L
Lauren Swineford
Researcher at Washington State University
Publications - 16
Citations - 662
Lauren Swineford is an academic researcher from Washington State University. The author has contributed to research in topics: Autism spectrum disorder & Autism. The author has an hindex of 8, co-authored 16 publications receiving 517 citations. Previous affiliations of Lauren Swineford include Washington State University Spokane & National Institutes of Health.
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Early diagnosis of autism spectrum disorder: stability and change in clinical diagnosis and symptom presentation
TL;DR: Stability was documented for children diagnosed at 19 months on average, although a minority of children initially showed unclear diagnostic presentations, and findings highlight utility of the ADOS-T in making early diagnoses and predicting follow-up diagnoses.
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Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category
TL;DR: The long-standing debate regarding how social communication/pragmatic impairments overlap and/or differ from language impairments, ASD, and other neurodevelopmental disorders is examined.
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Longitudinal study of symptom severity and language in minimally verbal children with autism
TL;DR: Findings indicate that the severity of SA symptoms has some relationship with continuous language outcome, but not categorical, and the omnipresent influence of nonverbal cognitive ability was confirmed in the current study.
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Classifying and characterizing the development of adaptive behavior in a naturalistic longitudinal study of young children with autism
TL;DR: These results partially replicate the classes observed in a previous study of a similarly characterized sample, suggesting that developmental trajectory may indeed serve as a phenotype and the ability to predict which trajectory a child is likely to follow will be useful in planning for clinical trials.
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Convergent and divergent validity of the Mullen Scales of Early Learning in young children with and without autism spectrum disorder.
TL;DR: Evidence is demonstrated for the construct, convergent, and divergent validity of the Mullen Scales of Early Learning using powerful data-analytic techniques.