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Détail de l'auteur
Auteur Mina KIM |
Documents disponibles écrits par cet auteur (2)
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Differential Maturation of Auditory Cortex Activity in Young Children with Autism and Typical Development / Heather L. GREEN in Journal of Autism and Developmental Disorders, 53-10 (October 2023)
[article]
Titre : Differential Maturation of Auditory Cortex Activity in Young Children with Autism and Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Heather L. GREEN, Auteur ; Guannan SHEN, Auteur ; Rose E. FRANZEN, Auteur ; Marybeth MCNAMEE, Auteur ; Jeffrey I. BERMAN, Auteur ; Theresa G. MOWAD, Auteur ; Matthew KU, Auteur ; Luke BLOY, Auteur ; Song LIU, Auteur ; Yu-Han CHEN, Auteur ; Megan AIREY, Auteur ; Emma MCBRIDE, Auteur ; Sophia GOLDIN, Auteur ; Marissa A. DIPIERO, Auteur ; Lisa BLASKEY, Auteur ; Emily S. KUSCHNER, Auteur ; Mina KIM, Auteur ; Kimberly KONKA, Auteur ; Timothy P. L. ROBERTS, Auteur ; J. Christopher EDGAR, Auteur Article en page(s) : p.4076-4089 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Maturation of auditory cortex neural encoding processes was assessed in children with typical development (TD) and autism. Children 6-9 years old were enrolled at Time 1 (T1), with follow-up data obtained?~?18 months later at Time 2 (T2), and?~?36 months later at Time 3 (T3). Findings suggested an initial period of rapid auditory cortex maturation in autism, earlier than TD (prior to and surrounding the T1 exam), followed by a period of faster maturation in TD than autism (T1-T3). As a result of group maturation differences, post-stimulus group differences were observed at T1 but not T3. In contrast, stronger pre-stimulus activity in autism than TD was found at all time points, indicating this brain measure is stable across time. En ligne : https://doi.org/10.1007/s10803-022-05696-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511
in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.4076-4089[article] Differential Maturation of Auditory Cortex Activity in Young Children with Autism and Typical Development [Texte imprimé et/ou numérique] / Heather L. GREEN, Auteur ; Guannan SHEN, Auteur ; Rose E. FRANZEN, Auteur ; Marybeth MCNAMEE, Auteur ; Jeffrey I. BERMAN, Auteur ; Theresa G. MOWAD, Auteur ; Matthew KU, Auteur ; Luke BLOY, Auteur ; Song LIU, Auteur ; Yu-Han CHEN, Auteur ; Megan AIREY, Auteur ; Emma MCBRIDE, Auteur ; Sophia GOLDIN, Auteur ; Marissa A. DIPIERO, Auteur ; Lisa BLASKEY, Auteur ; Emily S. KUSCHNER, Auteur ; Mina KIM, Auteur ; Kimberly KONKA, Auteur ; Timothy P. L. ROBERTS, Auteur ; J. Christopher EDGAR, Auteur . - p.4076-4089.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-10 (October 2023) . - p.4076-4089
Index. décimale : PER Périodiques Résumé : Maturation of auditory cortex neural encoding processes was assessed in children with typical development (TD) and autism. Children 6-9 years old were enrolled at Time 1 (T1), with follow-up data obtained?~?18 months later at Time 2 (T2), and?~?36 months later at Time 3 (T3). Findings suggested an initial period of rapid auditory cortex maturation in autism, earlier than TD (prior to and surrounding the T1 exam), followed by a period of faster maturation in TD than autism (T1-T3). As a result of group maturation differences, post-stimulus group differences were observed at T1 but not T3. In contrast, stronger pre-stimulus activity in autism than TD was found at all time points, indicating this brain measure is stable across time. En ligne : https://doi.org/10.1007/s10803-022-05696-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=511 Social Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)
[article]
Titre : Social Skills Assessments for Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Erin ROTHERAM-FULLER, Auteur ; Mina KIM, Auteur ; Deborah SEIPLE, Auteur ; Jill LOCKE, Auteur ; Rebecca GREENWELL, Auteur ; Darren LEVIN, Auteur Année de publication : 2013 Article en page(s) : 8 p. Langues : Anglais (eng) Mots-clés : Social skills intervention Autism Assessment Index. décimale : PER Périodiques Résumé : Several interventions have been developed to address social functioning impairments among children with autism spectrum disorders (ASD). This review evaluated the variety of interventions and outcomes from 59 studies published between 1990 and 2010. Over 80 discrete outcomes were used across the 59 studies, and varied from informal self-report measures to standardized test scores. The types of interventions used were similarly diverse, with the majority (74.6%) using a combination of multiple interventions. Although there is not a standard assessment or intervention that can be recommended to improve social skills, key domains have been identified, which can inform the development of appropriate assessments and interventions to improve the social behaviors of children with ASD. En ligne : http://dx.doi.org/10.4172/2165-7890.1000122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228
in Autism - Open Access > 3-3 (December 2013) . - 8 p.[article] Social Skills Assessments for Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Erin ROTHERAM-FULLER, Auteur ; Mina KIM, Auteur ; Deborah SEIPLE, Auteur ; Jill LOCKE, Auteur ; Rebecca GREENWELL, Auteur ; Darren LEVIN, Auteur . - 2013 . - 8 p.
Langues : Anglais (eng)
in Autism - Open Access > 3-3 (December 2013) . - 8 p.
Mots-clés : Social skills intervention Autism Assessment Index. décimale : PER Périodiques Résumé : Several interventions have been developed to address social functioning impairments among children with autism spectrum disorders (ASD). This review evaluated the variety of interventions and outcomes from 59 studies published between 1990 and 2010. Over 80 discrete outcomes were used across the 59 studies, and varied from informal self-report measures to standardized test scores. The types of interventions used were similarly diverse, with the majority (74.6%) using a combination of multiple interventions. Although there is not a standard assessment or intervention that can be recommended to improve social skills, key domains have been identified, which can inform the development of appropriate assessments and interventions to improve the social behaviors of children with ASD. En ligne : http://dx.doi.org/10.4172/2165-7890.1000122 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=228