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Auteur Catherine LORD |
Documents disponibles écrits par cet auteur (129)
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Increased Eye Contact During Conversation Compared to Play in Children With Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
[article]
Titre : Increased Eye Contact During Conversation Compared to Play in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca M. JONES, Auteur ; Audrey SOUTHERLAND, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Chanel BRIDGES, Auteur ; Sarah NAY, Auteur ; Elizabeth STUBBS, Auteur ; Emily KOMAROW, Auteur ; Clay WASHINGTON, Auteur ; James M. REHG, Auteur ; Catherine LORD, Auteur ; Agata ROZGA, Auteur Article en page(s) : p.607-614 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder (ASD) Eye contact Gaze Context Play Naturalistic interactions Index. décimale : PER Périodiques Résumé : Children with autism have atypical gaze behavior but it is unknown whether gaze differs during distinct types of reciprocal interactions. Typically developing children (N?=?20) and children with autism (N?=?20) (4–13 years) made similar amounts of eye contact with an examiner during a conversation. Surprisingly, there was minimal eye contact during interactive play in both groups. Gaze behavior was stable across 8 weeks in children with autism (N?=?15). Lastly, gaze behavior during conversation but not play was associated with autism social affect severity scores (ADOS CSS SA) and the Social Responsiveness Scale (SRS-2). Together findings suggests that eye contact in typical and atypical development is influenced by subtle changes in context, which has implications for optimizing assessments of social communication skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2981-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.607-614[article] Increased Eye Contact During Conversation Compared to Play in Children With Autism [Texte imprimé et/ou numérique] / Rebecca M. JONES, Auteur ; Audrey SOUTHERLAND, Auteur ; Amarelle HAMO, Auteur ; Caroline CARBERRY, Auteur ; Chanel BRIDGES, Auteur ; Sarah NAY, Auteur ; Elizabeth STUBBS, Auteur ; Emily KOMAROW, Auteur ; Clay WASHINGTON, Auteur ; James M. REHG, Auteur ; Catherine LORD, Auteur ; Agata ROZGA, Auteur . - p.607-614.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.607-614
Mots-clés : Autism spectrum disorder (ASD) Eye contact Gaze Context Play Naturalistic interactions Index. décimale : PER Périodiques Résumé : Children with autism have atypical gaze behavior but it is unknown whether gaze differs during distinct types of reciprocal interactions. Typically developing children (N?=?20) and children with autism (N?=?20) (4–13 years) made similar amounts of eye contact with an examiner during a conversation. Surprisingly, there was minimal eye contact during interactive play in both groups. Gaze behavior was stable across 8 weeks in children with autism (N?=?15). Lastly, gaze behavior during conversation but not play was associated with autism social affect severity scores (ADOS CSS SA) and the Social Responsiveness Scale (SRS-2). Together findings suggests that eye contact in typical and atypical development is influenced by subtle changes in context, which has implications for optimizing assessments of social communication skills. En ligne : http://dx.doi.org/10.1007/s10803-016-2981-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Language and Communication in Autism / Helen TAGER-FLUSBERG
contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR
Titre : Language and Communication in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Helen TAGER-FLUSBERG, Auteur ; Rhea PAUL, Auteur ; Catherine LORD, Auteur ; Paul LORD, Auteur Année de publication : 2005 Importance : p.335-364 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Language and Communication in Autism [Texte imprimé et/ou numérique] / Helen TAGER-FLUSBERG, Auteur ; Rhea PAUL, Auteur ; Catherine LORD, Auteur ; Paul LORD, Auteur . - 2005 . - p.335-364.
contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Language and communication needs of adolescents with autism / Catherine LORD
Titre : Language and communication needs of adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Catherine LORD, Auteur ; Patricia O'NEILL, Auteur Année de publication : 1983 Importance : p.57-77 Langues : Anglais (eng) Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=950 Language and communication needs of adolescents with autism [Texte imprimé et/ou numérique] / Catherine LORD, Auteur ; Patricia O'NEILL, Auteur . - 1983 . - p.57-77.
Langues : Anglais (eng)
Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=950 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 / So Hyun KIM in Journal of Child Psychology and Psychiatry, 59-3 (March 2018)
[article]
Titre : Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 Type de document : Texte imprimé et/ou numérique Auteurs : So Hyun KIM, Auteur ; Vanessa H. BAL, Auteur ; Catherine LORD, Auteur Article en page(s) : p.258-267 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Objective This study examined early predictors of and changes in school?age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Method Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long?term academic development. En ligne : https://doi.org/10.1111/jcpp.12808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339
in Journal of Child Psychology and Psychiatry > 59-3 (March 2018) . - p.258-267[article] Longitudinal follow?up of academic achievement in children with autism from age 2 to 18 [Texte imprimé et/ou numérique] / So Hyun KIM, Auteur ; Vanessa H. BAL, Auteur ; Catherine LORD, Auteur . - p.258-267.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 59-3 (March 2018) . - p.258-267
Index. décimale : PER Périodiques Résumé : Objective This study examined early predictors of and changes in school?age academic achievement and class placement in children referred for autism spectrum disorder (ASD) at age 2. Method Of 111 ASD referrals, 74 were diagnosed with ASD at age 18. Regression analyses were performed to identify age 3 predictors of achievement in arithmetic, passage comprehension, word reading, and spelling at ages 9 and 18. Linear Mixed Models were used to examine predictors of academic growth between ages 9 and 18. Results Academic skills varied widely at 9 and 18, but were mostly commensurate with or higher than expected given cognitive levels. However, 22% (age 9) and 32% (age 18) of children with average/above average IQ showed below/low average achievement in at least one academic domain. Children who remained in general education/inclusion classrooms had higher achievement than those who moved to special education classrooms. Stronger cognitive skills at age 3 and 9 predicted better academic achievement and faster academic growth from age 9 to 18. Parent participation in intervention by age 3 predicted better achievement at age 9 and 18. Conclusions Many children with ASD achieve basic academic skills commensurate with or higher than their cognitive ability. However, more rigorous screening for learning difficulties may be important for those with average cognitive skills because a significant minority show relative academic delays. Interventions targeting cognitive skills and parent participation in early treatment may have cascading effects on long?term academic development. En ligne : https://doi.org/10.1111/jcpp.12808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 Longitudinal study of perceived negative impact in African American and Caucasian mothers of children with autism spectrum disorder / Themba CARR in Autism, 17-4 (July 2013)
[article]
Titre : Longitudinal study of perceived negative impact in African American and Caucasian mothers of children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Themba CARR, Auteur ; Catherine LORD, Auteur Article en page(s) : p.405-417 Langues : Anglais (eng) Mots-clés : perceived negative impact family impact African American adolescence socioeconomic status Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the stability of mothers’ perceptions of the negative impact of having a child with ASD in a sample of African American and Caucasian families as their children transitioned to early adolescence. Participants were mothers and children participating in an ongoing longitudinal study of children referred for diagnosis of ASD at age two. Analyses included data from two time points, when child participants were approximately 9 and 14 years old. Linear mixed model analyses were used to examine the relationship between the primary outcome variable, mothers’ perceived negative impact across time, and hypothesized predictors. Negative impact increased significantly from late childhood to into adolescence. However, African American mothers with lower education reported significantly lower levels of perceived negative impact at both time points. Findings show that for some families, the transition to adolescence is a period in which mothers experience increased amounts of negative impact and highlight the importance of examining the influence of socioeconomic variables. Furthermore, data suggest that there may be cultural differences mediating the relationship between maternal education, ethnicity, and perceived negative impact. Implications for the importance of including families from varying levels of socioeconomic status in ASD research are discussed. En ligne : http://dx.doi.org/10.1177/1362361311435155 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206
in Autism > 17-4 (July 2013) . - p.405-417[article] Longitudinal study of perceived negative impact in African American and Caucasian mothers of children with autism spectrum disorder [Texte imprimé et/ou numérique] / Themba CARR, Auteur ; Catherine LORD, Auteur . - p.405-417.
Langues : Anglais (eng)
in Autism > 17-4 (July 2013) . - p.405-417
Mots-clés : perceived negative impact family impact African American adolescence socioeconomic status Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine the stability of mothers’ perceptions of the negative impact of having a child with ASD in a sample of African American and Caucasian families as their children transitioned to early adolescence. Participants were mothers and children participating in an ongoing longitudinal study of children referred for diagnosis of ASD at age two. Analyses included data from two time points, when child participants were approximately 9 and 14 years old. Linear mixed model analyses were used to examine the relationship between the primary outcome variable, mothers’ perceived negative impact across time, and hypothesized predictors. Negative impact increased significantly from late childhood to into adolescence. However, African American mothers with lower education reported significantly lower levels of perceived negative impact at both time points. Findings show that for some families, the transition to adolescence is a period in which mothers experience increased amounts of negative impact and highlight the importance of examining the influence of socioeconomic variables. Furthermore, data suggest that there may be cultural differences mediating the relationship between maternal education, ethnicity, and perceived negative impact. Implications for the importance of including families from varying levels of socioeconomic status in ASD research are discussed. En ligne : http://dx.doi.org/10.1177/1362361311435155 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 Measurement matters: A commentary on the state of the science on patient reported outcome measures (PROMs) in autism research / Hillary K. SCHILTZ in Autism Research, 17-4 (April 2024)
PermalinkMeasuring Changes in Social Communication Behaviors: Preliminary Development of the Brief Observation of Social Communication Change (BOSCC) / Rebecca GRZADZINSKI in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
PermalinkModest Impact on Risk for Autism Spectrum Disorder of Rare Copy Number Variants at 15q11.2, Specifically Breakpoints 1 to 2 / Pauline CHASTE in Autism Research, 7-3 (June 2014)
PermalinkMotor skills of toddlers with autism spectrum disorders / Meghann LLOYD in Autism, 17-2 (March 2013)
PermalinkMultisite Study of New Autism Diagnostic Interview-Revised (ADI-R) Algorithms for Toddlers and Young Preschoolers / So Hyun KIM in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
PermalinkNeural activation to emotional faces in adolescents with autism spectrum disorders / Shih-Jen WENG in Journal of Child Psychology and Psychiatry, 52-3 (March 2011)
PermalinkNeural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020)
PermalinkNeurobiological implications of sex differences in autism / Catherine LORD
PermalinkNew Autism Diagnostic Interview-Revised Algorithms for Toddlers and Young Preschoolers from 12 to 47 Months of Age / So KIM in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
PermalinkObituary Professor Sir Michael Rutter / Catherine LORD in Journal of Autism and Developmental Disorders, 53-5 (May 2023)
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