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Auteur Rebecca LANDA |
Documents disponibles écrits par cet auteur (37)
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Signes d'autisme et de retards de la communication chez les nourrissons et tout-petits, implications pour l'intervention précoce / Rebecca LANDA in Bulletin Scientifique de l'arapi (Le), 34 (Décembre 2014)
[article]
Titre : Signes d'autisme et de retards de la communication chez les nourrissons et tout-petits, implications pour l'intervention précoce Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LANDA, Auteur Année de publication : 2014 Article en page(s) : p. 10-13 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=253
in Bulletin Scientifique de l'arapi (Le) > 34 (Décembre 2014) . - p. 10-13[article] Signes d'autisme et de retards de la communication chez les nourrissons et tout-petits, implications pour l'intervention précoce [Texte imprimé et/ou numérique] / Rebecca LANDA, Auteur . - 2014 . - p. 10-13.
Langues : Français (fre)
in Bulletin Scientifique de l'arapi (Le) > 34 (Décembre 2014) . - p. 10-13
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=253 Social and non-social visual attention patterns and associative learning in infants at risk for autism / Anjana N. BHAT in Journal of Child Psychology and Psychiatry, 51-9 (September 2010)
[article]
Titre : Social and non-social visual attention patterns and associative learning in infants at risk for autism Type de document : Texte imprimé et/ou numérique Auteurs : Anjana N. BHAT, Auteur ; Rebecca LANDA, Auteur ; J.C. GALLOWAY, Auteur Année de publication : 2010 Article en page(s) : p.989-997 Langues : Anglais (eng) Mots-clés : Attention autism infants social learning Index. décimale : PER Périodiques Résumé : Background: Social inattention is common in children with autism whereas associative learning capabilities are considered a relative strength. Identifying early precursors of impairment associated with autism could lead to earlier identification of this disorder. The present study compared social and non-social visual attention patterns as well as associative learning in infant siblings of children with autism (AU sibs) and low-risk (LR) infants at 6 months of age.
Methods: Twenty-five AU sibs and 25 LR infants were observed in a novel social-object learning task, within which attention to social and non-social cues was contrasted. Video recorded data were coded for percent duration of gaze to objects or caregiver. Movement rates to activate the toy within the associative learning task were also quantified.
Results: Both groups learned the association between moving a switch and activating a cause–effect toy. AU sibs spent less time looking at caregivers and more time looking at the toy or joystick when their caregivers made no attempts to engage their attention. However, response to caregiver-initiated social bids was comparable for both groups.
Conclusions: Infrequent self-initiated socially directed gaze may be an early marker of later social and communication delays.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02262.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.989-997[article] Social and non-social visual attention patterns and associative learning in infants at risk for autism [Texte imprimé et/ou numérique] / Anjana N. BHAT, Auteur ; Rebecca LANDA, Auteur ; J.C. GALLOWAY, Auteur . - 2010 . - p.989-997.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 51-9 (September 2010) . - p.989-997
Mots-clés : Attention autism infants social learning Index. décimale : PER Périodiques Résumé : Background: Social inattention is common in children with autism whereas associative learning capabilities are considered a relative strength. Identifying early precursors of impairment associated with autism could lead to earlier identification of this disorder. The present study compared social and non-social visual attention patterns as well as associative learning in infant siblings of children with autism (AU sibs) and low-risk (LR) infants at 6 months of age.
Methods: Twenty-five AU sibs and 25 LR infants were observed in a novel social-object learning task, within which attention to social and non-social cues was contrasted. Video recorded data were coded for percent duration of gaze to objects or caregiver. Movement rates to activate the toy within the associative learning task were also quantified.
Results: Both groups learned the association between moving a switch and activating a cause–effect toy. AU sibs spent less time looking at caregivers and more time looking at the toy or joystick when their caregivers made no attempts to engage their attention. However, response to caregiver-initiated social bids was comparable for both groups.
Conclusions: Infrequent self-initiated socially directed gaze may be an early marker of later social and communication delays.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02262.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches / Connie KASARI in Autism Research, 16-6 (June 2023)
[article]
Titre : Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.1236-1246 Langues : Anglais (eng) Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507
in Autism Research > 16-6 (June 2023) . - p.1236-1246[article] Spoken language outcomes in limited language preschoolers with autism and global developmental delay: RCT of early intervention approaches [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Stephanie Shire, Auteur ; Wendy SHIH, Auteur ; Rebecca LANDA, Auteur ; Lynne LEVATO, Auteur ; Tristram SMITH, Auteur . - p.1236-1246.
Langues : Anglais (eng)
in Autism Research > 16-6 (June 2023) . - p.1236-1246
Mots-clés : developmental delay DTT JASPER language minimally verbal preschoolers RCT Index. décimale : PER Périodiques Résumé : Abstract Preschool autistic children with significant global developmental delays and very limited language skills are at high risk for remaining minimally verbal at entry into primary school. This study compared two early intervention models for improving social communication and spoken language outcomes in 164 children who received intervention in their community preschool program for 6?months, with a six-month follow-up. The primary outcome measure was a standardized language assessment, and secondary measures focused on social communication. Results indicated children on average made 6?months gain in language development in the active 6?months of intervention with no difference between intervention models. Children who initiated joint attention more frequently, or who had higher receptive language at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater spoken language progress from exit to follow-up. These findings suggest that progress can be made in autistic children who have very little spoken language and who receive targeted early interventions. Individual trajectories vary and depend in part on initial abilities in social communication and receptive language. Future research might consider methods to systematically personalize approaches to fit child characteristics and family preference. Lay Summary This study compared two different early intervention approaches for teaching spoken language to minimally verbal, globally delayed autistic preschoolers. Children were given an hour of therapy daily for 6 months and then reassessed 6 months later. The majority of the 164 participants were from historically excluded populations (low income and minority), and therapy was delivered in school community settings by expert clinicians. Results indicated that the participants made significant progress regardless of intervention approach: 6?months gain in standardized language scores over 6?months, but slower progress during the period after therapy ended. Children who initiated joint attention more frequently, or who had higher language understanding at baseline made more progress if assigned to receive JASPER, a naturalistic developmental behavioral intervention. Children who received Discrete Trial Training made greater language progress during 6-month period after therapy ended. These findings suggest that progress can be made in children with ASD who have very little spoken language and who receive targeted early interventions. En ligne : https://doi.org/10.1002/aur.2932 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=507 Studying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues / Lonnie ZWAIGENBAUM in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
[article]
Titre : Studying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues Type de document : Texte imprimé et/ou numérique Auteurs : Lonnie ZWAIGENBAUM, Auteur ; Marian SIGMAN, Auteur ; Wendy L. STONE, Auteur ; Alice KAU, Auteur ; Audrey THURM, Auteur ; Jana M. IVERSON, Auteur ; Catherine LORD, Auteur ; Grace T. BARANEK, Auteur ; Susan E. BRYSON, Auteur ; Rebecca LANDA, Auteur ; Ami KLIN, Auteur ; Sally J ROGERS, Auteur Année de publication : 2007 Article en page(s) : p.466-480 Langues : Anglais (eng) Mots-clés : Early-identification Screening Longitudinal-studies Prospective-studies Infant Child-development Siblings Index. décimale : PER Périodiques Résumé : Detecting early signs of autism is essential for timely diagnosis and initiation of effective interventions. Several research groups have initiated prospective studies of high-risk populations including infant siblings, to systematically collect data on early signs within a longitudinal design. Despite the potential advantages of prospective studies of young children at high-risk for autism, there are also significant methodological, ethical and practical challenges. This paper outlines several of these challenges, including those related to sampling (e.g., defining appropriate comparison groups), measurement and clinical implications (e.g., addressing the needs of infants suspected of having early signs). We suggest possible design and implementation strategies to address these various challenges, based on current research efforts in the field and previous studies involving high-risk populations. En ligne : http://dx.doi.org/10.1007/s10803-006-0179-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=651
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.466-480[article] Studying the Emergence of Autism Spectrum Disorders in High-risk Infants: Methodological and Practical Issues [Texte imprimé et/ou numérique] / Lonnie ZWAIGENBAUM, Auteur ; Marian SIGMAN, Auteur ; Wendy L. STONE, Auteur ; Alice KAU, Auteur ; Audrey THURM, Auteur ; Jana M. IVERSON, Auteur ; Catherine LORD, Auteur ; Grace T. BARANEK, Auteur ; Susan E. BRYSON, Auteur ; Rebecca LANDA, Auteur ; Ami KLIN, Auteur ; Sally J ROGERS, Auteur . - 2007 . - p.466-480.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.466-480
Mots-clés : Early-identification Screening Longitudinal-studies Prospective-studies Infant Child-development Siblings Index. décimale : PER Périodiques Résumé : Detecting early signs of autism is essential for timely diagnosis and initiation of effective interventions. Several research groups have initiated prospective studies of high-risk populations including infant siblings, to systematically collect data on early signs within a longitudinal design. Despite the potential advantages of prospective studies of young children at high-risk for autism, there are also significant methodological, ethical and practical challenges. This paper outlines several of these challenges, including those related to sampling (e.g., defining appropriate comparison groups), measurement and clinical implications (e.g., addressing the needs of infants suspected of having early signs). We suggest possible design and implementation strategies to address these various challenges, based on current research efforts in the field and previous studies involving high-risk populations. En ligne : http://dx.doi.org/10.1007/s10803-006-0179-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=651 The Association Between Parental Age and Autism-Related Outcomes in Children at High Familial Risk for Autism / Kristen LYALL in Autism Research, 13-6 (June 2020)
[article]
Titre : The Association Between Parental Age and Autism-Related Outcomes in Children at High Familial Risk for Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kristen LYALL, Auteur ; Lanxin SONG, Auteur ; Kelly N. BOTTERON, Auteur ; Lisa A. CROEN, Auteur ; Stephen R. DAGER, Auteur ; M. Daniele FALLIN, Auteur ; Heather C. HAZLETT, Auteur ; Elizabeth KAUFFMAN, Auteur ; Rebecca LANDA, Auteur ; Christine LADD-ACOSTA, Auteur ; Daniel S. MESSINGER, Auteur ; Sally OZONOFF, Auteur ; Juhi PANDEY, Auteur ; Joseph PIVEN, Auteur ; Rebecca J. SCHMIDT, Auteur ; Robert T. SCHULTZ, Auteur ; Wendy L. STONE, Auteur ; Craig J. NEWSCHAFFER, Auteur ; Heather E. VOLK, Auteur Article en page(s) : p.998-1010 Langues : Anglais (eng) Mots-clés : autism autism-related traits high familial risk parental age Index. décimale : PER Périodiques Résumé : Advanced parental age is a well-replicated risk factor for autism spectrum disorder (ASD), a neurodevelopmental condition with a complex and not well-defined etiology. We sought to determine parental age associations with ASD-related outcomes in subjects at high familial risk for ASD. A total of 397 younger siblings of a child with ASD, drawn from existing prospective high familial risk cohorts, were included in these analyses. Overall, we did not observe significant associations of advanced parental age with clinical ASD diagnosis, Social Responsiveness Scale, or Vineland Adaptive Behavior Scales scores. Instead, increased odds of ASD were found with paternal age?30?years (adjusted odds ratio [AOR] = 2.83 and 95% confidence intervals [CI] = 1.14-7.02). Likewise, younger age (<30?years) for both parents was associated with decreases in Mullen Scales of Early Learning early learning composite (MSEL-ELC) scores (adjusted ? = -9.62, 95% CI = -17.1 to -2.15). We also found significant increases in cognitive functioning based on MSEL-ELC scores with increasing paternal age (adjusted ? associated with a 10-year increase in paternal age = 5.51, 95% CI = 0.70-10.3). Results suggest the potential for a different relationship between parental age and ASD-related outcomes in families with elevated ASD risk than has been observed in general population samples. Autism Res 2020, 13: 998-1010. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Previous work suggests that older parents have a greater likelihood of having a child with autism. We investigated this relationship in the younger siblings of families who already had a child with autism. In this setting, we found a higher likelihood of autism, as well as poorer cognitive scores, in the siblings with younger fathers, and higher cognitive scores in the siblings with older parents. These results suggest that parental age associations may differ based on children's familial risk for autism. En ligne : http://dx.doi.org/10.1002/aur.2303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427
in Autism Research > 13-6 (June 2020) . - p.998-1010[article] The Association Between Parental Age and Autism-Related Outcomes in Children at High Familial Risk for Autism [Texte imprimé et/ou numérique] / Kristen LYALL, Auteur ; Lanxin SONG, Auteur ; Kelly N. BOTTERON, Auteur ; Lisa A. CROEN, Auteur ; Stephen R. DAGER, Auteur ; M. Daniele FALLIN, Auteur ; Heather C. HAZLETT, Auteur ; Elizabeth KAUFFMAN, Auteur ; Rebecca LANDA, Auteur ; Christine LADD-ACOSTA, Auteur ; Daniel S. MESSINGER, Auteur ; Sally OZONOFF, Auteur ; Juhi PANDEY, Auteur ; Joseph PIVEN, Auteur ; Rebecca J. SCHMIDT, Auteur ; Robert T. SCHULTZ, Auteur ; Wendy L. STONE, Auteur ; Craig J. NEWSCHAFFER, Auteur ; Heather E. VOLK, Auteur . - p.998-1010.
Langues : Anglais (eng)
in Autism Research > 13-6 (June 2020) . - p.998-1010
Mots-clés : autism autism-related traits high familial risk parental age Index. décimale : PER Périodiques Résumé : Advanced parental age is a well-replicated risk factor for autism spectrum disorder (ASD), a neurodevelopmental condition with a complex and not well-defined etiology. We sought to determine parental age associations with ASD-related outcomes in subjects at high familial risk for ASD. A total of 397 younger siblings of a child with ASD, drawn from existing prospective high familial risk cohorts, were included in these analyses. Overall, we did not observe significant associations of advanced parental age with clinical ASD diagnosis, Social Responsiveness Scale, or Vineland Adaptive Behavior Scales scores. Instead, increased odds of ASD were found with paternal age?30?years (adjusted odds ratio [AOR] = 2.83 and 95% confidence intervals [CI] = 1.14-7.02). Likewise, younger age (<30?years) for both parents was associated with decreases in Mullen Scales of Early Learning early learning composite (MSEL-ELC) scores (adjusted ? = -9.62, 95% CI = -17.1 to -2.15). We also found significant increases in cognitive functioning based on MSEL-ELC scores with increasing paternal age (adjusted ? associated with a 10-year increase in paternal age = 5.51, 95% CI = 0.70-10.3). Results suggest the potential for a different relationship between parental age and ASD-related outcomes in families with elevated ASD risk than has been observed in general population samples. Autism Res 2020, 13: 998-1010. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Previous work suggests that older parents have a greater likelihood of having a child with autism. We investigated this relationship in the younger siblings of families who already had a child with autism. In this setting, we found a higher likelihood of autism, as well as poorer cognitive scores, in the siblings with younger fathers, and higher cognitive scores in the siblings with older parents. These results suggest that parental age associations may differ based on children's familial risk for autism. En ligne : http://dx.doi.org/10.1002/aur.2303 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=427 The peer relationships of girls with ASD at school: comparison to boys and girls with and without ASD / Michelle DEAN in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkThe Study to Explore Early Development (SEED): A Multisite Epidemiologic Study of Autism by the Centers for Autism and Developmental Disabilities Research and Epidemiology (CADDRE) Network / Diana SCHENDEL in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
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