排序方式： 共有15条查询结果，搜索用时 15 毫秒
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Samantha Plate Lisa Yankowitz Leslie Resorla Meghan R. Swanson Shoba Sreenath Meera Annette Estes Natasha Marrus Meredith Cola Victoria Petrulla Aubrey Faggen Juhi Pandey Sarah Paterson John R. Pruett Jr. Heather Hazlett Stephen Dager Tanya St. John Kelly Botteron Lonnie Zwaigenbaum Joseph Piven Robert T. Schultz Julia Parish-Morris IBIS Network 《Child development》2022,93(2):468-483
Infant vocalizations are early-emerging communicative markers shown to be atypical in autism spectrum disorder (ASD), but few longitudinal, prospective studies exist. In this study, 23,850 infant vocalizations from infants at low (LR)- and high (HR)-risk for ASD (HR-ASD = 23, female = 3; HR-Neg = 35, female = 13; LR = 32, female = 10; 80% White; collected from 2007 to 2017 near Philadelphia) were analyzed at 6, 12, and 24 months. At 12 months, HR-ASD infants produced fewer vocalizations than HR-Neg infants. From 6 to 24 months, HR-Neg infants demonstrated steeper vocalization growth compared to HR-ASD and LR infants. Finally, among HR infants, vocalizing at 12 months was associated with language, social phenotype, and diagnosis at age 2. Infant vocalizing is an objective behavioral marker that could facilitate earlier detection of ASD. 相似文献
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Lonnie Zwaigenbaum Susan E. Bryson Jessica Brian Isabel M. Smith Lori Sacrey Vickie Armstrong Wendy Roberts Peter Szatmari Nancy Garon Tracy Vaillancourt Caroline Roncadin 《Child development》2021,92(3):1187-1198
The objectives were to characterize behavioral signs of autism spectrum disorder (ASD) in younger siblings of diagnosed children (high-risk; HR) and examine classification features of the Autism Observation Scale for Infants (AOSI). Participants (501 HR and 180 low-risk [LR]) were assessed between 6 and 18 months using the AOSI and at age 3 for ASD diagnoses. Total AOSI scores differentiated HR infants later diagnosed with ASD starting at 12 months. ROC analyses identified 12- and 18-month cutoff scores associated with 0.52 sensitivity and 0.74 specificity and 0.73 sensitivity and 0.65 specificity, respectively. Although classification accuracy does not support use as a standalone screen, the AOSI identifies features associated with ASD starting at 6 months and differentiates HR infants with ASD by 12 months. 相似文献
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Robert John Margot L. Salvini Tracy L. Dietz Ron Gittings Lonnie Roy 《Educational gerontology》2013,39(8):723-734
In 1991, the federal Administration on Aging initiated the National Eldercare Campaign to broaden the base of commitment and societal involvement to assist today's vulnerable elderly. With Administration on Aging funding, the project described in this study sought to enhance services to American Indian elders by training individuals as home‐care workers. The project replicated a previously developed American Indian paraprofessional home‐care worker curriculum at Fond du Lac Tribal and Community College in Cloquet, Minnesota. This program, which is transferable to Indian and non‐Indian communities, addressed three contemporary aging issues. First, it addressed the need to incorporate diversity and minority aging knowledge into the curriculum of postsecondary education. Second, it provided more accessible and better quality community‐based in‐home care to meet the needs of frail elderly. Third, this training program confronted the pervasive lack of employment opportunities in many American Indian and other minority communities. 相似文献
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Lonnie G. Thompson 《中国科学院院刊(英文版)》2012,(2):144-145
First let me say that I am honored to be asked for advice and suggestions as a Foreign Member of the Chinese Academy of Sciences.I have been working in China since 1984, first with the Institute of Glaciology and Geocryology located in 相似文献
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The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered. 相似文献
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