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Détail de l'auteur
Auteur Robert T. SCHULTZ |
Documents disponibles écrits par cet auteur (78)
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The Importance of Temperament for Understanding Early Manifestations of Autism Spectrum Disorder in High-Risk Infants / Sarah J. PATERSON in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : The Importance of Temperament for Understanding Early Manifestations of Autism Spectrum Disorder in High-Risk Infants Type de document : Texte imprimé et/ou numérique Auteurs : Sarah J. PATERSON, Auteur ; J. J. WOLFF, Auteur ; J. T. ELISON, Auteur ; Breanna WINDER-PATEL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; A. ESTES, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Heather C. HAZLETT, Auteur ; J. PIVEN, Auteur Article en page(s) : p.2849-2863 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Infancy Temperament Index. décimale : PER Périodiques Résumé : The present study investigated the relationship between infant temperament characteristics and autism spectrum disorder (ASD) risk status. Temperament was examined at 6, 12, and 24 months in 282 infants at high familial risk for ASD and 114 low-risk controls using the Infant Behavior Questionnaire-Revised and Early Childhood Behavior Questionnaire. Infants were divided into three groups at 24 months: High-Risk Positive-classified as ASD (HR Pos), High-Risk Negative (HR Neg), and Low-Risk Negative (LR Neg). At 6 and 12 months HR Pos infants exhibited lower Surgency and Regulatory Capacity than LR Neg infants. By 12 months they also demonstrated increased Negative Affect. Group differences remained, when early signs of ASD were controlled for, suggesting that temperament differences could be useful targets for understanding the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04003-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2849-2863[article] The Importance of Temperament for Understanding Early Manifestations of Autism Spectrum Disorder in High-Risk Infants [Texte imprimé et/ou numérique] / Sarah J. PATERSON, Auteur ; J. J. WOLFF, Auteur ; J. T. ELISON, Auteur ; Breanna WINDER-PATEL, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; A. ESTES, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Heather C. HAZLETT, Auteur ; J. PIVEN, Auteur . - p.2849-2863.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2849-2863
Mots-clés : Autism spectrum disorder Infancy Temperament Index. décimale : PER Périodiques Résumé : The present study investigated the relationship between infant temperament characteristics and autism spectrum disorder (ASD) risk status. Temperament was examined at 6, 12, and 24 months in 282 infants at high familial risk for ASD and 114 low-risk controls using the Infant Behavior Questionnaire-Revised and Early Childhood Behavior Questionnaire. Infants were divided into three groups at 24 months: High-Risk Positive-classified as ASD (HR Pos), High-Risk Negative (HR Neg), and Low-Risk Negative (LR Neg). At 6 and 12 months HR Pos infants exhibited lower Surgency and Regulatory Capacity than LR Neg infants. By 12 months they also demonstrated increased Negative Affect. Group differences remained, when early signs of ASD were controlled for, suggesting that temperament differences could be useful targets for understanding the development of ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04003-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 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)
[article]
Titre : The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.1259-1267 Langues : Anglais (eng) Mots-clés : ASD computer-based assessment facial emotions perceptual skills social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267[article] The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur . - p.1259-1267.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267
Mots-clés : ASD computer-based assessment facial emotions perceptual skills social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Theory of mind in action : developmental perspectives on social neuroscience / Ami KLIN
Titre : Theory of mind in action : developmental perspectives on social neuroscience Type de document : Texte imprimé et/ou numérique Auteurs : Ami KLIN, Auteur ; Donald COHEN, Auteur ; Robert T. SCHULTZ, Auteur Année de publication : 2000 Importance : p.357-390 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Theory of mind in action : developmental perspectives on social neuroscience [Texte imprimé et/ou numérique] / Ami KLIN, Auteur ; Donald COHEN, Auteur ; Robert T. SCHULTZ, Auteur . - 2000 . - p.357-390.
Langues : Anglais (eng)
Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Traditional and Atypical Presentations of Anxiety in Youth with Autism Spectrum Disorder / Connor M. KERNS in Journal of Autism and Developmental Disorders, 44-11 (November 2014)
[article]
Titre : Traditional and Atypical Presentations of Anxiety in Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Connor M. KERNS, Auteur ; Philip C. KENDALL, Auteur ; Leandra N. BERRY, Auteur ; Margaret C. SOUDERS, Auteur ; Martin E. FRANKLIN, Auteur ; Robert T. SCHULTZ, Auteur ; Judith MILLER, Auteur ; John HERRINGTON, Auteur Article en page(s) : p.2851-2861 Langues : Anglais (eng) Mots-clés : Anxiety Children Adolescents Comorbidity Atypical Traditional Index. décimale : PER Périodiques Résumé : We assessed anxiety consistent (i.e., “traditional”) and inconsistent (i.e., “atypical”) with diagnostic and statistical manual (DSM) definitions in autism spectrum disorder (ASD). Differential relationships between traditional anxiety, atypical anxiety, child characteristics, anxiety predictors and ASD-symptomology were explored. Fifty-nine participants (7–17 years, Mage = 10.48 years; IQ 60) with ASD and parents completed semi-structured interviews, self- and parent-reports. Seventeen percent of youth presented with traditional anxiety, 15 % with atypical anxiety, and 31 % with both. Language ability, anxious cognitions and hypersensitivity predicted traditional anxiety, whereas traditional anxiety and ASD symptoms predicted atypical anxiety. Findings suggest youth with ASD express anxiety in ways similar and dissimilar to DSM definitions. Similarities support the presence of comorbid anxiety disorders in ASD. Whether dissimilarities are unique to ASD requires further examination. En ligne : http://dx.doi.org/10.1007/s10803-014-2141-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2851-2861[article] Traditional and Atypical Presentations of Anxiety in Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Connor M. KERNS, Auteur ; Philip C. KENDALL, Auteur ; Leandra N. BERRY, Auteur ; Margaret C. SOUDERS, Auteur ; Martin E. FRANKLIN, Auteur ; Robert T. SCHULTZ, Auteur ; Judith MILLER, Auteur ; John HERRINGTON, Auteur . - p.2851-2861.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-11 (November 2014) . - p.2851-2861
Mots-clés : Anxiety Children Adolescents Comorbidity Atypical Traditional Index. décimale : PER Périodiques Résumé : We assessed anxiety consistent (i.e., “traditional”) and inconsistent (i.e., “atypical”) with diagnostic and statistical manual (DSM) definitions in autism spectrum disorder (ASD). Differential relationships between traditional anxiety, atypical anxiety, child characteristics, anxiety predictors and ASD-symptomology were explored. Fifty-nine participants (7–17 years, Mage = 10.48 years; IQ 60) with ASD and parents completed semi-structured interviews, self- and parent-reports. Seventeen percent of youth presented with traditional anxiety, 15 % with atypical anxiety, and 31 % with both. Language ability, anxious cognitions and hypersensitivity predicted traditional anxiety, whereas traditional anxiety and ASD symptoms predicted atypical anxiety. Findings suggest youth with ASD express anxiety in ways similar and dissimilar to DSM definitions. Similarities support the presence of comorbid anxiety disorders in ASD. Whether dissimilarities are unique to ASD requires further examination. En ligne : http://dx.doi.org/10.1007/s10803-014-2141-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 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)
[article]
Titre : Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur Année de publication : 2010 Article en page(s) : p.944-952 Langues : Anglais (eng) Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background: An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention.
Methods: In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery.
Results: The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features.
Conclusion: These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952[article] Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Sherin S. STAHL, Auteur . - 2010 . - p.944-952.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-8 (August 2010) . - p.944-952
Mots-clés : Face-recognition autism computer-based-intervention training perceptual-expertise Index. décimale : PER Périodiques Résumé : Background: An emerging body of evidence indicates that relative to typically developing children, children with autism are selectively impaired in their ability to recognize facial identity. A critical question is whether face recognition skills can be enhanced through a direct training intervention.
Methods: In a randomized clinical trial, children diagnosed with autism spectrum disorder were pre-screened with a battery of subtests (the Let’s Face It! Skills battery) examining face and object processing abilities. Participants who were significantly impaired in their face processing abilities were assigned to either a treatment or a waitlist group. Children in the treatment group (N = 42) received 20 hours of face training with the Let’s Face It! (LFI!) computer-based intervention. The LFI! program is comprised of seven interactive computer games that target the specific face impairments associated with autism, including the recognition of identity across image changes in expression, viewpoint and features, analytic and holistic face processing strategies and attention to information in the eye region. Time 1 and Time 2 performance for the treatment and waitlist groups was assessed with the Let’s Face It! Skills battery.
Results: The main finding was that relative to the control group (N = 37), children in the face training group demonstrated reliable improvements in their analytic recognition of mouth features and holistic recognition of a face based on its eyes features.
Conclusion: These results indicate that a relatively short-term intervention program can produce measurable improvements in the face recognition skills of children with autism. As a treatment for face processing deficits, the Let’s Face It! program has advantages of being cost-free, adaptable to the specific learning needs of the individual child and suitable for home and school applications.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02258.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 What About the Girls? Sex-Based Differences in Autistic Traits and Adaptive Skills / Allison B. RATTO in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
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