Research

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Faja Laboratory | Publications

Faja, S & Dawson, G. (2014). Brief Report: Performance on the Dimensional Change Card Sort and Backward Digit Span by young children with autism without intellectual disability. Child Neuropsychology, 20, 692-9.

Faja, S & Dawson, G. (2013). Reduced delay gratification and effortful control among young children with autism spectrum disorders. Autism: International Journal of Research and Practice, Epub.

Faja, S, Murias, M, Beauchaine, TP, & Dawson, G. (2013). Reward-based decision making and electrodermal responding by young children with autism spectrum disorders during a gambling task. Autism Research, 6, 494-505.

Faja, S, & Dawson, G. (2013). Autism spectrum disorders. In T. P. Beauchaine & S. P. Hinshaw (Eds.), Child and Adolescent Psychopathology, Second Edition (649-684). Hoboken, New Jersey: John Wiley & Sons, Inc. 

Carlson, SM, Zelazo, PD, & Faja, S. (2013). Executive function. In P. D. Zelazo (Ed.), Oxford Handbook of Developmental Psychology (pp. 706-743). New York: Oxford University Press.

Faja, S, Webb, SJ, Jones, E, Merkle, K, Kamara, D, Bavaro, J, Aylward, E, & Dawson, G. (2012). The effects of face expertise training on the behavioral performance and brain activity of adults with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 278-293.

Dawson, G, Jones, E, Merkle, K, Venema, K, Lowy, R, Faja, S, Kamara, D, Murias, M, Greenson, J, Winters, J, Smith, M, Rogers, S, & Webb, SJ. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 1150-1159.

Faja, S, Webb, SJ, Merkle, K, Aylward, E, & Dawson, G. (2009). Brief report: Face configuration accuracy and processing speed among adults with high-functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 532-538.

Munson, J, Faja, S, Meltzoff, A, Abbott, R, & Dawson, G. (2008). Neurocognitive predictors of social and communicative developmental trajectories in preschoolers with autism spectrum disorders. Journal of the International Neuropsychological Society, 14, 956–966.

Faja, S, Aylward, E, Bernier, R, & Dawson, G. (2008). Becoming a face expert: A computerized face training program. Developmental Neuropsychology, 33, 1-24.

Plesa Skwerer, D, Verbalis, A, Schofield, C, Faja, S, & Tager-Flusberg, H. (2006). Social-perceptual abilities in adolescents and adults with Williams syndrome. Cognitive Neuropsychology, 23, 338-349.

Munson, J, Dawson, G, Abbott, R, Faja, S, Webb, SJ, Friedman, S, Shaw, D, Artru, A, & Dager, S. (2006). Amygdalar volume and behavioral development in autism. Archives of General Psychiatry, 63, 686-693.

Faja, S, & Dawson, G. (2006). Early intervention for young children with autism. In J. Luby (Ed.) Handbook of Preschool Mental Health: Development, Disorders and Treatment (pp. 388-416). New York: Guilford Press.

Dawson, G, Webb, SJ, Wijsman, E, Schellenberg, G, Estes, A, Munson, J, & Faja, S. (2005). Neurocognitive and electrophysiological evidence of altered face processing in parents of children with autism: Implications for a model of abnormal development of social brain circuitry in autism. Development and Psychopathology, 17, 679-697.

Tager-Flusberg, H, Plesa Skwerer, D, Faja, S, & Joseph, RM. (2003). People with Williams syndrome process faces holistically. Cognition, 89, 11-24.

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