Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Sally J ROGERS |
Documents disponibles écrits par cet auteur (95)
Faire une suggestion Affiner la recherche
Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
[article]
Titre : Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Jessica PAYNTER, Auteur ; Ed DUNCAN, Auteur ; Hannah FOTHERGILL, Auteur ; Cheryl DISSANAYAKE, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.3140-3153 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early Start Denver Model Effectiveness Community implementation Early intervention Index. décimale : PER Périodiques Résumé : A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2168-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3140-3153[article] Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Jessica PAYNTER, Auteur ; Ed DUNCAN, Auteur ; Hannah FOTHERGILL, Auteur ; Cheryl DISSANAYAKE, Auteur ; Sally J ROGERS, Auteur . - p.3140-3153.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3140-3153
Mots-clés : Autism spectrum disorder Early Start Denver Model Effectiveness Community implementation Early intervention Index. décimale : PER Périodiques Résumé : A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2168-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Effects of Parent-Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non-Randomized Controlled Trial / B. ZHOU in Autism Research, 11-4 (April 2018)
[article]
Titre : Effects of Parent-Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non-Randomized Controlled Trial Type de document : Texte imprimé et/ou numérique Auteurs : B. ZHOU, Auteur ; Q. XU, Auteur ; H. LI, Auteur ; Y. ZHANG, Auteur ; Y. WANG, Auteur ; Sally J ROGERS, Auteur ; X. XU, Auteur Article en page(s) : p.654-666 Langues : Anglais (eng) Mots-clés : Parent-implemented Early Start Denver Model (P-ESDM) autism spectrum disorder early intervention parenting stress toddler Index. décimale : PER Périodiques Résumé : To evaluate the effects of a 26-week, high-intensity, parent-implemented Early Start Denver Model (P-ESDM) intervention on developmental outcomes, severity of autism spectrum disorder (ASD), and parental stress of ASD toddlers in China. Subjects in P-ESDM group (n = 23) were recruited from 1.5- to 2.5-year-old toddlers who were screened positive in Xuhui and Minhang Districts and were diagnosed with ASD. A community (comparison) group of age-matched toddlers with ASD (n = 20) was recruited from other areas. Subjects of the P-ESDM group attended 1.5-hr parent coaching per week for 26 weeks, and those in the community group received interventions available from communities. Assessments were conducted at baseline (T1) and 26 weeks later (T2). After adjusting for baseline differences between the two groups, P-ESDM group demonstrated greater improvement than the community group in general development, especially in Language domain. Neither group demonstrated significant change in ASD severity, but the P-ESDM group showed greater improvement in social affect, parent-reported social communication and symbolic play than community group did. Finally, parents in P-ESDM group experienced decreased parenting stress while those in community group showed an opposite trend, though the differences did not reach significant association with the P-ESDM intervention. Chinese toddlers with ASD receiving 26 weeks of P-ESDM via regular coaching sessions showed significant greater improvement than those receiving community interventions in multiple aspects of development including social communications. These findings add support to the importance of providing early screening, diagnosis, and immediate referral for evidence-based interventions to improve outcome of young children with ASD. Autism Res 2018, 11: 654-666. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of early screening and diagnosis of autism spectrum disorder (ASD) in China has highlighted the importance of early intervention for young children with ASD. Our current study demonstrated that parent-implemented Early Start Denver Model (P-ESDM) via coaching from professionals improved developmental outcomes, especially in the language domain, and social communicational behaviors of Chinese toddlers with ASD. P-ESDM may help parents in China provide effective early intervention to their children with ASD via improving their skills when they are still at a waiting list for services or lack access to intervention, and has the potential to alleviate their parenting stress. En ligne : http://dx.doi.org/10.1002/aur.1917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358
in Autism Research > 11-4 (April 2018) . - p.654-666[article] Effects of Parent-Implemented Early Start Denver Model Intervention on Chinese Toddlers with Autism Spectrum Disorder: A Non-Randomized Controlled Trial [Texte imprimé et/ou numérique] / B. ZHOU, Auteur ; Q. XU, Auteur ; H. LI, Auteur ; Y. ZHANG, Auteur ; Y. WANG, Auteur ; Sally J ROGERS, Auteur ; X. XU, Auteur . - p.654-666.
Langues : Anglais (eng)
in Autism Research > 11-4 (April 2018) . - p.654-666
Mots-clés : Parent-implemented Early Start Denver Model (P-ESDM) autism spectrum disorder early intervention parenting stress toddler Index. décimale : PER Périodiques Résumé : To evaluate the effects of a 26-week, high-intensity, parent-implemented Early Start Denver Model (P-ESDM) intervention on developmental outcomes, severity of autism spectrum disorder (ASD), and parental stress of ASD toddlers in China. Subjects in P-ESDM group (n = 23) were recruited from 1.5- to 2.5-year-old toddlers who were screened positive in Xuhui and Minhang Districts and were diagnosed with ASD. A community (comparison) group of age-matched toddlers with ASD (n = 20) was recruited from other areas. Subjects of the P-ESDM group attended 1.5-hr parent coaching per week for 26 weeks, and those in the community group received interventions available from communities. Assessments were conducted at baseline (T1) and 26 weeks later (T2). After adjusting for baseline differences between the two groups, P-ESDM group demonstrated greater improvement than the community group in general development, especially in Language domain. Neither group demonstrated significant change in ASD severity, but the P-ESDM group showed greater improvement in social affect, parent-reported social communication and symbolic play than community group did. Finally, parents in P-ESDM group experienced decreased parenting stress while those in community group showed an opposite trend, though the differences did not reach significant association with the P-ESDM intervention. Chinese toddlers with ASD receiving 26 weeks of P-ESDM via regular coaching sessions showed significant greater improvement than those receiving community interventions in multiple aspects of development including social communications. These findings add support to the importance of providing early screening, diagnosis, and immediate referral for evidence-based interventions to improve outcome of young children with ASD. Autism Res 2018, 11: 654-666. (c) 2017 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The development of early screening and diagnosis of autism spectrum disorder (ASD) in China has highlighted the importance of early intervention for young children with ASD. Our current study demonstrated that parent-implemented Early Start Denver Model (P-ESDM) via coaching from professionals improved developmental outcomes, especially in the language domain, and social communicational behaviors of Chinese toddlers with ASD. P-ESDM may help parents in China provide effective early intervention to their children with ASD via improving their skills when they are still at a waiting list for services or lack access to intervention, and has the potential to alleviate their parenting stress. En ligne : http://dx.doi.org/10.1002/aur.1917 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 Electrodermal and Behavioral Responses of Children With Autism Spectrum Disorders to Sensory and Repetitive Stimuli / Carolyn MCCORMICK in Autism Research, 7-4 (August 2014)
[article]
Titre : Electrodermal and Behavioral Responses of Children With Autism Spectrum Disorders to Sensory and Repetitive Stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Carolyn MCCORMICK, Auteur ; David HESSL, Auteur ; Suzanne L. MACARI, Auteur ; Sally OZONOFF, Auteur ; Cherie C. GREEN, Auteur ; Sally J ROGERS, Auteur Année de publication : 2014 Article en page(s) : p.468-480 Langues : Anglais (eng) Mots-clés : autism spectrum disorder psychophysiology sensory repetitive behaviors Index. décimale : PER Périodiques Résumé : Parents frequently report that their children with autism spectrum disorders (ASD) respond atypically to sensory stimuli. Repetitive behaviors are also part of the ASD behavioral profile. Abnormal physiological arousal may underlie both of these symptoms. Electrodermal activity (EDA) is an index of sympathetic nervous system arousal. The goals of this study were twofold: (1) to pilot methods for collecting EDA data in young children and (2) to examine hypothesized relationships among EDA, and sensory symptoms and repetitive behaviors in children with ASD as compared with children with typical development. EDA was recorded on 54 young children with ASD and on 33 children with typical development (TD) during a protocol that included baseline, exposure to sensory and repetitive stimuli, and play. Parents completed standardized questionnaires regarding their child's sensory symptoms and repetitive behaviors. Frequency and type of repetitive behavior during play was coded offline. Comparisons between EDA data for ASD and TD groups indicated no significant between-group differences in any measures. Parents of children with ASD reported more abnormal responses to sensory stimuli and more repetitive behaviors, but scores on these measures were not significantly correlated with EDA or with frequency of observed repetitive behaviors. Parent report of frequency and severity of sensory symptoms was significantly correlated with reports of repetitive behaviors in both groups. Although parents of children with ASD report high levels of sensory symptoms and repetitive behaviors, these differences are not related to measured EDA arousal or reactivity. En ligne : http://dx.doi.org/10.1002/aur.1382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Autism Research > 7-4 (August 2014) . - p.468-480[article] Electrodermal and Behavioral Responses of Children With Autism Spectrum Disorders to Sensory and Repetitive Stimuli [Texte imprimé et/ou numérique] / Carolyn MCCORMICK, Auteur ; David HESSL, Auteur ; Suzanne L. MACARI, Auteur ; Sally OZONOFF, Auteur ; Cherie C. GREEN, Auteur ; Sally J ROGERS, Auteur . - 2014 . - p.468-480.
Langues : Anglais (eng)
in Autism Research > 7-4 (August 2014) . - p.468-480
Mots-clés : autism spectrum disorder psychophysiology sensory repetitive behaviors Index. décimale : PER Périodiques Résumé : Parents frequently report that their children with autism spectrum disorders (ASD) respond atypically to sensory stimuli. Repetitive behaviors are also part of the ASD behavioral profile. Abnormal physiological arousal may underlie both of these symptoms. Electrodermal activity (EDA) is an index of sympathetic nervous system arousal. The goals of this study were twofold: (1) to pilot methods for collecting EDA data in young children and (2) to examine hypothesized relationships among EDA, and sensory symptoms and repetitive behaviors in children with ASD as compared with children with typical development. EDA was recorded on 54 young children with ASD and on 33 children with typical development (TD) during a protocol that included baseline, exposure to sensory and repetitive stimuli, and play. Parents completed standardized questionnaires regarding their child's sensory symptoms and repetitive behaviors. Frequency and type of repetitive behavior during play was coded offline. Comparisons between EDA data for ASD and TD groups indicated no significant between-group differences in any measures. Parents of children with ASD reported more abnormal responses to sensory stimuli and more repetitive behaviors, but scores on these measures were not significantly correlated with EDA or with frequency of observed repetitive behaviors. Parent report of frequency and severity of sensory symptoms was significantly correlated with reports of repetitive behaviors in both groups. Although parents of children with ASD report high levels of sensory symptoms and repetitive behaviors, these differences are not related to measured EDA arousal or reactivity. En ligne : http://dx.doi.org/10.1002/aur.1382 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Emotional Responsivity in Children with Autism, Children with Other Developmental Disabilities, and Children with Typical Development / Douglas J. SCAMBLER in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
[article]
Titre : Emotional Responsivity in Children with Autism, Children with Other Developmental Disabilities, and Children with Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Douglas J. SCAMBLER, Auteur ; Melissa D. RUTHERFORD, Auteur ; Susan HEPBURN, Auteur ; Elizabeth A. WEHNER, Auteur ; Sally J ROGERS, Auteur Année de publication : 2007 Article en page(s) : p.553-563 Langues : Anglais (eng) Mots-clés : Developmental-disabilities Empathy Emotional-responsiveness Index. décimale : PER Périodiques Résumé : Twenty six children with autism, 24 children with developmental disabilities, and 15 typically developing children participated in tasks in which an adult displayed emotions. Child focus of attention, change in facial tone (i.e., hedonic tone), and latency to changes in tone were measured and summary scores of emotional contagion were created. Group differences existed in the ratio of episodes that resulted in emotional contagion. Correlations existed between measures of emotional contagion, measures of joint attention, and indices of severity of autism. Children with autism demonstrated muted changes in affect, but these responses occurred much less frequently than in comparison groups. The findings suggest directions for early identification and early treatment of autism. En ligne : http://dx.doi.org/10.1007/s10803-006-0186-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=658
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.553-563[article] Emotional Responsivity in Children with Autism, Children with Other Developmental Disabilities, and Children with Typical Development [Texte imprimé et/ou numérique] / Douglas J. SCAMBLER, Auteur ; Melissa D. RUTHERFORD, Auteur ; Susan HEPBURN, Auteur ; Elizabeth A. WEHNER, Auteur ; Sally J ROGERS, Auteur . - 2007 . - p.553-563.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.553-563
Mots-clés : Developmental-disabilities Empathy Emotional-responsiveness Index. décimale : PER Périodiques Résumé : Twenty six children with autism, 24 children with developmental disabilities, and 15 typically developing children participated in tasks in which an adult displayed emotions. Child focus of attention, change in facial tone (i.e., hedonic tone), and latency to changes in tone were measured and summary scores of emotional contagion were created. Group differences existed in the ratio of episodes that resulted in emotional contagion. Correlations existed between measures of emotional contagion, measures of joint attention, and indices of severity of autism. Children with autism demonstrated muted changes in affect, but these responses occurred much less frequently than in comparison groups. The findings suggest directions for early identification and early treatment of autism. En ligne : http://dx.doi.org/10.1007/s10803-006-0186-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=658 Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial / Sally J ROGERS in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
[article]
Titre : Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur Article en page(s) : p.632-646 Langues : Anglais (eng) Mots-clés : Autism Esdm Early intervention Parent-implemented intervention Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646[article] Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; A. ESTES, Auteur ; L. VISMARA, Auteur ; J. MUNSON, Auteur ; C. ZIERHUT, Auteur ; J. GREENSON, Auteur ; G. DAWSON, Auteur ; M. ROCHA, Auteur ; C. SUGAR, Auteur ; D. SENTURK, Auteur ; F. WHELAN, Auteur ; M. TALBOTT, Auteur . - p.632-646.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646
Mots-clés : Autism Esdm Early intervention Parent-implemented intervention Toddlers Index. décimale : PER Périodiques Résumé : Short-term low intensity parent implemented intervention studies for toddlers with autism spectrum disorder (ASD) have found it difficult to demonstrate significantly improved developmental scores or autism severity compared to community treatment. We conducted a randomized comparative intent-to-treat study of a parent implemented intervention to (1) test the effects of an enhanced version on parent and child learning, and (2) evaluate the sensitivity to change of proximal versus distal measures of child behavior. We randomized 45 children with ASD, 12-30 months of age, into one of two versions of parent-implemented Early Start Denver Model (P-ESDM), the basic model, in which we delivered 1.5 h of clinic-based parent coaching weekly, and an enhanced version that contained three additions: motivational interviewing, multimodal learning tools, and a weekly 1.5-h home visit. We delivered the intervention for 12 weeks and measured child and parent change frequently in multiple settings. We found a time-by-group interaction: parents in the enhanced group demonstrated significantly greater gains in interaction skills than did parents in the non-enhanced group. Both interventions were associated with significant developmental acceleration; however, child outcomes did not differ by group. We found a significant relationship between degree of change in parental interaction skill and rate of children's improvement on our proximal measure. Parents in both groups reported satisfaction with the intervention. These findings suggest that parent skills improved more in the enhanced group than the comparison group. Children in the two groups showed similar improvements. Rate of individual parent learning was associated with greater individual child progress on a measure quite proximal to the treatment, though not on standardized assessments. En ligne : http://dx.doi.org/10.1007/s10803-018-3740-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=382 Erratum: Sex differences in the corpus callosum in preschool-aged children with autism spectrum disorder / Christine W. NORDAHL in Molecular Autism, (June 2015)
PermalinkEvidence-Based Comprehensive Treatments for Early Autism / Sally J ROGERS in Journal of Clinical Child & Adolescent Psychology, 37-1 (January-March 2008)
PermalinkEvidence-Based Interventions for Language Development in Young Children with Autism / Sally J ROGERS
PermalinkEvidence for differential alternative splicing in blood of young boys with autism spectrum disorders / Boryana STAMOVA in Molecular Autism, (September 2013)
PermalinkEvidenced-Based Practices / Costanza COLOMBI
PermalinkExamining correlates of cooperation in autism: Imitation, joint attention, and understanding intentions / Costanza COLOMBI in Autism, 13-2 (March 2009)
PermalinkExecutive Function in Preschoolers with Autism: Evidence Consistent with a Secondary Deficit / Benjamin E. YERYS in Journal of Autism and Developmental Disorders, 37-6 (July 2007)
PermalinkExternalizing and internalizing behaviors in ASD / Nirit BAUMINGER in Autism Research, 3-3 (June 2010)
PermalinkPermalinkPermalinkFriendship in High-functioning Children with Autism Spectrum Disorder: Mixed and Non-mixed Dyads / Nirit BAUMINGER in Journal of Autism and Developmental Disorders, 38-7 (August 2008)
PermalinkPermalinkGross Motor Development, Movement Abnormalities, and Early Identification of Autism / Sally OZONOFF in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkA Guide to the Early Start Denver Model / Amy L. DONALDSON
PermalinkHelping and Cooperation in Children with Autism / Kristin LIEBAL in Journal of Autism and Developmental Disorders, 38-2 (February 2008)
PermalinkImitating actions on objects in early-onset and regressive autism: Effects and implications of task characteristics on performance / Sally J ROGERS in Development and Psychopathology, 22-1 (January 2010)
PermalinkImitation and Play in Autism / Sally J ROGERS
PermalinkImitation and the Social Mind : Autism and Typical Development / Sally J ROGERS
PermalinkImitation in ASD / Costanza COLOMBI
PermalinkImitation in Autism: Findings and Controversies / Sally J ROGERS
Permalink