Sally Rogers .
Me complace traer a estas páginas el llamado Método Denver, para intervención temprana en niños con trastornos del desarrollo, presentado por las propias investigadoras que lo desarrollan. Es especialmente interesante para padres y madres con niños pequeños. Para los estudiantes y profesionales también, claro. La serie sobre el Síndrome de Asperger la continuaremos en el próximo artículo. Sally Rogers trabaja hace mucho tiempo sobre el autismo y otros trastornos del desarrollo. Para Sally Rogers el establecer un fuerte vínculo afectivo con el niño es un requisito para que éste acceda a la imitación, habilidad que va a dar paso a posteriores desarrollos en otras áreas como el lenguaje y la interacción social.
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INFORMACIÓN SOBRE UNA IMPORTANTE SUBVENCIÓN PARA ESTA INVESTIGADORA
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CONFERENCIA: New Developments in Early Identification and Intervention
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Presenters: Sally Rogers, Ph.D. & Laurie Vismara, Ph.D., BCBA
Affiliation: UC Davis M.I.N.D. Institute
Date: January 18, 2007
Length: 1:39:49
Synopsis:Identifying developmental disorders in children at the early stages of development is crucial. Applying a treatment plan during the early years of development will increase the chance for positive outcomes as the child continues to grow. Discover the newest breakthroughs in early identification and intervention strategies.
Presenters: Sally Rogers, Ph.D. & Laurie Vismara, Ph.D., BCBA
Affiliation: UC Davis M.I.N.D. Institute
Date: January 18, 2007
Length: 1:39:49
Synopsis:Identifying developmental disorders in children at the early stages of development is crucial. Applying a treatment plan during the early years of development will increase the chance for positive outcomes as the child continues to grow. Discover the newest breakthroughs in early identification and intervention strategies.
Sinopsis: La identificación de los trastornos del desarrollo en los niños en las primeras etapas de desarrollo es crucial. Aplicando un plan de tratamiento durante los primeros años de desarrollo se incrementará la posibilidad de que los resultados positivos para el niño sigan aumentando. Descubra los avances más recientes en la identificación temprana y estrategias de intervención.
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PINCHE DEBAJO PARA VER LA VIDEOCONFERENCIA:
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ARTÍCULO PUBLICADO MUY RECIENTEMENTE DE UN CASO
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The Early Start Denver Model: A Case Study of an Innovative Practice
Laurie A. Vismara* and Sally J. Rogers
The Early Start Denver Model: A Case Study of an Innovative Practice
Laurie A. Vismara* and Sally J. Rogers
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First published on September 23, 2008
First published on September 23, 2008
Journal of Early Intervention 2008, doi:10.1177/1053815108325578
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DATOS DE LA AUTORA
DATOS DE LA AUTORA
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Sally J. Rogers, Ph.D.
ProfessorDepartment of Psychiatry and Behavioral SciencesUC Davis M.I.N.D. Institute
2825 50th St.
Sacramento, CA 95817
Office phone: (916) 703-0264
ProfessorDepartment of Psychiatry and Behavioral SciencesUC Davis M.I.N.D. Institute
2825 50th St.
Sacramento, CA 95817
Office phone: (916) 703-0264
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E-mail: sally.rogers@ucdmc.ucdavis.edu
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Dr. Rogers specializes in conducting research into autism and other developmental disorders and treating patients with developmental disabilities, especially young children with autism and their families. Dr. Rogers studies early social, cognitive, and emotional development, development of motor skills, communication, imitation, and language in children with severe disabilities, development of social relationships in people with disabilities, and treatment efficacy in autism at the UC Davis M.I.N.D. Institute. Her clinical interests include early diagnosis and intervention for children with autism spectrum disorders, and evaluation of cognitive, behavioral, social, emotional, and adaptive functioning in children with other developmental disorders. She has written extensively in her field, authoring numerous articles and books and developing training videos on child development. Dr. Rogers serves on the editorial board of many publications, including the Journal of Autism and Developmental Disorders, Topics in Early Childhood Special Education, and Infants and Young Children. She also reviews various periodicals such as the American Journal of Mental Retardation, Journal of Early Intervention, Journal of Child Psychology and Child Psychiatry, Child Development, and Development and Psychopathology.
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E-mail: sally.rogers@ucdmc.ucdavis.edu
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Dr. Rogers specializes in conducting research into autism and other developmental disorders and treating patients with developmental disabilities, especially young children with autism and their families. Dr. Rogers studies early social, cognitive, and emotional development, development of motor skills, communication, imitation, and language in children with severe disabilities, development of social relationships in people with disabilities, and treatment efficacy in autism at the UC Davis M.I.N.D. Institute. Her clinical interests include early diagnosis and intervention for children with autism spectrum disorders, and evaluation of cognitive, behavioral, social, emotional, and adaptive functioning in children with other developmental disorders. She has written extensively in her field, authoring numerous articles and books and developing training videos on child development. Dr. Rogers serves on the editorial board of many publications, including the Journal of Autism and Developmental Disorders, Topics in Early Childhood Special Education, and Infants and Young Children. She also reviews various periodicals such as the American Journal of Mental Retardation, Journal of Early Intervention, Journal of Child Psychology and Child Psychiatry, Child Development, and Development and Psychopathology.
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BIBLIOGRAFÍA RECIENTE
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Sally J. Rogers, Ph.D.
Artículos:
2006 Lainhart, J. E., et al. Head circumference and height in autism spectrum disorders: a study by the Collaborative Programs of Excellence in Autism. American Journal of Medical Genetics, 140A(21), 2257-2274.
2006 Molloy, C.A., Morrow, A.L., Meinzen-Derr, J., Dawson, G., Bernier, R., et al. Familial autoimmune thyroid disease as a risk factor for regression in children with autism spectrum disorder: a CPEA study. Journal of Autism and Developmental Disorders, 36(3), 317 – 324.
2006 Wilson, T.W., Rojas, D.C., Reite, M.L., Teale, P.D., & Rogers, S.J.
Children and adolescents with autism exhibit reduced MEG steady-state gamma responses. Biological Psychiatry, 62(3), 192-197.
2006 Rutherford, M.D., Hepburn, S., Young, G.S., and Rogers, S.J.
A longitudinal study of pretend play in autism.
2006 Rutherford, M.D., Hepburn, S., Young, G.S., and Rogers, S.J.
A longitudinal study of pretend play in autism.
Journal of Autism and Developmental Disorders, 37(6), 1024-1039.
2006 Zwaigenbaum, L., Thurm, A., Stone, W., Baranek, G., Bryson, S., Iverson, J., Kau, A., Klin, A., Landa, R., Lord, C., Rogers, S.J., & Sigman, M.
2006 Zwaigenbaum, L., Thurm, A., Stone, W., Baranek, G., Bryson, S., Iverson, J., Kau, A., Klin, A., Landa, R., Lord, C., Rogers, S.J., & Sigman, M.
Studying the emergence of autism spectrum disorders in high-risk infants: Methodological and practical issues.
Journal of Autism and Developmental Disorders, 37(3), 466-480.
2006 Richler, J., Luyster, R., Risi, S., Hsu, W.L., Dawson, G., Bernier, R., et al.
2006 Richler, J., Luyster, R., Risi, S., Hsu, W.L., Dawson, G., Bernier, R., et al.
Is there a regressive phenotype of autism spectrum disorder associated with the measles-mumps-rubella vaccine? A CPEA study. Journal of Autism and Developmental Disorders, 36(3), 299-316.
2007 Merin, N., Young, G.S., Ozonoff, S., & Rogers, S.J.
2007 Merin, N., Young, G.S., Ozonoff, S., & Rogers, S.J.
Visual fixation patterns during reciprocal social interaction distinguish a subgroup of 6-month-old infants at-risk for autism from comparison infants.
Journal of Autism and Developmental Disorders, 37(1), 108-121.
2007 Rojas, D.C., Peterson, E., Winterrowd, E., Reite, M.L., Rogers, S.J., & Tregellas, J.R. Regional gray matter volumetric changes in autism associated with social and repetitive behavior symptoms.
2007 Rojas, D.C., Peterson, E., Winterrowd, E., Reite, M.L., Rogers, S.J., & Tregellas, J.R. Regional gray matter volumetric changes in autism associated with social and repetitive behavior symptoms.
BMC Psychiatry, 6(56), 1-42.
2007 Scambler, D., Hepburn, S., Hagerman, R., & Rogers, S. J.
2007 Scambler, D., Hepburn, S., Hagerman, R., & Rogers, S. J.
A preliminary study of screening for risk of autism in children with Fragile X Syndrome: testing two risk cutoffs for the Checklist for Autism in Toddlers.
Journal of Intellectual Disability Research, 51 (4), 269-276.
2007 Yerys, B. E., Hepburn, S. L., Pennington, B. F., & Rogers, S. J.
2007 Yerys, B. E., Hepburn, S. L., Pennington, B. F., & Rogers, S. J.
Executive function in preschoolers with autism: evidence for a secondary deficit.
Journal of Autism and Developmental Disorders, 36(6), 1068-1079.
2007 Nadig, A., Ozonoff, S., Young, G.S., Rozga, A., Sigman, M., & Rogers, S.J.
2007 Nadig, A., Ozonoff, S., Young, G.S., Rozga, A., Sigman, M., & Rogers, S.J.
A prospective study of response-to-name in infants at risk for autism.
Archives of Pediatric and Adolescent Medicine, 161, 378-383.
2007 Liebel, K., Colombi, C., Rogers, S. J., Warneken, F., & Tomasello,
M. Cooperative activities in children with autism.
2007 Liebel, K., Colombi, C., Rogers, S. J., Warneken, F., & Tomasello,
M. Cooperative activities in children with autism.
Journal of Autism and Developmental Disorders. Online publication.
Book
2006 Rogers, S.J. & Williams, J. (Eds).
Book
2006 Rogers, S.J. & Williams, J. (Eds).
Imitation and the social mind: Autism and typical development.
NY: Guilford Press.
Book Chapters
2007 Odom, S., Rogers, S.J., McDougle, C.J., Hume, K., & McGee, G.
Book Chapters
2007 Odom, S., Rogers, S.J., McDougle, C.J., Hume, K., & McGee, G.
Early intervention for children with autism spectrum disorder.
In S.L. Odom, R.H. Horner, M.E. Snell, & J. Blacher (Eds). Handbook of Developmental Disabilities. NY: Guilford.
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