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Auteur Alice S. CARTER |
Documents disponibles écrits par cet auteur (50)



Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change / Brooke INGERSOLL ; Mya HOWARD ; Devon OOSTING ; Alice S. CARTER ; Wendy L. STONE ; Natalie Berger ; Allison L. WAINER ; Emily R. Britsch ; Rise Research Network in Autism Research, 18-1 (January 2025)
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Titre : Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research Type de document : Texte imprimé et/ou numérique Auteurs : Brooke INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie Berger, Auteur ; Allison L. WAINER, Auteur ; Emily R. Britsch, Auteur ; Rise Research Network, Auteur Article en page(s) : p.122-132 Langues : Anglais (eng) Mots-clés : assessment autism caregiver-implemented imitation virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546
in Autism Research > 18-1 (January 2025) . - p.122-132[article] Adapting measures of motor imitation for use by caregivers in virtual contexts: Reliability, validity, and sensitivity to change : Autism Research [Texte imprimé et/ou numérique] / Brooke INGERSOLL, Auteur ; Mya HOWARD, Auteur ; Devon OOSTING, Auteur ; Alice S. CARTER, Auteur ; Wendy L. STONE, Auteur ; Natalie Berger, Auteur ; Allison L. WAINER, Auteur ; Emily R. Britsch, Auteur ; Rise Research Network, Auteur . - p.122-132.
Langues : Anglais (eng)
in Autism Research > 18-1 (January 2025) . - p.122-132
Mots-clés : assessment autism caregiver-implemented imitation virtual Index. décimale : PER Périodiques Résumé : Abstract Early imitation challenges for children with autism are thought to contribute to broader delays in their social communication development. As such, imitation is an important intervention target for young children with and showing early signs of autism, and efforts are underway to disseminate evidence-based imitation interventions into community settings. To our knowledge, there are currently no established imitation assessments that have been validated for use in virtual contexts. This study was designed to examine the reliability and validity of two caregiver-implemented imitation measures delivered with support from a remote virtual assessor. Study participants (177 caregiver-child dyads) were enrolled in a large, multisite study that is examining the effectiveness of a caregiver-implemented intervention delivered through the Part C early intervention (EI) system across four states. Results indicate that the assessments can be administered remotely with strong fidelity, internal reliability, predictive validity, discriminant validity, convergent validity, and sensitivity to change. Stability over time was adequate. These findings suggest that imitation skills can be measured effectively using a remote caregiver-implemented assessment, which provides greater opportunity for virtual clinical trials targeting social communication in young children. Clinical Trial Registration The trial protocol was registered at ClinicalTrials.gov (NCT05114538). En ligne : https://doi.org/10.1002/aur.3267 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 Anxiety and Sensory Over-Responsivity in Toddlers with Autism Spectrum Disorders: Bidirectional Effects Across Time / Shulamite A. GREEN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
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Titre : Anxiety and Sensory Over-Responsivity in Toddlers with Autism Spectrum Disorders: Bidirectional Effects Across Time Type de document : Texte imprimé et/ou numérique Auteurs : Shulamite A. GREEN, Auteur ; Ayelet BEN-SASSON, Auteur ; Timothy W. SOTO, Auteur ; Alice S. CARTER, Auteur Année de publication : 2012 Article en page(s) : p.1112-1119 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Anxiety Sensory over-responsivity Index. décimale : PER Périodiques Résumé : This report focuses on the emergence of and bidirectional effects between anxiety and sensory over-responsivity (SOR) in toddlers with autism spectrum disorders (ASD). Participants were 149 toddlers with ASD and their mothers, assessed at 2 annual time points. A cross-lag analysis showed that anxiety symptoms increased over time while SOR remained relatively stable. SOR positively predicted changes in anxiety over and above child age, autism symptom severity, NVDQ, and maternal anxiety, but anxiety did not predict changes in SOR. Results suggest that SOR emerges earlier than anxiety, and predicts later development of anxiety. En ligne : http://dx.doi.org/10.1007/s10803-011-1361-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1112-1119[article] Anxiety and Sensory Over-Responsivity in Toddlers with Autism Spectrum Disorders: Bidirectional Effects Across Time [Texte imprimé et/ou numérique] / Shulamite A. GREEN, Auteur ; Ayelet BEN-SASSON, Auteur ; Timothy W. SOTO, Auteur ; Alice S. CARTER, Auteur . - 2012 . - p.1112-1119.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1112-1119
Mots-clés : Autism spectrum disorders Anxiety Sensory over-responsivity Index. décimale : PER Périodiques Résumé : This report focuses on the emergence of and bidirectional effects between anxiety and sensory over-responsivity (SOR) in toddlers with autism spectrum disorders (ASD). Participants were 149 toddlers with ASD and their mothers, assessed at 2 annual time points. A cross-lag analysis showed that anxiety symptoms increased over time while SOR remained relatively stable. SOR positively predicted changes in anxiety over and above child age, autism symptom severity, NVDQ, and maternal anxiety, but anxiety did not predict changes in SOR. Results suggest that SOR emerges earlier than anxiety, and predicts later development of anxiety. En ligne : http://dx.doi.org/10.1007/s10803-011-1361-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 Audiovisual Processing in Children with and without Autism Spectrum Disorders / Elizabeth A. MONGILLO in Journal of Autism and Developmental Disorders, 38-7 (August 2008)
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Titre : Audiovisual Processing in Children with and without Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth A. MONGILLO, Auteur ; Alice S. CARTER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia R. IRWIN, Auteur ; D. H. WHALEN, Auteur ; Cheryl KLAIMAN, Auteur Année de publication : 2008 Article en page(s) : p.1349-1358 Langues : Anglais (eng) Mots-clés : Audiovisual-processing Visual-influence McGurk-effect Index. décimale : PER Périodiques Résumé : Fifteen children with autism spectrum disorders (ASD) and twenty-one children without ASD completed six perceptual tasks designed to characterize the nature of the audiovisual processing difficulties experienced by children with ASD. Children with ASD scored significantly lower than children without ASD on audiovisual tasks involving human faces and voices, but scored similarly to children without ASD on audiovisual tasks involving nonhuman stimuli (bouncing balls). Results suggest that children with ASD may use visual information for speech differently from children without ASD. Exploratory results support an inverse association between audiovisual speech processing capacities and social impairment in children with ASD.
Electronic supplementary material The online version of this article (doi:10.1007/s10803-007-0521-y) contains supplementary material, which is available to authorized users.En ligne : http://dx.doi.org/10.1007/s10803-007-0521-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1349-1358[article] Audiovisual Processing in Children with and without Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth A. MONGILLO, Auteur ; Alice S. CARTER, Auteur ; Robert T. SCHULTZ, Auteur ; Julia R. IRWIN, Auteur ; D. H. WHALEN, Auteur ; Cheryl KLAIMAN, Auteur . - 2008 . - p.1349-1358.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1349-1358
Mots-clés : Audiovisual-processing Visual-influence McGurk-effect Index. décimale : PER Périodiques Résumé : Fifteen children with autism spectrum disorders (ASD) and twenty-one children without ASD completed six perceptual tasks designed to characterize the nature of the audiovisual processing difficulties experienced by children with ASD. Children with ASD scored significantly lower than children without ASD on audiovisual tasks involving human faces and voices, but scored similarly to children without ASD on audiovisual tasks involving nonhuman stimuli (bouncing balls). Results suggest that children with ASD may use visual information for speech differently from children without ASD. Exploratory results support an inverse association between audiovisual speech processing capacities and social impairment in children with ASD.
Electronic supplementary material The online version of this article (doi:10.1007/s10803-007-0521-y) contains supplementary material, which is available to authorized users.En ligne : http://dx.doi.org/10.1007/s10803-007-0521-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills / Ingrid Hastedt ; Abbey EISENHOWER ; R. Christopher SHELDRICK ; Alice S. CARTER in Journal of Autism and Developmental Disorders, 53-6 (June 2023)
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Titre : Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur Article en page(s) : p.2185-2202 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506
in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202[article] Bilingual and Monolingual Autistic Toddlers: Language and Social Communication Skills : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Ingrid Hastedt, Auteur ; Abbey EISENHOWER, Auteur ; R. Christopher SHELDRICK, Auteur ; Alice S. CARTER, Auteur . - p.2185-2202.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2185-2202
Index. décimale : PER Périodiques Résumé : Parents of children diagnosed with autism spectrum disorders (ASD) express concern about raising their children bilingually, and often hear advice from professionals against the use of bilingualism. The current study examined the relation between bilingualism and the language and social communication skills of toddlers diagnosed with ASD (N=353) in the US, while controlling for socioeconomic risk factors. Structural equation modeling showed no differences in language skills between bilingual Spanish-English speaking children and monolingual English-speaking (p=.596) or monolingual Spanish-speaking (p=.963) children and showed a bilingual advantage on socialization skills when comparing bilingual and monolingual English-speaking children (p=.001). Parents of autistic children exposed to Spanish and English should be encouraged to raise their child bilingually if it best suits familial needs. En ligne : https://doi.org/10.1007/s10803-022-05504-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology / Twyla Y. PERRYMAN in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
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Titre : Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology Type de document : Texte imprimé et/ou numérique Auteurs : Twyla Y. PERRYMAN, Auteur ; Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Andrada E. IVANESCU, Auteur ; Paul J. YODER, Auteur Article en page(s) : p.1983-1987 Langues : Anglais (eng) Mots-clés : Autism Parent responsiveness Receptive language Parent–child interaction Index. décimale : PER Périodiques Résumé : Facilitative linguistic input directly connected to children’s interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child’s attentional focus (i.e., follow-in comments) and later receptive language for 37 parent–child dyads with their young (mean = 21 months, range 15–24 months) children with autism symptomology. The frequency of parental follow-in comments positively predicted later receptive language after considering children’s joint attention skills and previous receptive language abilities. En ligne : http://dx.doi.org/10.1007/s10803-012-1725-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1983-1987[article] Brief Report: Parental Child-Directed Speech as a Predictor of Receptive Language in Children with Autism Symptomatology [Texte imprimé et/ou numérique] / Twyla Y. PERRYMAN, Auteur ; Alice S. CARTER, Auteur ; Daniel S. MESSINGER, Auteur ; Wendy L. STONE, Auteur ; Andrada E. IVANESCU, Auteur ; Paul J. YODER, Auteur . - p.1983-1987.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-8 (August 2013) . - p.1983-1987
Mots-clés : Autism Parent responsiveness Receptive language Parent–child interaction Index. décimale : PER Périodiques Résumé : Facilitative linguistic input directly connected to children’s interest and focus of attention has become a recommended component of interventions for young children with autism spectrum disorder (ASD). This longitudinal correlational study used two assessment time points and examined the association between parental undemanding topic-continuing talk related to the child’s attentional focus (i.e., follow-in comments) and later receptive language for 37 parent–child dyads with their young (mean = 21 months, range 15–24 months) children with autism symptomology. The frequency of parental follow-in comments positively predicted later receptive language after considering children’s joint attention skills and previous receptive language abilities. En ligne : http://dx.doi.org/10.1007/s10803-012-1725-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
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PermalinkCharacterizing Accommodations by Parents of Young Children with Autism: A Mixed Methods Analysis / Yael G. DAI in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
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PermalinkCharacterizing Available Tools for Synchronous Virtual Assessment of Toddlers with Suspected Autism Spectrum Disorder: A Brief Report / Natalie I. BERGER in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
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PermalinkCommentary: sex difference differences? A reply to Constantino / D. S. MESSINGER in Molecular Autism, 7 (2016)
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PermalinkA Comparative Analysis of Well-Being and Coping among Mothers of Toddlers and Mothers of Adolescents with ASD / Leann E. SMITH in Journal of Autism and Developmental Disorders, 38-5 (May 2008)
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PermalinkDefining the developmental parameters of temper loss in early childhood: implications for developmental psychopathology / Lauren S. WAKSCHLAG in Journal of Child Psychology and Psychiatry, 53-11 (November 2012)
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PermalinkDeveloping Autism Screening Criteria for the Brief Infant Toddler Social Emotional Assessment (BITSEA) / Ivy GISERMAN KISS in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
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PermalinkDevelopment of a novel observational measure for anxiety in young children: The Anxiety Dimensional Observation Scale / Nicholas D. MIAN in Journal of Child Psychology and Psychiatry, 56-9 (September 2015)
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PermalinkA developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children / Lauren S. WAKSCHLAG in Journal of Child Psychology and Psychiatry, 48-10 (October 2007)
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PermalinkEarly Interventionists' Appraisals of Intervention Strategies for Toddlers with Autism Spectrum Disorder and Their Peers in Inclusive Childcare Classrooms / Melissa MAYE in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
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