Behavioral, cognitive, and adaptive development in infants with autism spectrum disorder in the first 2 years of life / A. ESTES in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.24 Titre : Behavioral, cognitive, and adaptive development in infants with autism spectrum disorder in the first 2 years of life Type de document : Texte imprimé et/ou numérique Auteurs : A. ESTES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; H. GU, Auteur ; T. ST JOHN, Auteur ; S. PATERSON, Auteur ; J. T. ELISON, Auteur ; Heather C. HAZLETT, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Robert T. SCHULTZ, Auteur ; P. KOSTOPOULOS, Auteur ; A. EVANS, Auteur ; G. DAWSON, Auteur ; J. ELIASON, Auteur ; S. ALVAREZ, Auteur ; J. PIVEN, Auteur Article en page(s) : p.24 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : BACKGROUND: To delineate the early progression of autism spectrum disorder (ASD) symptoms, this study investigated developmental characteristics of infants at high familial risk for ASD (HR), and infants at low risk (LR). METHODS: Participants included 210 HR and 98 LR infants across 4 sites with comparable behavioral data at age 6, 12, and 24 months assessed in the domains of cognitive development (Mullen Scales of Early Learning), adaptive skills (Vineland Adaptive Behavioral Scales), and early behavioral features of ASD (Autism Observation Scale for Infants). Participants evaluated according to the DSM-IV-TR criteria at 24 months and categorized as ASD-positive or ASD-negative were further stratified by empirically derived cutoff scores using the Autism Diagnostic Observation Schedule yielding four groups: HR-ASD-High, HR-ASD-Moderate (HR-ASD-Mod), HR-ASD-Negative (HR-Neg), and LR-ASD-Negative (LR-Neg). RESULTS: The four groups demonstrated different developmental trajectories that became increasingly distinct from 6 to 24 months across all domains. At 6 months, the HR-ASD-High group demonstrated less advanced Gross Motor and Visual Reception skills compared with the LR-Neg group. By 12 months, the HR-ASD-High group demonstrated increased behavioral features of ASD and decreased cognitive and adaptive functioning compared to the HR-Neg and LR-Neg groups. By 24 months, both the HR-ASD-High and HR-ASD-Moderate groups demonstrated differences from the LR- and HR-Neg groups in all domains. CONCLUSIONS: These findings reveal atypical sensorimotor development at 6 months of age which is associated with ASD at 24 months in the most severely affected group of infants. Sensorimotor differences precede the unfolding of cognitive and adaptive deficits and behavioral features of autism across the 6- to 24-month interval. The less severely affected group demonstrates later symptom onset, in the second year of life, with initial differences in the social-communication domain. En ligne : http://dx.doi.org/10.1186/s11689-015-9117-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 [article] Behavioral, cognitive, and adaptive development in infants with autism spectrum disorder in the first 2 years of life [Texte imprimé et/ou numérique] / A. ESTES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; H. GU, Auteur ; T. ST JOHN, Auteur ; S. PATERSON, Auteur ; J. T. ELISON, Auteur ; Heather C. HAZLETT, Auteur ; Kelly N. BOTTERON, Auteur ; Stephen R. DAGER, Auteur ; Robert T. SCHULTZ, Auteur ; P. KOSTOPOULOS, Auteur ; A. EVANS, Auteur ; G. DAWSON, Auteur ; J. ELIASON, Auteur ; S. ALVAREZ, Auteur ; J. PIVEN, Auteur . - p.24. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.24 Index. décimale : PER Périodiques Résumé : BACKGROUND: To delineate the early progression of autism spectrum disorder (ASD) symptoms, this study investigated developmental characteristics of infants at high familial risk for ASD (HR), and infants at low risk (LR). METHODS: Participants included 210 HR and 98 LR infants across 4 sites with comparable behavioral data at age 6, 12, and 24 months assessed in the domains of cognitive development (Mullen Scales of Early Learning), adaptive skills (Vineland Adaptive Behavioral Scales), and early behavioral features of ASD (Autism Observation Scale for Infants). Participants evaluated according to the DSM-IV-TR criteria at 24 months and categorized as ASD-positive or ASD-negative were further stratified by empirically derived cutoff scores using the Autism Diagnostic Observation Schedule yielding four groups: HR-ASD-High, HR-ASD-Moderate (HR-ASD-Mod), HR-ASD-Negative (HR-Neg), and LR-ASD-Negative (LR-Neg). RESULTS: The four groups demonstrated different developmental trajectories that became increasingly distinct from 6 to 24 months across all domains. At 6 months, the HR-ASD-High group demonstrated less advanced Gross Motor and Visual Reception skills compared with the LR-Neg group. By 12 months, the HR-ASD-High group demonstrated increased behavioral features of ASD and decreased cognitive and adaptive functioning compared to the HR-Neg and LR-Neg groups. By 24 months, both the HR-ASD-High and HR-ASD-Moderate groups demonstrated differences from the LR- and HR-Neg groups in all domains. CONCLUSIONS: These findings reveal atypical sensorimotor development at 6 months of age which is associated with ASD at 24 months in the most severely affected group of infants. Sensorimotor differences precede the unfolding of cognitive and adaptive deficits and behavioral features of autism across the 6- to 24-month interval. The less severely affected group demonstrates later symptom onset, in the second year of life, with initial differences in the social-communication domain. En ligne : http://dx.doi.org/10.1186/s11689-015-9117-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347

Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD / T. ST JOHN in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.276-283 Titre : Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : T. ST JOHN, Auteur ; G. DAWSON, Auteur ; A. ESTES, Auteur Article en page(s) : p.276-283 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism  Inhibition  Math  Set shifting  Working memory Index. décimale : PER Périodiques Résumé : The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. Academic achievement and its association with EF is described in 32, 9-year-old children with ASD. EF at age 6 and 9, and academic achievement at age 9 were assessed as part of a larger longitudinal study. Better performance on a Spatial Reversal task but not A-not-B with Invisible Displacement at age 6 was associated with better math achievement at age 9. No relationship was found between these EF measures at age 6 and reading or spelling achievement at age 9. Future studies are needed to explore whether improving early EF skills can increase math achievement in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3296-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD [Texte imprimé et/ou numérique] / T. ST JOHN, Auteur ; G. DAWSON, Auteur ; A. ESTES, Auteur . - p.276-283. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.276-283 Mots-clés : Academic achievement  Autism  Inhibition  Math  Set shifting  Working memory Index. décimale : PER Périodiques Résumé : The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. Academic achievement and its association with EF is described in 32, 9-year-old children with ASD. EF at age 6 and 9, and academic achievement at age 9 were assessed as part of a larger longitudinal study. Better performance on a Spatial Reversal task but not A-not-B with Invisible Displacement at age 6 was associated with better math achievement at age 9. No relationship was found between these EF measures at age 6 and reading or spelling achievement at age 9. Future studies are needed to explore whether improving early EF skills can increase math achievement in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3296-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities / T. S. JOHN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Titre : Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities Type de document : Texte imprimé et/ou numérique Auteurs : T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; J. MUNSON, Auteur ; M. A. REITER, Auteur ; Stephen R. DAGER, Auteur ; N. KLEINHANS, Auteur Article en page(s) : p.1361-1373 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Characterizing Social Functioning in School-Age Children with Sensory Processing Abnormalities [Texte imprimé et/ou numérique] / T. S. JOHN, Auteur ; A. ESTES, Auteur ; K. K. BEGAY, Auteur ; J. MUNSON, Auteur ; M. A. REITER, Auteur ; Stephen R. DAGER, Auteur ; N. KLEINHANS, Auteur . - p.1361-1373. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1361-1373 Mots-clés : Autism Spectrum Disorder/epidemiology  Child  Humans  Perception  Problem Behavior  Sensation  Social Interaction  Autism spectrum disorder  Sensory abnormalities  Social functioning Index. décimale : PER Périodiques Résumé : Children with sensory abnormalities (SAs) have a variety of social problems resulting in poorer social functioning than children with typical development (TD). We describe the relationship between SAs and social functioning in school-age children with SAs, children with TD and a clinical comparison sample of children with autism spectrum disorder (ASD). Children with SAs demonstrated impaired social functioning on standardized measures. Children with SAs demonstrated worse social functioning than children with TD and equivalent social functioning to children with ASD. Increased SAs were associated with poorer social functioning across all groups. The results suggest that children with SAs experience clinically significant problems with social functioning and future research is needed to develop interventions to support social functioning in this population. En ligne : http://dx.doi.org/10.1007/s10803-021-05050-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-2 (February 2019) . - p.632-646 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 [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

Infants later diagnosed with autism have lower canonical babbling ratios in the first year of life / L. D. YANKOWITZ in Molecular Autism, 13 (2022)  

Public ISBD [article]  inMolecular Autism > 13 (2022) . - 28 p. Titre : Infants later diagnosed with autism have lower canonical babbling ratios in the first year of life Type de document : Texte imprimé et/ou numérique Auteurs : L. D. YANKOWITZ, Auteur ; V. PETRULLA, Auteur ; S. PLATE, Auteur ; B. TUNC, Auteur ; W. GUTHRIE, Auteur ; S. S. MEERA, Auteur ; K. TENA, Auteur ; J. PANDEY, Auteur ; M. R. SWANSON, Auteur ; J. R. Jr PRUETT, Auteur ; M. COLA, Auteur ; A. RUSSELL, Auteur ; N. MARRUS, Auteur ; Heather C. HAZLETT, Auteur ; K. BOTTERON, Auteur ; J. N. CONSTANTINO, Auteur ; Stephen R. DAGER, Auteur ; A. ESTES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : 28 p. Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Infant  Language Development Disorders/diagnosis  Longitudinal Studies  Reproducibility of Results Index. décimale : PER Périodiques Résumé : BACKGROUND: Canonical babbling-producing syllables with a mature consonant, full vowel, and smooth transition-is an important developmental milestone that typically occurs in the first year of life. Some studies indicate delayed or reduced canonical babbling in infants at high familial likelihood for autism spectrum disorder (ASD) or who later receive an ASD diagnosis, but evidence is mixed. More refined characterization of babbling in the first year of life in infants with high likelihood for ASD is needed. METHODS: Vocalizations produced at 6 and 12 months by infants (n=267) taking part in a longitudinal study were coded for canonical and non-canonical syllables. Infants were categorized as low familial likelihood (LL), high familial likelihood diagnosed with ASD at 24 months (HL-ASD) or not diagnosed (HL-Neg). Language delay was assessed based on 24-month expressive and receptive language scores. Canonical babble ratio (CBR) was calculated by dividing the number of canonical syllables by the number of total syllables. Generalized linear (mixed) models were used to assess the relationship between group membership and CBR, controlling for site, sex, and maternal education. Logistic regression was used to assess whether canonical babbling ratios at 6 and 12 months predict 24-month diagnostic outcome. RESULTS: No diagnostic group differences in CBR were detected at 6 months, but HL-ASD infants produced significantly lower CBR than both the HL-Neg and LL groups at 12 months. HL-Neg infants with language delay also showed reduced CBR at 12 months. Neither 6- nor 12-month CBR was significant predictors of 24-month diagnostic outcome (ASD versus no ASD) in logistic regression. LIMITATIONS: Small numbers of vocalizations produced by infants at 6 months may limit the reliability of CBR estimates. It is not known if results generalize to infants who are not at high familial likelihood, or infants from more diverse racial and socioeconomic backgrounds. CONCLUSIONS: Lower canonical babbling ratios are apparent by the end of the first year of life in ASD regardless of later language delay, but are also observed for infants with later language delay without ASD. Canonical babbling may lack specificity as an early marker when used on its own. En ligne : http://dx.doi.org/10.1186/s13229-022-00503-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Infants later diagnosed with autism have lower canonical babbling ratios in the first year of life [Texte imprimé et/ou numérique] / L. D. YANKOWITZ, Auteur ; V. PETRULLA, Auteur ; S. PLATE, Auteur ; B. TUNC, Auteur ; W. GUTHRIE, Auteur ; S. S. MEERA, Auteur ; K. TENA, Auteur ; J. PANDEY, Auteur ; M. R. SWANSON, Auteur ; J. R. Jr PRUETT, Auteur ; M. COLA, Auteur ; A. RUSSELL, Auteur ; N. MARRUS, Auteur ; Heather C. HAZLETT, Auteur ; K. BOTTERON, Auteur ; J. N. CONSTANTINO, Auteur ; Stephen R. DAGER, Auteur ; A. ESTES, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; J. PIVEN, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - 28 p. Langues : Anglais (eng) in Molecular Autism > 13 (2022) . - 28 p. Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Humans  Infant  Language Development Disorders/diagnosis  Longitudinal Studies  Reproducibility of Results Index. décimale : PER Périodiques Résumé : BACKGROUND: Canonical babbling-producing syllables with a mature consonant, full vowel, and smooth transition-is an important developmental milestone that typically occurs in the first year of life. Some studies indicate delayed or reduced canonical babbling in infants at high familial likelihood for autism spectrum disorder (ASD) or who later receive an ASD diagnosis, but evidence is mixed. More refined characterization of babbling in the first year of life in infants with high likelihood for ASD is needed. METHODS: Vocalizations produced at 6 and 12 months by infants (n=267) taking part in a longitudinal study were coded for canonical and non-canonical syllables. Infants were categorized as low familial likelihood (LL), high familial likelihood diagnosed with ASD at 24 months (HL-ASD) or not diagnosed (HL-Neg). Language delay was assessed based on 24-month expressive and receptive language scores. Canonical babble ratio (CBR) was calculated by dividing the number of canonical syllables by the number of total syllables. Generalized linear (mixed) models were used to assess the relationship between group membership and CBR, controlling for site, sex, and maternal education. Logistic regression was used to assess whether canonical babbling ratios at 6 and 12 months predict 24-month diagnostic outcome. RESULTS: No diagnostic group differences in CBR were detected at 6 months, but HL-ASD infants produced significantly lower CBR than both the HL-Neg and LL groups at 12 months. HL-Neg infants with language delay also showed reduced CBR at 12 months. Neither 6- nor 12-month CBR was significant predictors of 24-month diagnostic outcome (ASD versus no ASD) in logistic regression. LIMITATIONS: Small numbers of vocalizations produced by infants at 6 months may limit the reliability of CBR estimates. It is not known if results generalize to infants who are not at high familial likelihood, or infants from more diverse racial and socioeconomic backgrounds. CONCLUSIONS: Lower canonical babbling ratios are apparent by the end of the first year of life in ASD regardless of later language delay, but are also observed for infants with later language delay without ASD. Canonical babbling may lack specificity as an early marker when used on its own. En ligne : http://dx.doi.org/10.1186/s13229-022-00503-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

A novel method for measuring learning opportunities provided by parents to young children with autism spectrum disorder / K. S. DAVLANTIS in Autism, 23-6 (August 2019)  

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Parent Support of Preschool Peer Relationships in Younger Siblings of Children with Autism Spectrum Disorder / A. ESTES in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

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Reduced engagement with social stimuli in 6-month-old infants with later autism spectrum disorder: a longitudinal prospective study of infants at high familial risk / E. J. JONES in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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Social and non-social sensory responsivity in toddlers at high-risk for autism spectrum disorder / J. GUNDERSON in Autism Research, 14-10 (October 2021)  

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The effect of early autism intervention on parental sense of efficacy in a randomized trial depends on the initial level of parent stress / A. ESTES in Autism, 25-7 (October 2021)  

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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)  

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