We are examining expressive and receptive cross modal coordination in children with ASD, typical development, and other developmental delays. Understanding the coordination of various modalities in ASD, and how these characteristics relate to core and developmental features of ASD, will provide insight into underlying mechanisms of ASD. This research has implications for early detection and prognosis.
Comparing Attention, Language, and Sensory Processing in ASD and ADHD:
This is a qualitative study examining differences in the manifestations of aberrant attention in children with ASD compared to children with ADHD. Children with ASD demonstrate unusual characteristics of attention that can be misdiagnosed as ADHD. This can delay appropriate treatment and sometimes medications are prescribed that have a negative impact on the child.
Happy Mom, Healthy Baby:
This will be an intervention study with teen-age mothers who are at risk for high parental stress and their infants who are at high-risk for social, language and literacy difficulties.
Vocal characteristics & developmental skills in ASD:
This project assesses associations between vocal characteristics and other communicative and developmental skills in children diagnosed with autism.
The purpose of this study is to test an intervention designed to promote joint attention skillis in children at risk for developing autism.
Casenhiser, D., Binns, A., McGill, F., Morderer, O, and Shanker, S. (2015). “Measuring and Supporting Language Function for Children with Autism: Evidence from an RCT of social-interaction-based therapy.” Journal of Autism and Developmental Disorders, 45(3) 846-857.
Casenhiser, D. (2015) “Syntactic Development: Construction Grammar Perspective.” Encyclopedia of Language Development. Eds. Patricia Brooks and Vera Kempe. New York: Sage Publications.
Patten, E., Watson, L. R., & Baranek, G. T. (2014). Temporal Synchrony Detection and Associations with Language in Young Children with ASD. Autism Research and Treatment, 2014, 1–8. doi:10.1155/2014/678346
Patten, E., Belardi, K., Baranek, G., Watson, L., Labban, J., and Oller, K. (2014). Vocal patterns in infants with autism spectrum disorder: Canonical babbling status and vocalization frequency. Journal of Autism and Developmental Disorders
Casenhiser, D., and Bencini, G. (2014) “The Acquisition of Verb Argument Structure Constructions” in The Handbook of Cognitive Linguistics, Mouton de Gruyter.
Patten, E., Ausderau, K., Baranek, G., Watson, L.R. (2013). Sensory response patterns in nonverbal children with ASD. Autism Research and Treatment. vol. 2013, Article ID 436286, 9 pages, 2013. doi:10.1155/2013/436286.
Patten, E., Baranek, G., Watson, L., & Schultz, B. (2013). Therapeutic interventions for children with autism and their associated child and family characteristics. Focus on Autism and Other Developmental Disabilities, 28(3), 138-146.
Shanker, S., and Casenhiser, D. (2013) “Reducing the Effort in Effortful Control.” In Tim Racine and Kate Slaney (eds.). Conceptual Analysis and Psychology. New York: Macmillan.
Casenhiser, D. “Constructions in Second Language Learning.” (2013) In Robinson, P. (ed.), The Routledge Encyclopedia of Second Language Acquisition. New York: Routledge.
Casenhiser, D. M., Shanker, S. G., & Stieben, J. (2013). Learning through interaction in children with autism: Preliminary data from a social-communication-based intervention. Autism, 17(2), 228-249. doi:10.1177/1362361311422052
Patten, E. & Watson, L.R. (2012, Spring). Strategies to improve attention in children with ASDs. Autism News of Orange County and the Rest of the World, 6, 9-12.
Watson, L., Patten, E., Baranek, G., Poe, M., Boyd, B., Freuler, A., & Lorenzi, J. (2011). Differential associations between sensory response patterns and language, social, and communication measures in children with autism or other developmental disorders. Journal of Speech, Language & Hearing Research, 54, 1562-1576.
Patten, E. & Watson, L. R. (2011). Interventions targeting attention in young children with autism. American Journal of Speech-Language Pathology, 20, 60-69.
Boyd, B. A., Baranek, G. T., Sideris, J., Poe, M. D., Watson, L. R., Patten, E., & Miller, H. (2010). Relationship between sensory features and repetitive behaviors in children with autism and developmental delays. Autism Research, 3, 78-87.
Goldberg, A., Casenhiser, D. (2008) “Construction learning in Second Language Acquisition” in Robinson, Peter and Ellis Nick (eds.) Handbook of Cognitive Linguistics and Second Language Acquisition (pp. 197-215). New York: Routledge.
Goldberg, A., & Casenhiser, D.M. (2007) “English constructions” in Aarts, Bas & McMahon, April (eds.) The Blackwell Handbook of English Linguistics (pp. 343-356). Oxford: Blackwell.
Goldberg, A. E., Casenhiser, D., & White, T. R. (2007). Constructions as categories of language. New Ideas in Psychology, 25(2), 70-86. doi:10.1016/j.newideapsych.2007.02.004
Goldberg, A., Casenhiser, D., & Sethuraman, N. (2006). Learning argument structure constructions. In In Clark, Eve (ed.) Constructions in acquisition (pp. 185-204). Stanford: CSLI Publications.
Casenhiser, D. (2005). Children's resistance to homonymy: An experimental study of pseudohomonyms. Journal of Child Language, 32(2), 319–343.
Casenhiser, D., & Goldberg, A. E. (2005). Fast mapping between a phrasal form and meaning. Developmental Science, 8(6), 500-8. doi:10.1111/j.1467-7687.2005.00441.
Casenhiser, D. (2005) “Homophones and functional mappings in language acquisition.” in A. Tyler, M. Takada, Y. Kim & D. Marinova (eds.) Cognitive and Discourse Perspectives on Language and Language Learning (pp. 19-35). Washington, D.C.: Georgetown University Press.
Goldberg, A. E., Casenhiser, D. M., & Sethuraman, N. (2005). The role of prediction in construction-learning. Journal of Child Language, 32(02), 407-426. doi:10.1017/S0305000904006798
Goldberg, A. E., Casenhiser, D. M., & Sethuraman, N. (2004). Learning argument structure generalizations. Cognitive Linguistics, 15(3), 289-316.
Goldberg, A. E., Casenhiser, D., & Sethuraman, N. (2003). A lexically based proposal of argument structure meaning. In Proceedings from the annual meeting of the Chicago Linguistic Society, 39(1), 67-81.