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Détail de l'auteur
Auteur Giacomo VIVANTI |
Documents disponibles écrits par cet auteur (48)
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No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study / Heather J. NUSKE in Journal of Autism and Developmental Disorders, 45-11 (November 2015)
[article]
Titre : No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study Type de document : Texte imprimé et/ou numérique Auteurs : Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.3433-3445 Langues : Anglais (eng) Mots-clés : Mutual gaze Autism Gaze aversion hypothesis Direct eye contact Eye-tracking pupillometry Emotional regulation Index. décimale : PER Périodiques Résumé : The ‘gaze aversion hypothesis’, suggests that people with Autism Spectrum Disorder (ASD) avoid mutual gaze because they experience it as hyper-arousing. To test this hypothesis we showed mutual and averted gaze stimuli to 23 mixed-ability preschoolers with ASD (M Mullen DQ = 68) and 21 typically-developing preschoolers, aged 2–5 years, using eye-tracking technology to measure visual attention and emotional arousal (i.e., pupil dilation). There were no group differences in attention to the eye region or pupil dilation. Both groups dilated their pupils more to mutual compared to averted gaze. More internalizing symptoms in the children with ASD related to less emotional arousal to mutual gaze. The pattern of results suggests that preschoolers with ASD are not dysregulated in their responses to mutual gaze. En ligne : http://dx.doi.org/10.1007/s10803-015-2479-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3433-3445[article] No Evidence of Emotional Dysregulation or Aversion to Mutual Gaze in Preschoolers with Autism Spectrum Disorder: An Eye-Tracking Pupillometry Study [Texte imprimé et/ou numérique] / Heather J. NUSKE, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.3433-3445.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-11 (November 2015) . - p.3433-3445
Mots-clés : Mutual gaze Autism Gaze aversion hypothesis Direct eye contact Eye-tracking pupillometry Emotional regulation Index. décimale : PER Périodiques Résumé : The ‘gaze aversion hypothesis’, suggests that people with Autism Spectrum Disorder (ASD) avoid mutual gaze because they experience it as hyper-arousing. To test this hypothesis we showed mutual and averted gaze stimuli to 23 mixed-ability preschoolers with ASD (M Mullen DQ = 68) and 21 typically-developing preschoolers, aged 2–5 years, using eye-tracking technology to measure visual attention and emotional arousal (i.e., pupil dilation). There were no group differences in attention to the eye region or pupil dilation. Both groups dilated their pupils more to mutual compared to averted gaze. More internalizing symptoms in the children with ASD related to less emotional arousal to mutual gaze. The pattern of results suggests that preschoolers with ASD are not dysregulated in their responses to mutual gaze. En ligne : http://dx.doi.org/10.1007/s10803-015-2479-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Les nouveaux critères diagnostiques du DSM-5 / Giacomo VIVANTI in Link Autisme-Europe, 60 (Décembre 2013)
[article]
Titre : Les nouveaux critères diagnostiques du DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Donata PAGETTI VIVANTI, Auteur Année de publication : 2013 Article en page(s) : p.8-10 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229
in Link Autisme-Europe > 60 (Décembre 2013) . - p.8-10[article] Les nouveaux critères diagnostiques du DSM-5 [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Donata PAGETTI VIVANTI, Auteur . - 2013 . - p.8-10.
Langues : Français (fre)
in Link Autisme-Europe > 60 (Décembre 2013) . - p.8-10
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=229 Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
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Titre : Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.2441-2449 Langues : Anglais (eng) Mots-clés : Autism Early Start Denver Model Early intervention Predictors of outcomes Minimally verbal children Effectiveness Index. décimale : PER Périodiques Résumé : The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12–48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18–48 months and 28 children aged 48–62 months receiving the ESDM for one year (approximately 20 h per week). Younger children achieved superior verbal DQ gains compared to their older counterparts. There were no group differences with respect to non-verbal DQ and adaptive behavior (with both age-groups undergoing significant change), or ASD severity (with neither age-group showing improvements on the ADOS). The association between verbal DQ gains and age at intake was moderated by baseline verbal level. En ligne : http://dx.doi.org/10.1007/s10803-016-2777-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2441-2449[article] Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.2441-2449.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2441-2449
Mots-clés : Autism Early Start Denver Model Early intervention Predictors of outcomes Minimally verbal children Effectiveness Index. décimale : PER Périodiques Résumé : The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12–48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18–48 months and 28 children aged 48–62 months receiving the ESDM for one year (approximately 20 h per week). Younger children achieved superior verbal DQ gains compared to their older counterparts. There were no group differences with respect to non-verbal DQ and adaptive behavior (with both age-groups undergoing significant change), or ASD severity (with neither age-group showing improvements on the ADOS). The association between verbal DQ gains and age at intake was moderated by baseline verbal level. En ligne : http://dx.doi.org/10.1007/s10803-016-2777-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Prediction of school-age outcomes for autistic children following receipt of group-early start denver model / Megan CLARK in Research in Autism Spectrum Disorders, 104 (June 2023)
[article]
Titre : Prediction of school-age outcomes for autistic children following receipt of group-early start denver model Type de document : Texte imprimé et/ou numérique Auteurs : Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : 102164 Langues : Anglais (eng) Mots-clés : Early Intervention ESDM Trajectories Adaptive Behaviour Cognition School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164[article] Prediction of school-age outcomes for autistic children following receipt of group-early start denver model [Texte imprimé et/ou numérique] / Megan CLARK, Auteur ; Zoe VINEN, Auteur ; Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur . - 102164.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 104 (June 2023) . - 102164
Mots-clés : Early Intervention ESDM Trajectories Adaptive Behaviour Cognition School-age Index. décimale : PER Périodiques Résumé : Background Early predictors of developmental outcomes of school-age autistic children aged 6-9 years were examined in the current study. Method: Thirty-one autistic children that had received 12-months of Group-based Early Start Denver Model (G-ESDM) in a community childcare during their pre-school years were followed longitudinally. Cognition and autism behaviours were re-assessed at school-age. Results: Children?s non-verbal and verbal cognition at baseline predicted within the same developmental domains at school age, with early verbal and non-verbal cognition also predicting adaptive behaviour at school age. Conclusions: This is the first study to document the relationship between early baseline characteristics at intake into EI and later school age outcomes following G-ESDM cessation. Importantly, the current findings reveal that developmental gains following receipt of a naturalistic developmental behavioural intervention within a community setting extend beyond the EI years and into the school years. En ligne : http://dx.doi.org/https://doi.org/10.1016/j.rasd.2023.102164 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=504 Predictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention / Veronica ROSE in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
[article]
Titre : Predictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Veronica ROSE, Auteur ; Jessica PAYNTER, Auteur ; Giacomo VIVANTI, Auteur ; Deb KEEN, Auteur ; David TREMBATH, Auteur Article en page(s) : p.278-291 Langues : Anglais (eng) Mots-clés : Augmentative and alternative communication Autism spectrum disorder Early childhood Expressive language Predictors Index. décimale : PER Périodiques Résumé : Comprehensive interventions for children with autism spectrum disorder (ASD) often incorporate augmentative and alternative communication (AAC); however, variability in outcomes exists even among children who access similar intervention. This study investigated predictors of expressive language change for 48 children with ASD aged 31 to 67 months receiving AAC-infused intervention. The relationships between participants' initial responses to AAC and expressive language change were examined. Commonly reported predictors (IQ, chronological age, ASD symptomatology) did not significantly predict expressive language change. AAC factors (visual attention, object play, word learning) entered at Step 2 of a hierarchical multiple regression, explained an additional 42% of the variance. The findings provide preliminary data on child characteristics associated with expressive language changes within AAC-infused comprehensive interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04251-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.278-291[article] Predictors of Expressive Language Change for Children with Autism Spectrum Disorder Receiving AAC-Infused Comprehensive Intervention [Texte imprimé et/ou numérique] / Veronica ROSE, Auteur ; Jessica PAYNTER, Auteur ; Giacomo VIVANTI, Auteur ; Deb KEEN, Auteur ; David TREMBATH, Auteur . - p.278-291.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-1 (January 2020) . - p.278-291
Mots-clés : Augmentative and alternative communication Autism spectrum disorder Early childhood Expressive language Predictors Index. décimale : PER Périodiques Résumé : Comprehensive interventions for children with autism spectrum disorder (ASD) often incorporate augmentative and alternative communication (AAC); however, variability in outcomes exists even among children who access similar intervention. This study investigated predictors of expressive language change for 48 children with ASD aged 31 to 67 months receiving AAC-infused intervention. The relationships between participants' initial responses to AAC and expressive language change were examined. Commonly reported predictors (IQ, chronological age, ASD symptomatology) did not significantly predict expressive language change. AAC factors (visual attention, object play, word learning) entered at Step 2 of a hierarchical multiple regression, explained an additional 42% of the variance. The findings provide preliminary data on child characteristics associated with expressive language changes within AAC-infused comprehensive interventions. En ligne : http://dx.doi.org/10.1007/s10803-019-04251-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Propensity to Imitate in Autism Is Not Modulated by the Model's Gaze Direction: An Eye-Tracking Study / Giacomo VIVANTI in Autism Research, 7-3 (June 2014)
PermalinkPsychological Factors in Autism Spectrum Disorders / Giacomo VIVANTI
PermalinkReview: National Guideline for the Assessment and Diagnosis of Autism Spectrum Disorders in Australia (Whitehouse, Evans et al. 2018) / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
PermalinkPermalinkSocial Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
PermalinkSocial-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / Dominik LAISTER in Autism, 26-6 (August 2022)
PermalinkThe Action Observation System when Observing Hand Actions in Autism and Typical Development / Jennifer J. POKORNY in Autism Research, 8-3 (June 2015)
PermalinkPermalinkThe Importance of Distinguishing Propensity Versus Ability to Imitate in ASD Research and Early Detection / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
PermalinkTics and Tourette syndrome in autism spectrum disorders / Roberto CANITANO in Autism, 11-1 (January 2007)
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