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Auteur Sally J ROGERS |
Documents disponibles écrits par cet auteur (94)
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Visual Fixation Patterns during Reciprocal Social Interaction Distinguish a Subgroup of 6-Month-Old Infants At-Risk for Autism from Comparison Infants / Noah MERIN in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
[article]
Titre : Visual Fixation Patterns during Reciprocal Social Interaction Distinguish a Subgroup of 6-Month-Old Infants At-Risk for Autism from Comparison Infants Type de document : Texte imprimé et/ou numérique Auteurs : Noah MERIN, Auteur ; Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Sally J ROGERS, Auteur Année de publication : 2007 Article en page(s) : p.108-121 Langues : Anglais (eng) Mots-clés : Autism Siblings Still-Face-paradigm Visual-fixation patterns Eye–Mouth-Index-(EMI) Face-perception High-risk-infants Index. décimale : PER Périodiques Résumé : Thirty-one infant siblings of children with autism and 24 comparison infants were tested at 6 months of age during social interaction with a caregiver, using a modified Still Face paradigm conducted via a closed-circuit TV-video system. In the Still Face paradigm, the mother interacts with the infant, then freezes and displays a neutral, expressionless face, then resumes interaction. Eye tracking data on infant visual fixation patterns were recorded during the three episodes of the experiment. Using a hierarchical cluster analysis, we identified a subgroup of infants demonstrating diminished gaze to the mother’s eyes relative to her mouth during the Still Face episode. Ten out of the 11 infants in this subgroup had an older sibling with autism.
En ligne : http://dx.doi.org/10.1007/s10803-006-0342-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=618
in Journal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.108-121[article] Visual Fixation Patterns during Reciprocal Social Interaction Distinguish a Subgroup of 6-Month-Old Infants At-Risk for Autism from Comparison Infants [Texte imprimé et/ou numérique] / Noah MERIN, Auteur ; Sally OZONOFF, Auteur ; Gregory S. YOUNG, Auteur ; Sally J ROGERS, Auteur . - 2007 . - p.108-121.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-1 (January 2007) . - p.108-121
Mots-clés : Autism Siblings Still-Face-paradigm Visual-fixation patterns Eye–Mouth-Index-(EMI) Face-perception High-risk-infants Index. décimale : PER Périodiques Résumé : Thirty-one infant siblings of children with autism and 24 comparison infants were tested at 6 months of age during social interaction with a caregiver, using a modified Still Face paradigm conducted via a closed-circuit TV-video system. In the Still Face paradigm, the mother interacts with the infant, then freezes and displays a neutral, expressionless face, then resumes interaction. Eye tracking data on infant visual fixation patterns were recorded during the three episodes of the experiment. Using a hierarchical cluster analysis, we identified a subgroup of infants demonstrating diminished gaze to the mother’s eyes relative to her mouth during the Still Face episode. Ten out of the 11 infants in this subgroup had an older sibling with autism.
En ligne : http://dx.doi.org/10.1007/s10803-006-0342-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=618 What are infant siblings teaching us about autism in infancy? / Sally J ROGERS in Autism Research, 2-3 (June 2009)
[article]
Titre : What are infant siblings teaching us about autism in infancy? Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur Année de publication : 2009 Article en page(s) : p.125-137 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : International research to understand infant patterns of development in autism spectrum disorders (ASDs) has recently focused on a research paradigm involving prospective longitudinal studies of infant siblings of children with autism. Such designs use a comparison group of infant siblings without any familial risks (the low-risk group) to gather longitudinal information about developmental skills across the first 3 years of life, followed by clinical diagnosis of ASD at 36 months. This review focuses on five topics: presence of ASD in the infant sibling groups, patterns and characteristics of motor development, patterns and characteristics of social and emotional development, patterns and characteristics of intentional communication, both verbal and nonverbal, and patterns that mark the onset of behaviors pathognomonic for ASD. Symptoms in all these areas typically begin to be detected during the age period of 12-24 months in infants who will develop autism. Onset of the symptoms occurs at varying ages and in varying patterns, but the pattern of frank loss of skills and marked regression reported from previous retrospective studies in 20-30% of children is seldom reported in these infant sibling prospective studies. Two surprises involve the very early onset of repetitive and unusual sensory behaviors, and the lack of predictive symptoms at the age of 6 months. Contrary to current views that autism is a disorder that profoundly affects social development from the earliest months of life, the data from these studies presents a picture of autism as a disorder involving symptoms across multiple domains with a gradual onset that changes both ongoing developmental rate and established behavioral patterns across the first 2-3 years of life. En ligne : http://dx.doi.org/10.1002/aur.81 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=936
in Autism Research > 2-3 (June 2009) . - p.125-137[article] What are infant siblings teaching us about autism in infancy? [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur . - 2009 . - p.125-137.
Langues : Anglais (eng)
in Autism Research > 2-3 (June 2009) . - p.125-137
Index. décimale : PER Périodiques Résumé : International research to understand infant patterns of development in autism spectrum disorders (ASDs) has recently focused on a research paradigm involving prospective longitudinal studies of infant siblings of children with autism. Such designs use a comparison group of infant siblings without any familial risks (the low-risk group) to gather longitudinal information about developmental skills across the first 3 years of life, followed by clinical diagnosis of ASD at 36 months. This review focuses on five topics: presence of ASD in the infant sibling groups, patterns and characteristics of motor development, patterns and characteristics of social and emotional development, patterns and characteristics of intentional communication, both verbal and nonverbal, and patterns that mark the onset of behaviors pathognomonic for ASD. Symptoms in all these areas typically begin to be detected during the age period of 12-24 months in infants who will develop autism. Onset of the symptoms occurs at varying ages and in varying patterns, but the pattern of frank loss of skills and marked regression reported from previous retrospective studies in 20-30% of children is seldom reported in these infant sibling prospective studies. Two surprises involve the very early onset of repetitive and unusual sensory behaviors, and the lack of predictive symptoms at the age of 6 months. Contrary to current views that autism is a disorder that profoundly affects social development from the earliest months of life, the data from these studies presents a picture of autism as a disorder involving symptoms across multiple domains with a gradual onset that changes both ongoing developmental rate and established behavioral patterns across the first 2-3 years of life. En ligne : http://dx.doi.org/10.1002/aur.81 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=936 What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism / J. J. POKORNY in Journal of Autism and Developmental Disorders, 48-3 (March 2018)
[article]
Titre : What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism Type de document : Texte imprimé et/ou numérique Auteurs : J. J. POKORNY, Auteur ; N. V. HATT, Auteur ; Sally J ROGERS, Auteur ; S. M. RIVERA, Auteur Année de publication : 2018 Article en page(s) : p.809-823 Langues : Anglais (eng) Mots-clés : Action understanding Autism Intention Mentalizing fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823[article] What Are You Doing With That Object? Comparing the Neural Responses of Action Understanding in Adolescents With and Without Autism [Texte imprimé et/ou numérique] / J. J. POKORNY, Auteur ; N. V. HATT, Auteur ; Sally J ROGERS, Auteur ; S. M. RIVERA, Auteur . - 2018 . - p.809-823.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-3 (March 2018) . - p.809-823
Mots-clés : Action understanding Autism Intention Mentalizing fMRI Index. décimale : PER Périodiques Résumé : Understanding another's actions, including what they are doing and why they are doing it, can be difficult for individuals with autism spectrum disorder (ASD). This understanding is supported by the action observation (AON) and mentalizing (MZN) networks, as well as the superior temporal sulcus. We examined these areas in children with ASD and typically developing controls by having participants view eating and placing actions performed in conventional and unconventional ways while functional magnetic resonance images were collected. We found an effect of action-type, but not conventionality, in both groups, and a between groups difference only when viewing conventional eating actions. Findings suggest there are not global AON/MZN deficits in ASD, and observing unconventional actions may not spontaneously activate the MZN. En ligne : https://doi.org/10.1007/s10803-017-3338-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=338 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire What will my child's future hold? phenotypes of intellectual development in 2–8?year?olds with autism spectrum disorder / Marjorie SOLOMON in Autism Research, 11-1 (January 2018)
[article]
Titre : What will my child's future hold? phenotypes of intellectual development in 2–8?year?olds with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie SOLOMON, Auteur ; Ana?Maria IOSIF, Auteur ; P. REINHARDT VANESSA, Auteur ; E. LIBERO LAUREN, Auteur ; Christine W. NORDAHL, Auteur ; Sally OZONOFF, Auteur ; Sally J ROGERS, Auteur ; David G. AMARAL, Auteur Article en page(s) : p.121-132 Langues : Anglais (eng) Mots-clés : intellectual development phenotypes longitudinal ASD IQ early childhood autism spectrum disorder Index. décimale : PER Périodiques Résumé : We examined phenotypes of autism spectrum disorder (ASD) based on trajectories of intellectual development from early (ages 2?3 ½) to middle (ages 5?8) childhood in a recent clinically ascertained cohort. Participants included 102 children (82 males) initially diagnosed with ASD from the Autism Phenome Project longitudinal sample. Latent class growth analysis was used to identify distinct IQ trajectories. Baseline and developmental course differences among groups were assessed using univariate techniques and repeated measures regression models, respectively. A four class model best represented the data. Using the highest posterior probability, participants were assigned to High Challenges (25.5%), Stable Low (17.6%), Changers (35.3%), and Lesser Challenges (21.6%) groups. The High Challenges and Stable Low groups exhibited persistently low IQ, although, the High Challenges group experienced declines while the Stable Low group's scores remained more constant. Changers showed IQ improvement of >?2 standard deviations. The Lesser Challenges group had IQs in the average range at both times that were about 1 standard deviation higher at T2. In summation, 75% of the participants experienced some relative improvements in intellectual and/or other areas of functioning between ages 2 and 8 years. The Changers group demonstrated the most significant IQ change that was accompanied by adaptive communication improvement and declining externalizing symptoms. Only the Lesser Challenges group showed a significant reduction in ASD symptom severity, such that by age 8, 14% of them no longer met ADOS?2 criteria for ASD. All groups showed reductions in internalizing symptoms. Intervention history was not associated with group status. Autism Res 2018, 11: 121?132. ? 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary We examined how the IQs of children with autism spectrum disorder change between ages 2 and 8, and identified four patterns. Two groups exhibited persistently lower IQs. One group showed IQ increases of greater than 30 points with improved communicate abilities and declining disruptive behaviors. The final group had IQs in the average or better range at both time points, and 14% of them lost their diagnoses. Over half of the children experienced improved intellectual functioning between ages 2 and 8, whereas about 25% showed declines. Findings were not associated with intervention history. En ligne : https://doi.org/10.1002/aur.1884 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334
in Autism Research > 11-1 (January 2018) . - p.121-132[article] What will my child's future hold? phenotypes of intellectual development in 2–8?year?olds with autism spectrum disorder [Texte imprimé et/ou numérique] / Marjorie SOLOMON, Auteur ; Ana?Maria IOSIF, Auteur ; P. REINHARDT VANESSA, Auteur ; E. LIBERO LAUREN, Auteur ; Christine W. NORDAHL, Auteur ; Sally OZONOFF, Auteur ; Sally J ROGERS, Auteur ; David G. AMARAL, Auteur . - p.121-132.
Langues : Anglais (eng)
in Autism Research > 11-1 (January 2018) . - p.121-132
Mots-clés : intellectual development phenotypes longitudinal ASD IQ early childhood autism spectrum disorder Index. décimale : PER Périodiques Résumé : We examined phenotypes of autism spectrum disorder (ASD) based on trajectories of intellectual development from early (ages 2?3 ½) to middle (ages 5?8) childhood in a recent clinically ascertained cohort. Participants included 102 children (82 males) initially diagnosed with ASD from the Autism Phenome Project longitudinal sample. Latent class growth analysis was used to identify distinct IQ trajectories. Baseline and developmental course differences among groups were assessed using univariate techniques and repeated measures regression models, respectively. A four class model best represented the data. Using the highest posterior probability, participants were assigned to High Challenges (25.5%), Stable Low (17.6%), Changers (35.3%), and Lesser Challenges (21.6%) groups. The High Challenges and Stable Low groups exhibited persistently low IQ, although, the High Challenges group experienced declines while the Stable Low group's scores remained more constant. Changers showed IQ improvement of >?2 standard deviations. The Lesser Challenges group had IQs in the average range at both times that were about 1 standard deviation higher at T2. In summation, 75% of the participants experienced some relative improvements in intellectual and/or other areas of functioning between ages 2 and 8 years. The Changers group demonstrated the most significant IQ change that was accompanied by adaptive communication improvement and declining externalizing symptoms. Only the Lesser Challenges group showed a significant reduction in ASD symptom severity, such that by age 8, 14% of them no longer met ADOS?2 criteria for ASD. All groups showed reductions in internalizing symptoms. Intervention history was not associated with group status. Autism Res 2018, 11: 121?132. ? 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary We examined how the IQs of children with autism spectrum disorder change between ages 2 and 8, and identified four patterns. Two groups exhibited persistently lower IQs. One group showed IQ increases of greater than 30 points with improved communicate abilities and declining disruptive behaviors. The final group had IQs in the average or better range at both time points, and 14% of them lost their diagnoses. Over half of the children experienced improved intellectual functioning between ages 2 and 8, whereas about 25% showed declines. Findings were not associated with intervention history. En ligne : https://doi.org/10.1002/aur.1884 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=334