Auditory Attention Deployment in Young Adults with Autism Spectrum Disorder / Katherine A. EMMONS in Journal of Autism and Developmental Disorders, 52-4 (April 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1752-1761 Titre : Auditory Attention Deployment in Young Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Katherine A. EMMONS, Auteur ; Adrian KC LEE, Auteur ; Annette ESTES, Auteur ; Stephen R. DAGER, Auteur ; Eric LARSON, Auteur ; Daniel R. MCCLOY, Auteur ; Tanya ST JOHN, Auteur ; Bonnie K. LAU, Auteur Article en page(s) : p.1752-1761 Langues : Anglais (eng) Mots-clés : Attention  Auditory Perception  Autism Spectrum Disorder  Female  Humans  Male  Speech  Voice  Young Adult  Auditory attention  Auditory processing  Selective attention  Speech perception Index. décimale : PER Périodiques Résumé : Difficulty listening in noisy environments is a common complaint of individuals with autism spectrum disorder (ASD). However, the mechanisms underlying such auditory processing challenges are unknown. This preliminary study investigated auditory attention deployment in adults with ASD. Participants were instructed to maintain or switch attention between two simultaneous speech streams in three conditions: location (co-located versus?+?30° separation), voice (same voice versus male-female contrast), and both cues together. Results showed that individuals with ASD can selectively direct attention using location or voice cues, but performance was best when both cues were present. In comparison to neurotypical adults, overall performance was less accurate across all conditions. These findings warrant further investigation into auditory attention deployment differences in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05076-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Auditory Attention Deployment in Young Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Katherine A. EMMONS, Auteur ; Adrian KC LEE, Auteur ; Annette ESTES, Auteur ; Stephen R. DAGER, Auteur ; Eric LARSON, Auteur ; Daniel R. MCCLOY, Auteur ; Tanya ST JOHN, Auteur ; Bonnie K. LAU, Auteur . - p.1752-1761. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-4 (April 2022) . - p.1752-1761 Mots-clés : Attention  Auditory Perception  Autism Spectrum Disorder  Female  Humans  Male  Speech  Voice  Young Adult  Auditory attention  Auditory processing  Selective attention  Speech perception Index. décimale : PER Périodiques Résumé : Difficulty listening in noisy environments is a common complaint of individuals with autism spectrum disorder (ASD). However, the mechanisms underlying such auditory processing challenges are unknown. This preliminary study investigated auditory attention deployment in adults with ASD. Participants were instructed to maintain or switch attention between two simultaneous speech streams in three conditions: location (co-located versus?+?30° separation), voice (same voice versus male-female contrast), and both cues together. Results showed that individuals with ASD can selectively direct attention using location or voice cues, but performance was best when both cues were present. In comparison to neurotypical adults, overall performance was less accurate across all conditions. These findings warrant further investigation into auditory attention deployment differences in individuals with ASD. En ligne : http://dx.doi.org/10.1007/s10803-021-05076-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Basal ganglia morphometry and repetitive behavior in young children with autism spectrum disorder / Annette ESTES in Autism Research, 4-3 (June 2011)  

Public ISBD [article]  inAutism Research > 4-3 (June 2011) . - p.212-220 Titre : Basal ganglia morphometry and repetitive behavior in young children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Annette ESTES, Auteur ; Dennis W.W. SHAW, Auteur ; Bobbi F. SPARKS, Auteur ; Seth D. FRIEDMAN, Auteur ; Jay N. GIEDD, Auteur ; Geraldine DAWSON, Auteur ; Matthew BRYAN, Auteur ; Stephen R. DAGER, Auteur Année de publication : 2011 Article en page(s) : p.212-220 Langues : Anglais (eng) Mots-clés : neuroimaging  preschoolers  clinical psychology  repetitive behavior  autism spectrum disorders Index. décimale : PER Périodiques Résumé : We investigated repetitive and stereotyped behavior (RSB) and its relationship to morphometric measures of the basal ganglia and thalami in 3- to 4-year-old children with autism spectrum disorder (ASD; n = 77) and developmental delay without autism (DD; n = 34). Children were assessed through clinical evaluation and parent report using RSB-specific scales extracted from the Autism Diagnostic Observation Schedule (ADOS), the Autism Diagnostic Interview, and the Aberrant Behavior Checklist. A subset of children with ASD (n = 45), DD (n = 14), and a group of children with typical development (TD; n = 25) were also assessed by magnetic resonance imaging. Children with ASD demonstrated elevated RSB across all measures compared to children with DD. Enlargement of the left and right striatum, more specifically the left and right putamen, and left caudate, was observed in the ASD compared to the TD group. However, nuclei were not significantly enlarged after controlling for cerebral volume. The DD group, in comparison to the ASD group, demonstrated smaller thalami and basal ganglia regions even when scaled for cerebral volume, with the exception of the left striatum, left putamen, and right putamen. Elevated RSB, as measured by the ADOS, was associated with decreased volumes in several brain regions: left thalamus, right globus pallidus, left and right putamen, right striatum and a trend for left globus pallidus and left striatum within the ASD group. These results confirm earlier reports that RSB is common early in the clinical course of ASD and, furthermore, demonstrate that such behaviors may be associated with decreased volumes of the basal ganglia and thalamus. En ligne : http://dx.doi.org/10.1002/aur.193 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127 [article] Basal ganglia morphometry and repetitive behavior in young children with autism spectrum disorder [Texte imprimé et/ou numérique] / Annette ESTES, Auteur ; Dennis W.W. SHAW, Auteur ; Bobbi F. SPARKS, Auteur ; Seth D. FRIEDMAN, Auteur ; Jay N. GIEDD, Auteur ; Geraldine DAWSON, Auteur ; Matthew BRYAN, Auteur ; Stephen R. DAGER, Auteur . - 2011 . - p.212-220. Langues : Anglais (eng) in Autism Research > 4-3 (June 2011) . - p.212-220 Mots-clés : neuroimaging  preschoolers  clinical psychology  repetitive behavior  autism spectrum disorders Index. décimale : PER Périodiques Résumé : We investigated repetitive and stereotyped behavior (RSB) and its relationship to morphometric measures of the basal ganglia and thalami in 3- to 4-year-old children with autism spectrum disorder (ASD; n = 77) and developmental delay without autism (DD; n = 34). Children were assessed through clinical evaluation and parent report using RSB-specific scales extracted from the Autism Diagnostic Observation Schedule (ADOS), the Autism Diagnostic Interview, and the Aberrant Behavior Checklist. A subset of children with ASD (n = 45), DD (n = 14), and a group of children with typical development (TD; n = 25) were also assessed by magnetic resonance imaging. Children with ASD demonstrated elevated RSB across all measures compared to children with DD. Enlargement of the left and right striatum, more specifically the left and right putamen, and left caudate, was observed in the ASD compared to the TD group. However, nuclei were not significantly enlarged after controlling for cerebral volume. The DD group, in comparison to the ASD group, demonstrated smaller thalami and basal ganglia regions even when scaled for cerebral volume, with the exception of the left striatum, left putamen, and right putamen. Elevated RSB, as measured by the ADOS, was associated with decreased volumes in several brain regions: left thalamus, right globus pallidus, left and right putamen, right striatum and a trend for left globus pallidus and left striatum within the ASD group. These results confirm earlier reports that RSB is common early in the clinical course of ASD and, furthermore, demonstrate that such behaviors may be associated with decreased volumes of the basal ganglia and thalamus. En ligne : http://dx.doi.org/10.1002/aur.193 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=127

Caregiver behavioral changes mediate the effects of naturalistic developmental behavioral interventions: Combining evidence from three randomized controlled trials / Ji Eun HAN ; Hallie BROWN ; Catherine LORD ; Sally ROGERS ; Annette ESTES ; Connie KASARI ; Andrew PICKLES ; So Hyun KIM in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1835-1848 Titre : Caregiver behavioral changes mediate the effects of naturalistic developmental behavioral interventions: Combining evidence from three randomized controlled trials Type de document : Texte imprimé et/ou numérique Auteurs : Ji Eun HAN, Auteur ; Hallie BROWN, Auteur ; Catherine LORD, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Connie KASARI, Auteur ; Andrew PICKLES, Auteur ; So Hyun KIM, Auteur Article en page(s) : p.1835-1848 Langues : Anglais (eng) Mots-clés : autism  naturalistic developmental behavioral interventions  treatment mechanisms Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions target developmentally appropriate skills in young children with autism spectrum disorders using behavioral techniques in naturalistic interactions. Naturalistic developmental behavioral interventions demonstrate strong empirical support and frequently utilize caregiver training of intervention strategies. However, our understanding of the mechanisms of change linked to naturalistic developmental behavioral interventions remains limited. Based on retrospective, secondary data analyses from three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, this study examined the direct effect of intervention on caregiver naturalistic developmental behavioral intervention strategy use and how caregiver changes mediate intervention effects on children?s social communication. A total of 419 videos from 229 dyads consisting of autistic children (M = 32.5?months/ages 1-5 years) and caregivers were included in analyses using the masked ratings of the measure of naturalistic developmental behavioral intervention strategy implementation-caregiver changes (MONSI-CC) and brief observation of social communication change (BOSCC-SC). Using longitudinal mediation analyses, we examined the mediation effect of caregiver behavioral changes on children?s outcomes. Results demonstrated a significant intervention effect on changes of caregiver naturalistic developmental behavioral intervention strategy use (MONSI-CC) and of changeds of caregiver strategy use (MONSI-CC) on child social communication change (BOSCC-SC) scores, but no overall total effect of intervention on changes of child social communication (BOSCC-SC). This study demonstrates the mediating role of caregiver behavior on the child intervention response, a first step toward better understanding underlying mechanisms in naturalistic developmental behavioral interventions.Lay Abstract Naturalistic developmental behavioral interventions use behavioral techniques in naturalistic interactions and settings. Naturalistic developmental behavioral interventions also teach caregivers to use strategies to enhance social communication in their children with autism spectrum disorder. Naturalistic developmental behavioral interventions are effective in supporting young autistic children but how naturalistic developmental behavioral interventions work ("underlying mechanisms") is not known yet. Therefore, by applying new instruments to videos already collected from the three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, we examined how caregivers change in their strategy use over the course of intervention and how that relates to changes in social communication in their autistic children. A total of 419 videos from 229 dyads consisting of autistic children (M = 32.5?months/ages 1-5 years) and caregivers were included in analyses using two measures, one for the caregiver behavioral changes (the measure of naturalistic developmental behavioral intervention strategy implementation-caregiver changes [MONSI-CC]), and another for the children?s social communication (the brief observation of social communication change [BOSCC-SC]). We found that naturalistic developmental behavioral interventions were effective in leading to increased mastery of caregiver naturalistic developmental behavioral intervention strategy use, which then affected the changes in child?s social communication skills. However, we found no direct effect of treatment for child social communication skills. This study highlights the mediating role of caregiver behavior on the child intervention response, supporting the importance of involving caregivers as partners in the intervention for young autistic children. En ligne : https://dx.doi.org/10.1177/13623613251328463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Caregiver behavioral changes mediate the effects of naturalistic developmental behavioral interventions: Combining evidence from three randomized controlled trials [Texte imprimé et/ou numérique] / Ji Eun HAN, Auteur ; Hallie BROWN, Auteur ; Catherine LORD, Auteur ; Sally ROGERS, Auteur ; Annette ESTES, Auteur ; Connie KASARI, Auteur ; Andrew PICKLES, Auteur ; So Hyun KIM, Auteur . - p.1835-1848. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1835-1848 Mots-clés : autism  naturalistic developmental behavioral interventions  treatment mechanisms Index. décimale : PER Périodiques Résumé : Naturalistic developmental behavioral interventions target developmentally appropriate skills in young children with autism spectrum disorders using behavioral techniques in naturalistic interactions. Naturalistic developmental behavioral interventions demonstrate strong empirical support and frequently utilize caregiver training of intervention strategies. However, our understanding of the mechanisms of change linked to naturalistic developmental behavioral interventions remains limited. Based on retrospective, secondary data analyses from three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, this study examined the direct effect of intervention on caregiver naturalistic developmental behavioral intervention strategy use and how caregiver changes mediate intervention effects on children?s social communication. A total of 419 videos from 229 dyads consisting of autistic children (M = 32.5?months/ages 1-5 years) and caregivers were included in analyses using the masked ratings of the measure of naturalistic developmental behavioral intervention strategy implementation-caregiver changes (MONSI-CC) and brief observation of social communication change (BOSCC-SC). Using longitudinal mediation analyses, we examined the mediation effect of caregiver behavioral changes on children?s outcomes. Results demonstrated a significant intervention effect on changes of caregiver naturalistic developmental behavioral intervention strategy use (MONSI-CC) and of changeds of caregiver strategy use (MONSI-CC) on child social communication change (BOSCC-SC) scores, but no overall total effect of intervention on changes of child social communication (BOSCC-SC). This study demonstrates the mediating role of caregiver behavior on the child intervention response, a first step toward better understanding underlying mechanisms in naturalistic developmental behavioral interventions.Lay Abstract Naturalistic developmental behavioral interventions use behavioral techniques in naturalistic interactions and settings. Naturalistic developmental behavioral interventions also teach caregivers to use strategies to enhance social communication in their children with autism spectrum disorder. Naturalistic developmental behavioral interventions are effective in supporting young autistic children but how naturalistic developmental behavioral interventions work ("underlying mechanisms") is not known yet. Therefore, by applying new instruments to videos already collected from the three previously conducted randomized controlled trials of caregiver-mediated naturalistic developmental behavioral interventions, we examined how caregivers change in their strategy use over the course of intervention and how that relates to changes in social communication in their autistic children. A total of 419 videos from 229 dyads consisting of autistic children (M = 32.5?months/ages 1-5 years) and caregivers were included in analyses using two measures, one for the caregiver behavioral changes (the measure of naturalistic developmental behavioral intervention strategy implementation-caregiver changes [MONSI-CC]), and another for the children?s social communication (the brief observation of social communication change [BOSCC-SC]). We found that naturalistic developmental behavioral interventions were effective in leading to increased mastery of caregiver naturalistic developmental behavioral intervention strategy use, which then affected the changes in child?s social communication skills. However, we found no direct effect of treatment for child social communication skills. This study highlights the mediating role of caregiver behavior on the child intervention response, supporting the importance of involving caregivers as partners in the intervention for young autistic children. En ligne : https://dx.doi.org/10.1177/13623613251328463 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Characteristics Associated with Presence of Depressive Symptoms in Adults with Autism Spectrum Disorder / Lindsey STERLING in Journal of Autism and Developmental Disorders, 38-6 (July 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1011-1018 Titre : Characteristics Associated with Presence of Depressive Symptoms in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lindsey STERLING, Auteur ; Geraldine DAWSON, Auteur ; Jessica GREENSON, Auteur ; Annette ESTES, Auteur Année de publication : 2008 Article en page(s) : p.1011-1018 Langues : Anglais (eng) Mots-clés : Autism Depression Anxiety Comorbidity Associated-psychopathology Cognitive-ability Index. décimale : PER Périodiques Résumé : Evidence suggests that individuals with autism spectrum disorders (ASD) often exhibit associated psychiatric symptoms, particularly related to depression. The current study investigated whether individual characteristics, specifically, severity of ASD symptoms, level of cognitive ability, and/or presence of other psychiatric disorders, are associated with occurrence of depressive symptoms in adults with ASD. Forty-six adults with ASD were administered a standardized psychiatric history interview. Twenty participants (43%) endorsed depressive symptoms. It was found that individuals with less social impairment, higher cognitive ability, and higher rates of other psychiatric symptoms, were more likely to report depressive symptoms. These characteristics may be vulnerability factors for the development of depression, and should be considered when screening and treating adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-007-0477-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Characteristics Associated with Presence of Depressive Symptoms in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lindsey STERLING, Auteur ; Geraldine DAWSON, Auteur ; Jessica GREENSON, Auteur ; Annette ESTES, Auteur . - 2008 . - p.1011-1018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-6 (July 2008) . - p.1011-1018 Mots-clés : Autism Depression Anxiety Comorbidity Associated-psychopathology Cognitive-ability Index. décimale : PER Périodiques Résumé : Evidence suggests that individuals with autism spectrum disorders (ASD) often exhibit associated psychiatric symptoms, particularly related to depression. The current study investigated whether individual characteristics, specifically, severity of ASD symptoms, level of cognitive ability, and/or presence of other psychiatric disorders, are associated with occurrence of depressive symptoms in adults with ASD. Forty-six adults with ASD were administered a standardized psychiatric history interview. Twenty participants (43%) endorsed depressive symptoms. It was found that individuals with less social impairment, higher cognitive ability, and higher rates of other psychiatric symptoms, were more likely to report depressive symptoms. These characteristics may be vulnerability factors for the development of depression, and should be considered when screening and treating adults with ASD. En ligne : http://dx.doi.org/10.1007/s10803-007-0477-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder / Annette ESTES in Journal of Autism and Developmental Disorders, 41-8 (August 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052 Titre : Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2011 Article en page(s) : p.1044-1052 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism  School-aged  Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur . - 2011 . - p.1044-1052. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052 Mots-clés : Academic achievement  Autism  School-aged  Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

Evidence for broader autism phenotype characteristics in parents from multiple-incidence autism families / Raphael BERNIER in Autism Research, 5-1 (February 2012)  

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Examining variability in Naturalistic Developmental Behavioral Intervention strategy use in caregivers of children with autism spectrum disorders / Hallie BROWN in Journal of Child Psychology and Psychiatry, 66-1 (January 2025)  

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Executive function predicts the development of play skills for verbal preschoolers with autism spectrum disorders / Susan FAJA in Autism Research, 9-12 (December 2016)  

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Family Adaptive Functioning in Autism / Annette ESTES

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Fear-Potentiated Startle Response Is Unrelated to Social or Emotional Functioning in Adolescents With Autism Spectrum Disorders / Lindsey STERLING in Autism Research, 6-5 (October 2013)  

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Further Commentary on Mitochondrial Dysfunction in Autism Spectrum Disorder: Assessment and Treatment Considerations / Stephen R. DAGER in Journal of Autism and Developmental Disorders, 42-4 (April 2012)  

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Infants who develop autism show smaller inventories of deictic and symbolic gestures at 12?months of age / Dennis WU in Autism Research, 17-4 (April 2024)  

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Interaction of Treatment Intensity and Autism Severity on Frequency and Maturity of Spontaneous Communication in Toddlers with Autism Spectrum Disorder / Paul J. YODER in Autism Research, 13-11 (November 2020)  

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Parent-delivered early intervention in infants at risk for ASD: Effects on electrophysiological and habituation measures of social attention / Emily J. H. JONES in Autism Research, 10-5 (May 2017)  

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Parenting stress and psychological functioning among mothers of preschool children with autism and developmental delay / Annette ESTES in Autism, 13-4 (July 2009)  

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