fearful faces, houses, and scrambled images were collected. We found significantly slower fMRI responses to fearful faces but not houses in ASD. In addition, the pattern of slow to emerge amygdala activation to faces had robust discriminability [ASD vs. TD; area under the curve (AUC) = .852, p < .001]. In contrast, habituation to houses had no predictive value (AUC = .573, p = .365). Amygdala habituation to emotional faces may be useful for quantifying risk in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2565-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.232-241[article] Altered Dynamics of the fMRI Response to Faces in Individuals with Autism [Texte imprimé et/ou numérique] / Natalia M. KLEINHANS, Auteur ; Todd RICHARDS, Auteur ; Jessica GREENSON, Auteur ; Geraldine DAWSON, Auteur ; Elizabeth H. AYLWARD, Auteur . - 2016 . - p.232-241.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.232-241
Mots-clés : Habituation Faces Houses Amygdala Fusiform Adaptation Index. décimale : PER Périodiques Résumé : Abnormal fMRI habituation in autism spectrum disorders (ASDs) has been proposed as a critical component in social impairment. This study investigated habituation to fearful faces and houses in ASD and whether fMRI measures of brain activity discriminate between ASD and typically developing (TD) controls. Two identical fMRI runs presenting masked fearful faces, houses, and scrambled images were collected. We found significantly slower fMRI responses to fearful faces but not houses in ASD. In addition, the pattern of slow to emerge amygdala activation to faces had robust discriminability [ASD vs. TD; area under the curve (AUC) = .852, p < .001]. In contrast, habituation to houses had no predictive value (AUC = .573, p = .365). Amygdala habituation to emotional faces may be useful for quantifying risk in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2565-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 An Early Start for Your Child with Autism / Sally J ROGERS
Titre : An Early Start for Your Child with Autism : Using Everyday Activities to Help Kids Connect, Communicate, and Learn Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; Geraldine DAWSON, Auteur ; Laurie A. VISMARA, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2012 Importance : 342 p. Format : 18,5cm x 26cm x 3cm ISBN/ISSN/EAN : 978-1-4625-0389-6 Note générale : Bibliogr., webogr, Index Langues : Anglais (eng) Index. décimale : APP-B APP-B - Modèle de Denver Résumé : Cutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorders (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 An Early Start for Your Child with Autism : Using Everyday Activities to Help Kids Connect, Communicate, and Learn [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; Geraldine DAWSON, Auteur ; Laurie A. VISMARA, Auteur . - New-York [Etats-Unis] : Guilford Press, 2012 . - 342 p. ; 18,5cm x 26cm x 3cm.
ISBN : 978-1-4625-0389-6
Bibliogr., webogr, Index
Langues : Anglais (eng)
Index. décimale : APP-B APP-B - Modèle de Denver Résumé : Cutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorders (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité DOC0002340 APP-B ROG Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Sorti jusqu'au 29/02/2024 DOC0003343 APP-B ROG Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Asperger, qu'est-ce que c'est pour moi ? FAHERTY, Catherine Sequences: 4-Step HARRISON, Vanessa Promouvoir la relation de service en action sociale et médico-sociale LOUBAT, Jean-René Guide de sensibilisation au trouble du spectre de l'autisme : Une journée dans la vie de Francis LEBEAU, Amélie Early Start Denver Model for Young Children with Autism ROGERS, Sally J Le monde d'Éloi MARTEL, Sophie An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method / Lorrie SCHMID in Focus on Autism and Other Developmental Disabilities, 35-3 (September 2020)
[article]
Titre : An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method Type de document : Texte imprimé et/ou numérique Auteurs : Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.176-185 Mots-clés : autism spectrum disorders intervention communication socialization music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185[article] An Investigation of a Classroom-Based Specialized Music Therapy Model for Children With Autism Spectrum Disorder: Voices Together Using the VOICSS™ Method [Texte imprimé et/ou numérique] / Lorrie SCHMID, Auteur ; Lauren DEMOSS, Auteur ; Paige SCARBROUGH, Auteur ; Carol RIPPLE, Auteur ; Yasmine WHITE, Auteur ; Geraldine DAWSON, Auteur . - p.176-185.
in Focus on Autism and Other Developmental Disabilities > 35-3 (September 2020) . - p.176-185
Mots-clés : autism spectrum disorders intervention communication socialization music therapy Index. décimale : PER Périodiques Résumé : Students with autism spectrum disorder (ASD) have marked deficits in social communication skills, which can challenge their ability to participate in academic and social activities. Music therapy is a popular intervention for children with ASD, and although research evidence supporting its effectiveness is growing, methodological flaws limit interpretation. The present study proposes a new measure, the DUACS, to assess outcomes associated with a group music therapy program, Voices Together. Participants were 64 elementary students from nine self-contained autism classrooms who attended 16 weekly intervention sessions. Teacher-reported behavior questionnaires and direct student behavioral measures were administered at baseline, during, and after treatment. Increases in communication and social skills suggested program effectiveness, particularly among students with higher baseline skills. Further investigation of this program approach will help to better understand its mechanisms and for whom it works best. En ligne : https://doi.org/10.1177/1088357620902505 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=430 Assessing the impact of a combined analysis of four common low-risk genetic variants on autism risk / Jerome CARAYOL in Molecular Autism, (February 2010)
[article]
Titre : Assessing the impact of a combined analysis of four common low-risk genetic variants on autism risk Type de document : Texte imprimé et/ou numérique Auteurs : Jerome CARAYOL, Auteur ; Geraldine DAWSON, Auteur ; Gerard SCHELLENBERG, Auteur ; Frederic TORES, Auteur ; Jörg HAGER, Auteur ; Andreas ZIEGLER, Auteur Année de publication : 2010 Article en page(s) : 11 p. Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background
Autism is a complex disorder characterized by deficits involving communication, social interaction, and repetitive and restrictive patterns of behavior. Twin studies have shown that autism is strongly heritable, suggesting a strong genetic component. In other disease states with a complex etiology, such as type 2 diabetes, cancer and cardiovascular disease, combined analysis of multiple genetic variants in a genetic score has helped to identify individuals at high risk of disease. Genetic scores are designed to test for association of genetic markers with disease.
Method
The accumulation of multiple risk alleles markedly increases the risk of being affected, and compared with studying polymorphisms individually, it improves the identification of subgroups of individuals at greater risk. In the present study, we show that this approach can be applied to autism by specifically looking at a high-risk population of children who have siblings with autism. A two-sample study design and the generation of a genetic score using multiple independent genes were used to assess the risk of autism in a high-risk population.
Results
In both samples, odds ratios (ORs) increased significantly as a function of the number of risk alleles, with a genetic score of 8 being associated with an OR of 5.54 (95% confidence interval [CI] 2.45 to 12.49). The sensitivities and specificities for each genetic score were similar in both analyses, and the resultant area under the receiver operating characteristic curves were identical (0.59).
Conclusions
These results suggest that the accumulation of multiple risk alleles in a genetic score is a useful strategy for assessing the risk of autism in siblings of affected individuals, and may be better than studying single polymorphisms for identifying subgroups of individuals with significantly greater risk.En ligne : http://dx.doi.org/10.1186/2040-2392-1-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Molecular Autism > (February 2010) . - 11 p.[article] Assessing the impact of a combined analysis of four common low-risk genetic variants on autism risk [Texte imprimé et/ou numérique] / Jerome CARAYOL, Auteur ; Geraldine DAWSON, Auteur ; Gerard SCHELLENBERG, Auteur ; Frederic TORES, Auteur ; Jörg HAGER, Auteur ; Andreas ZIEGLER, Auteur . - 2010 . - 11 p.
Langues : Anglais (eng)
in Molecular Autism > (February 2010) . - 11 p.
Index. décimale : PER Périodiques Résumé : Background
Autism is a complex disorder characterized by deficits involving communication, social interaction, and repetitive and restrictive patterns of behavior. Twin studies have shown that autism is strongly heritable, suggesting a strong genetic component. In other disease states with a complex etiology, such as type 2 diabetes, cancer and cardiovascular disease, combined analysis of multiple genetic variants in a genetic score has helped to identify individuals at high risk of disease. Genetic scores are designed to test for association of genetic markers with disease.
Method
The accumulation of multiple risk alleles markedly increases the risk of being affected, and compared with studying polymorphisms individually, it improves the identification of subgroups of individuals at greater risk. In the present study, we show that this approach can be applied to autism by specifically looking at a high-risk population of children who have siblings with autism. A two-sample study design and the generation of a genetic score using multiple independent genes were used to assess the risk of autism in a high-risk population.
Results
In both samples, odds ratios (ORs) increased significantly as a function of the number of risk alleles, with a genetic score of 8 being associated with an OR of 5.54 (95% confidence interval [CI] 2.45 to 12.49). The sensitivities and specificities for each genetic score were similar in both analyses, and the resultant area under the receiver operating characteristic curves were identical (0.59).
Conclusions
These results suggest that the accumulation of multiple risk alleles in a genetic score is a useful strategy for assessing the risk of autism in siblings of affected individuals, and may be better than studying single polymorphisms for identifying subgroups of individuals with significantly greater risk.En ligne : http://dx.doi.org/10.1186/2040-2392-1-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Associations between executive function and attention abilities and language and social communication skills in young autistic children / Jill HOWARD in Autism, 27-7 (October 2023)
[article]
Titre : Associations between executive function and attention abilities and language and social communication skills in young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Jill HOWARD, Auteur ; Brianna HEROLD, Auteur ; Samantha MAJOR, Auteur ; Caroline LEAHY, Auteur ; Kevin RAMSEUR, Auteur ; Lauren FRANZ, Auteur ; Megan DEAVER, Auteur ; Saritha VERMEER, Auteur ; Kimberly LH CARPENTER, Auteur ; Michael MURIAS, Auteur ; Wei Angel HUANG, Auteur ; Geraldine DAWSON, Auteur Article en page(s) : p.2135-2144 Langues : Anglais (eng) Mots-clés : attention autism spectrum disorder executive function eye-tracking social communication Index. décimale : PER Périodiques Résumé : Although it has been found that autistic children exhibit delays in executive function abilities and atypical patterns of attention, less is known about the relationship between executive function and attention abilities and social and language skills in early childhood. In this study, 180 autistic children, age 2-8?years, participated in a study examining the relationship between executive function abilities, measured by the Behavior Rating Inventory of Executive Function, and assessments of sustained attention measured via eye-tracking and several language and social communication measures. Results revealed that children with higher caregiver-reported executive function skills, specifically, working memory and planning/organization abilities, demonstrated higher levels of caregiver-reported receptive-expressive social communication abilities measured via the Pervasive Developmental Disorder Behavior Inventory. Higher executive function abilities across all domains were associated with lower levels of social pragmatic problems. Children who were able to sustain their attention for a longer duration demonstrated higher expressive language abilities. These results suggest that executive function and attention skills may play an important role in multiple domains of functioning in autistic children. It will be useful to determine whether therapies that seek to improve executive function skills in autistic individuals also positively influence their social/communication and language abilities.Lay AbstractExecutive functioning describes a set of cognitive processes that affect thinking and behavior. Past research has shown that autistic individuals often have delays in the acquisition of executive function abilities. Our study explored how differences in executive function and attention abilities relate to social abilities and communication/language in 180 young autistic children. Data were gathered via caregiver report (questionnaires/interviews) and an assessment of vocabulary skills. The ability to sustain attention to a dynamic video was measured via eye tracking. We found that children with higher levels of executive function skills demonstrated lower levels of social pragmatic problems, a measure of having difficulties in social contexts. Furthermore, children who were able to sustain their attention longer to the video displayed higher levels of expressive language. Our results emphasize the importance of executive function and attention skills across multiple areas of functioning in autistic children, in particular those that involve language and social communication. En ligne : http://dx.doi.org/10.1177/13623613231154310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism > 27-7 (October 2023) . - p.2135-2144[article] Associations between executive function and attention abilities and language and social communication skills in young autistic children [Texte imprimé et/ou numérique] / Jill HOWARD, Auteur ; Brianna HEROLD, Auteur ; Samantha MAJOR, Auteur ; Caroline LEAHY, Auteur ; Kevin RAMSEUR, Auteur ; Lauren FRANZ, Auteur ; Megan DEAVER, Auteur ; Saritha VERMEER, Auteur ; Kimberly LH CARPENTER, Auteur ; Michael MURIAS, Auteur ; Wei Angel HUANG, Auteur ; Geraldine DAWSON, Auteur . - p.2135-2144.
Langues : Anglais (eng)
in Autism > 27-7 (October 2023) . - p.2135-2144
Mots-clés : attention autism spectrum disorder executive function eye-tracking social communication Index. décimale : PER Périodiques Résumé : Although it has been found that autistic children exhibit delays in executive function abilities and atypical patterns of attention, less is known about the relationship between executive function and attention abilities and social and language skills in early childhood. In this study, 180 autistic children, age 2-8?years, participated in a study examining the relationship between executive function abilities, measured by the Behavior Rating Inventory of Executive Function, and assessments of sustained attention measured via eye-tracking and several language and social communication measures. Results revealed that children with higher caregiver-reported executive function skills, specifically, working memory and planning/organization abilities, demonstrated higher levels of caregiver-reported receptive-expressive social communication abilities measured via the Pervasive Developmental Disorder Behavior Inventory. Higher executive function abilities across all domains were associated with lower levels of social pragmatic problems. Children who were able to sustain their attention for a longer duration demonstrated higher expressive language abilities. These results suggest that executive function and attention skills may play an important role in multiple domains of functioning in autistic children. It will be useful to determine whether therapies that seek to improve executive function skills in autistic individuals also positively influence their social/communication and language abilities.Lay AbstractExecutive functioning describes a set of cognitive processes that affect thinking and behavior. Past research has shown that autistic individuals often have delays in the acquisition of executive function abilities. Our study explored how differences in executive function and attention abilities relate to social abilities and communication/language in 180 young autistic children. Data were gathered via caregiver report (questionnaires/interviews) and an assessment of vocabulary skills. The ability to sustain attention to a dynamic video was measured via eye tracking. We found that children with higher levels of executive function skills demonstrated lower levels of social pragmatic problems, a measure of having difficulties in social contexts. Furthermore, children who were able to sustain their attention longer to the video displayed higher levels of expressive language. Our results emphasize the importance of executive function and attention skills across multiple areas of functioning in autistic children, in particular those that involve language and social communication. En ligne : http://dx.doi.org/10.1177/13623613231154310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Attention Allocation During Exploration of Visual Arrays in ASD: Results from the ABC-CT Feasibility Study / Tawny TSANG in Journal of Autism and Developmental Disorders, 53-8 (August 2023)
PermalinkAutism risk assessment in siblings of affected children using sex-specific genetic scores / Jerome CARAYOL in Molecular Autism, (October 2011)
PermalinkAutism Spectrum Disorder Versus Attention-Deficit/Hyperactivity Disorder / Kimberly L. H. CARPENTER ; Geraldine DAWSON
PermalinkAutism Spectrum Disorders / David G. AMARAL
PermalinkAutomated movement tracking of young autistic children during free play is correlated with clinical features associated with autism / Andrew YUAN in Autism, 27-8 (November 2023)
PermalinkAutomated recognition of spontaneous facial expression in individuals with autism spectrum disorder: parsing response variability / Abigail BANGERTER in Molecular Autism, 11 (2020)
PermalinkLes avancées dans le dépistage précoce et les interventions pour les nourrissons et jeunes enfants avec un trouble du spectre de l’autisme / Geraldine DAWSON in Bulletin Scientifique de l'arapi (Le), 32 (Automne 2013)
PermalinkBasal ganglia morphometry and repetitive behavior in young children with autism spectrum disorder / Annette ESTES in Autism Research, 4-3 (June 2011)
PermalinkBrief Report: Biochemical Correlates of Clinical Impairment in High Functioning Autism and Asperger’s Disorder / Natalia M. KLEINHANS in Journal of Autism and Developmental Disorders, 39-7 (July 2009)
PermalinkBrief Report: Face Configuration Accuracy and Processing Speed Among Adults with High-Functioning Autism Spectrum Disorders / Susan FAJA in Journal of Autism and Developmental Disorders, 39-3 (March 2009)
PermalinkCharacteristics Associated with Presence of Depressive Symptoms in Adults with Autism Spectrum Disorder / Lindsey STERLING in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
PermalinkClinical Validation of the Autism Behavior Inventory: Caregiver-Rated Assessment of Core and Associated Symptoms of Autism Spectrum Disorder / Abigail BANGERTER in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
PermalinkComplexity analysis of head movements in autistic toddlers / Pradeep Raj KRISHNAPPA BABU in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)
PermalinkComputer Vision Analysis of Caregiver-Child Interactions in Children with Neurodevelopmental Disorders: A Preliminary Report / Dmitry Yu ISAEV in Journal of Autism and Developmental Disorders, 54-6 (June 2024)
PermalinkConcomitant medication use in children with autism spectrum disorder: Data from the Autism Biomarkers Consortium for Clinical Trials / Logan SHURTZ in Autism, 27-4 (May 2023)
PermalinkPermalinkDesigning Research Studies on Psychosocial Interventions in Autism / Tristram SMITH in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
PermalinkPermalinkA developmental model for facilitating the social behavior of autistic children / Geraldine DAWSON
PermalinkDigital Behavioral Phenotyping Detects Atypical Pattern of Facial Expression in Toddlers with Autism / Kimberly L. H. CARPENTER in Autism Research, 14-3 (March 2021)
PermalinkDiscrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder / Annette ESTES in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
PermalinkPermalinkDuane 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 behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder / Geraldine DAWSON in Development and Psychopathology, 20-3 (Summer 2008)
PermalinkPermalinkEarly Social, Imitation, Play, and Language Abilities of Young Non-Autistic Siblings of Children with Autism / Karen TOTH in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkEarly Start Denver Model for Young Children with Autism / Sally J ROGERS
PermalinkEvaluation of clinical assessments of social abilities for use in autism clinical trials by the autism biomarkers consortium for clinical trials / Susan FAJA in Autism Research, 16-5 (May 2023)
PermalinkEvidence for broader autism phenotype characteristics in parents from multiple-incidence autism families / Raphael BERNIER in Autism Research, 5-1 (February 2012)
PermalinkExecutive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders / Susan FAJA in Autism Research, 9-12 (December 2016)
PermalinkEye-tracking measures of social versus nonsocial attention are related to level of social engagement during naturalistic caregiver-child interactions in autistic children / Carla A. WALL in Autism Research, 16-5 (May 2023)
PermalinkPermalinkFear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders / Lindsey STERLING in Autism Research, 6-5 (October 2013)
PermalinkPermalinkA Fresh Look at Categorization Abilities in Persons with Autism / Laura GROFER KLINGER
PermalinkFuture Directions in the Treatment of Autism Spectrum Disorders / Evdokia ANAGNOSTOU
PermalinkPermalinkGastrointestinal problems are associated with increased repetitive behaviors but not social communication difficulties in young children with autism spectrum disorders / Payal CHAKRABORTY in Autism, 25-2 (February 2021)
PermalinkA Global Public Health Strategy for Autism Spectrum Disorders / Simon WALLACE in Autism Research, 5-3 (June 2012)
PermalinkHead Circumference as an Early Predictor of Autism Symptoms in Younger Siblings of Children with Autism Spectrum Disorder / Lauren ELDER in Journal of Autism and Developmental Disorders, 38-6 (July 2008)
PermalinkImpact of a digital Modified Checklist for Autism in Toddlers-Revised on likelihood and age of autism diagnosis and referral for developmental evaluation / Samantha MAJOR in Autism, 24-7 (October 2020)
PermalinkImplementing the Group-Based Early Start Denver Model for Preschoolers with Autism / Giacomo VIVANTI
PermalinkL' intervention précoce en autisme / Sally J ROGERS
PermalinkL' intervention précoce en autisme / Sally J ROGERS
PermalinkL'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS
PermalinkL'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS
PermalinkPermalinkMeasuring Anxiety as a Treatment Endpoint in Youth with Autism Spectrum Disorder / Luc LECAVALIER in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
PermalinkMeasuring repetitive behaviors as a treatment endpoint in youth with autism spectrum disorder / Lawrence SCAHILL in Autism, 19-1 (January 2015)
PermalinkMeasuring social communication behaviors as a treatment endpoint in individuals with autism spectrum disorder / Evdokia ANAGNOSTOU in Autism, 19-5 (July 2015)
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-delivered early intervention in infants at risk for ASD: Effects on electrophysiological and habituation measures of social attention / Emily J. H. JONES in Autism Research, 10-5 (May 2017)
PermalinkParenting stress and psychological functioning among mothers of preschool children with autism and developmental delay / Annette ESTES in Autism, 13-4 (July 2009)
PermalinkPatterns of intervention utilization among school-aged children on the autism spectrum: Findings from a multi-site research consortium / Aksheya SRIDHAR in Research in Autism Spectrum Disorders, 94 (June 2022)
PermalinkPatterns of Visual Attention to Faces and Objects in Autism Spectrum Disorder / James C. MCPARTLAND in Journal of Autism and Developmental Disorders, 41-2 (February 2011)
PermalinkPrevalence and nature of prior developmental and medical concerns in toddlers who screen positive for autism in primary care / Darby HERKERT in Autism, 27-8 (November 2023)
PermalinkPrevalence of bias against neurodivergence-related terms in artificial intelligence language models / Sam BRANDSEN in Autism Research, 17-2 (February 2024)
PermalinkPriorities for autism spectrum disorder risk communication and ethics / Michael YUDELL in Autism, 17-6 (November 2013)
PermalinkQuantitative Assessment of Autism Symptom-related Traits in Probands and Parents: Broader Phenotype Autism Symptom Scale / Geraldine DAWSON in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
PermalinkReduced delay of gratification and effortful control among young children with autism spectrum disorders / Susan FAJA in Autism, 19-1 (January 2015)
PermalinkRelationship between quantitative digital behavioral features and clinical profiles in young autistic children / Marika COFFMAN in Autism Research, 16-7 (July 2023)
PermalinkReward-Based Decision Making and Electrodermal Responding by Young Children with Autism Spectrum Disorders during a Gambling Task / Susan FAJA in Autism Research, 6-6 (December 2013)
PermalinkPermalinkSex differences in the age of childhood autism diagnosis and the impact of co-occurring conditions / Geraldine DAWSON ; Matthew ENGELHARD in Autism Research, 16-12 (December 2023)
PermalinkA Six-Minute Measure of Vocalizations in Toddlers with Autism Spectrum Disorder / Elena J. TENENBAUM in Autism Research, 13-8 (August 2020)
PermalinkSleep Problems and Trajectories of Restricted and Repetitive Behaviors in Children with Neurodevelopmental Disabilities / Katherine E. MACDUFFIE in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
PermalinkSocial attention to activities in children and adults with autism spectrum disorder: effects of context and age / Dzmitry A. KALIUKHOVICH in Molecular Autism, 11 (2020)
PermalinkTechnology Tools for Students with Autism / Katharina I. BOSER
PermalinkThe autism biomarkers consortium for clinical trials: evaluation of a battery of candidate eye-tracking biomarkers for use in autism clinical trials / Frederick SHIC in Molecular Autism, 13 (2022)
PermalinkThe Broader Autism Phenotype in Simplex and Multiplex Families / Jennifer GERDTS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
PermalinkThe Early Start Denver Model Intervention and Mu Rhythm Attenuation in Autism Spectrum Disorders / Benjamin AARONSON in Journal of Autism and Developmental Disorders, 52-7 (July 2022)
PermalinkThe Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders / Susan FAJA in Journal of Autism and Developmental Disorders, 42-2 (February 2012)
PermalinkPermalinkThe Impact of Parent-Delivered Intervention on Parents of Very Young Children with Autism / Annette ESTES in Journal of Autism and Developmental Disorders, 44-2 (February 2014)
PermalinkThe Relationship Between Early Neural Responses to Emotional Faces at Age 3 and Later Autism and Anxiety Symptoms in Adolescents with Autism / Emily NEUHAUS in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
PermalinkThe role of abnormal hemispheric specialization in autism / Geraldine DAWSON
PermalinkThe Role of Face Familiarity in Eye Tracking of Faces by Individuals with Autism Spectrum Disorders / Lindsey STERLING in Journal of Autism and Developmental Disorders, 38-9 (October 2008)
PermalinkThe Role of Mirror Neuron Dysfunction in Autism / Raphael BERNIER
PermalinkThe Selective Social Attention task in children with autism spectrum disorder: Results from the Autism Biomarkers Consortium for Clinical Trials (ABC-CT) feasibility study / Erin C. BARNEY ; Adam J. NAPLES ; Kelsey J. DOMMER ; Shou An CHANG ; Beibin LI ; Takumi MCALLISTER ; Adham ATYABI ; Quan WANG ; Raphael BERNIER ; Geraldine DAWSON ; James DZIURA ; Susan FAJA ; Shafali Spurling JESTE ; Michael MURIAS ; Scott P. JOHNSON ; Maura SABATOS-DEVITO ; Gerhard HELLEMAN ; Damla SENTURK ; Catherine A. SUGAR ; Sara Jane WEBB ; James C. MCPARTLAND ; Katarzyna CHAWARSKA ; The Autism Biomarkers Consortium for Clinical TRIALS in Autism Research, 16-11 (November 2023)
PermalinkTrajectories of maternal depression over 7 years: Relations with child psychophysiology and behavior and role of contextual risks / Sharon B. ASHMAN in Development and Psychopathology, 20-1 (Winter 2008)
PermalinkLes troubles du spectre de l’autisme : un aperçu des données récentes sur les causes, le diagnostic et l’intervention / Geraldine DAWSON in Bulletin Scientifique de l'arapi (Le), 32 (Automne 2013)
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