K
Katie Belardi
Researcher at Duquesne University
Publications - 6
Citations - 260
Katie Belardi is an academic researcher from Duquesne University. The author has contributed to research in topics: Autism & Babbling. The author has an hindex of 4, co-authored 6 publications receiving 198 citations. Previous affiliations of Katie Belardi include University of North Carolina at Chapel Hill.
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Journal ArticleDOI
Vocal Patterns in Infants with Autism Spectrum Disorder: Canonical Babbling Status and Vocalization Frequency
Elena Patten,Katie Belardi,Grace T. Baranek,Linda R. Watson,Jeffrey D. Labban,D. Kimbrough Oller,D. Kimbrough Oller +6 more
TL;DR: Suggestions that very early vocal patterns may prove to be a useful component of early screening and diagnosis of ASD are supported.
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A Retrospective Video Analysis of Canonical Babbling and Volubility in Infants with Fragile X Syndrome at 9-12 Months of Age.
Katie Belardi,Linda R. Watson,Richard A. Faldowski,Heather C. Hazlett,Elizabeth R. Crais,Grace T. Baranek,Cara McComish,Elena Patten,D. Kimbrough Oller,D. Kimbrough Oller +9 more
TL;DR: Results suggest infants with Fragile X syndrome produce fewer syllables and have significantly lower canonical babbling ratios compared to infants who are typically developing.
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Efficacy of the ASAP Intervention for Preschoolers with ASD: A Cluster Randomized Controlled Trial
Brian A. Boyd,Linda R. Watson,Stephanie S. Reszka,John Sideris,John Sideris,Michael Alessandri,Grace T. Baranek,Grace T. Baranek,Elizabeth R. Crais,Amy L. Donaldson,Anibel Gutierrez,LeAnne D Johnson,Katie Belardi,Katie Belardi +13 more
TL;DR: No significant group differences were found for the primary outcomes of children’s social-communication and play, however, children in the ASAP group showed increased classroom engagement and participation in ASAP seemed to have a protective effect for one indicator of teacher burnout.
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The questions verbal children with autism spectrum disorder encounter in the inclusive preschool classroom
TL;DR: Questions adults asked to children with autism spectrum disorder in inclusive pre-kindergarten classrooms, and whether child (e.g. autism severity) and setting (i.e. adult-to-child ratio) characteristics were related to questions asked during center-time are investigated.
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