Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Catégories
Documents disponibles dans cette catégorie (248)
Faire une suggestion Affiner la recherche
Gastrointestinal Dysfunction in Autism: Parental Report, Clinical Evaluation, and Associated Factors / Phillip GORRINDO in Autism Research, 5-2 (April 2012)
[article]
Titre : Gastrointestinal Dysfunction in Autism: Parental Report, Clinical Evaluation, and Associated Factors Type de document : Texte imprimé et/ou numérique Auteurs : Phillip GORRINDO, Auteur ; Dean C. WILLIAMS, Auteur ; Evon B. LEE, Auteur ; Lynn S. WALKER, Auteur ; Susan G. MCGREW, Auteur ; Pat LEVITT, Auteur Année de publication : 2012 Article en page(s) : p.101-108 Langues : Anglais (eng) Mots-clés : autism constipation diet functional gastrointestinal disorders nonverbal communication social behavior Index. décimale : PER Périodiques Résumé : The objectives of this study were to characterize gastrointestinal dysfunction (GID) in autism spectrum disorder (ASD), to examine parental reports of GID relative to evaluations by pediatric gastroenterologists, and to explore factors associated with GID in ASD. One hundred twenty-one children were recruited into three groups: co-occurring ASD and GID, ASD without GID, and GID without ASD. A pediatric gastroenterologist evaluated both GID groups. Parents in all three groups completed questionnaires about their child's behavior and GI symptoms, and a dietary journal. Functional constipation was the most common type of GID in children with ASD (85.0%). Parental report of any GID was highly concordant with a clinical diagnosis of any GID (92.1%). Presence of GID in children with ASD was not associated with distinct dietary habits or medication status. Odds of constipation were associated with younger age, increased social impairment, and lack of expressive language (adjusted odds ratio in nonverbal children: 11.98, 95% confidence interval 2.54–56.57). This study validates parental concerns for GID in children with ASD, as parents were sensitive to the existence, although not necessarily the nature, of GID. The strong association between constipation and language impairment highlights the need for vigilance by health-care providers to detect and treat GID in children with ASD. Medications and diet, commonly thought to contribute to GID in ASD, were not associated with GID status. These findings are consistent with a hypothesis that GID in ASD represents pleiotropic expression of genetic risk factors. En ligne : http://dx.doi.org/10.1002/aur.237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research > 5-2 (April 2012) . - p.101-108[article] Gastrointestinal Dysfunction in Autism: Parental Report, Clinical Evaluation, and Associated Factors [Texte imprimé et/ou numérique] / Phillip GORRINDO, Auteur ; Dean C. WILLIAMS, Auteur ; Evon B. LEE, Auteur ; Lynn S. WALKER, Auteur ; Susan G. MCGREW, Auteur ; Pat LEVITT, Auteur . - 2012 . - p.101-108.
Langues : Anglais (eng)
in Autism Research > 5-2 (April 2012) . - p.101-108
Mots-clés : autism constipation diet functional gastrointestinal disorders nonverbal communication social behavior Index. décimale : PER Périodiques Résumé : The objectives of this study were to characterize gastrointestinal dysfunction (GID) in autism spectrum disorder (ASD), to examine parental reports of GID relative to evaluations by pediatric gastroenterologists, and to explore factors associated with GID in ASD. One hundred twenty-one children were recruited into three groups: co-occurring ASD and GID, ASD without GID, and GID without ASD. A pediatric gastroenterologist evaluated both GID groups. Parents in all three groups completed questionnaires about their child's behavior and GI symptoms, and a dietary journal. Functional constipation was the most common type of GID in children with ASD (85.0%). Parental report of any GID was highly concordant with a clinical diagnosis of any GID (92.1%). Presence of GID in children with ASD was not associated with distinct dietary habits or medication status. Odds of constipation were associated with younger age, increased social impairment, and lack of expressive language (adjusted odds ratio in nonverbal children: 11.98, 95% confidence interval 2.54–56.57). This study validates parental concerns for GID in children with ASD, as parents were sensitive to the existence, although not necessarily the nature, of GID. The strong association between constipation and language impairment highlights the need for vigilance by health-care providers to detect and treat GID in children with ASD. Medications and diet, commonly thought to contribute to GID in ASD, were not associated with GID status. These findings are consistent with a hypothesis that GID in ASD represents pleiotropic expression of genetic risk factors. En ligne : http://dx.doi.org/10.1002/aur.237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism / Lisa A. RUBLE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
[article]
Titre : Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur Année de publication : 2012 Article en page(s) : p.1974-1983 Langues : Anglais (eng) Mots-clés : Goal attainment scaling Outcome measurement Autism Randomized controlled trials Reliability Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983[article] Goal Attainment Scaling as an Outcome Measure in Randomized Controlled Trials of Psychosocial Interventions in Autism [Texte imprimé et/ou numérique] / Lisa A. RUBLE, Auteur ; John H. MCGREW, Auteur ; Michael D. TOLAND, Auteur . - 2012 . - p.1974-1983.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.1974-1983
Mots-clés : Goal attainment scaling Outcome measurement Autism Randomized controlled trials Reliability Psychosocial intervention Index. décimale : PER Périodiques Résumé : Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality. En ligne : http://dx.doi.org/10.1007/s10803-012-1446-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 Group Interventions for Children with Autism Spectrum Disorders / Albert J. COTUGNO
Titre : Group Interventions for Children with Autism Spectrum Disorders : A Focus on Social Competency and Social Skills Type de document : Texte imprimé et/ou numérique Auteurs : Albert J. COTUGNO, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2009 Importance : 208 p. Format : 27,9cm x 21,6cm x 1,3cm ISBN/ISSN/EAN : 978-1-84310-910-5 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Given the significant core deficits in social interaction and communication that children with Autism Spectrum Disorder (ASD) demonstrate, it is critical to understand and develop interventions which directly address these needs.
This book considers the theoretical and practical implications of developing and implementing peer-based, group-focused therapeutic approaches with children on the autism spectrum. Albert Cotugno describes the theoretical underpinnings of an intervention model based on cognitive developmental principles, and explains why a group approach is best suited to address and remediate an ASD child's social deficiencies. Group Interventions for Children with Autism Spectrum Disorders shows how to implement skill-based instructional approaches and presents strategies to assess the short- and long-term effectiveness of this type of therapy, both within the group and in external settings.
The book is intended for school, clinic, and general practitioners involved in group work with special needs children, professionals working with ASD children, and anyone interested in using group interventions as a means to treat social competency and social skills deficits.
Dr. Albert J. Cotugno is a clinical and educational psychologist with over 30 years' experience of working with seriously emotionally disturbed, learning and attention disordered, developmentally disabled, and autism spectrum disordered children. He now works in independent private practice in Wellesley, Massachusetts, is Director of Group Programs at Massachusetts General Hospital/YouthCare, and Instructor in Psychology in the Department of Psychiatry, Harvard Medical School, Boston.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=825 Group Interventions for Children with Autism Spectrum Disorders : A Focus on Social Competency and Social Skills [Texte imprimé et/ou numérique] / Albert J. COTUGNO, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2009 . - 208 p. ; 27,9cm x 21,6cm x 1,3cm.
ISBN : 978-1-84310-910-5
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Given the significant core deficits in social interaction and communication that children with Autism Spectrum Disorder (ASD) demonstrate, it is critical to understand and develop interventions which directly address these needs.
This book considers the theoretical and practical implications of developing and implementing peer-based, group-focused therapeutic approaches with children on the autism spectrum. Albert Cotugno describes the theoretical underpinnings of an intervention model based on cognitive developmental principles, and explains why a group approach is best suited to address and remediate an ASD child's social deficiencies. Group Interventions for Children with Autism Spectrum Disorders shows how to implement skill-based instructional approaches and presents strategies to assess the short- and long-term effectiveness of this type of therapy, both within the group and in external settings.
The book is intended for school, clinic, and general practitioners involved in group work with special needs children, professionals working with ASD children, and anyone interested in using group interventions as a means to treat social competency and social skills deficits.
Dr. Albert J. Cotugno is a clinical and educational psychologist with over 30 years' experience of working with seriously emotionally disturbed, learning and attention disordered, developmentally disabled, and autism spectrum disordered children. He now works in independent private practice in Wellesley, Massachusetts, is Director of Group Programs at Massachusetts General Hospital/YouthCare, and Instructor in Psychology in the Department of Psychiatry, Harvard Medical School, Boston.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=825 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000910 HAB-A COT Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Social Behaviour HARRISON, Vanessa L'esprit des autres 2 MONFORT, Marc Coup de théâtre LACUISSE, Laurène Apprivoiser la jungle de la cour de récréation GRAY, Carol L'autisme vu de l'intérieur DE CLERCQ, Hilde L'autisme à l'âge adulte. Ethique et bonnes pratiques ADAPEI79 Groups Are Physical, Social, and Emotional Therapy---``A Chance to Tell My Story'' / Mildred ROSS
Titre : Groups Are Physical, Social, and Emotional Therapy---``A Chance to Tell My Story'' Type de document : Texte imprimé et/ou numérique Auteurs : Mildred ROSS, Auteur Année de publication : 2004 Importance : p.268-287 Langues : Anglais (eng) Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Groups Are Physical, Social, and Emotional Therapy---``A Chance to Tell My Story'' [Texte imprimé et/ou numérique] / Mildred ROSS, Auteur . - 2004 . - p.268-287.
Langues : Anglais (eng)
Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Groupwork for Children with Autism Spectrum Disorder Ages 5-11 / Christina HOWE
Titre : Groupwork for Children with Autism Spectrum Disorder Ages 5-11 : an integrated approach Type de document : Texte imprimé et/ou numérique Auteurs : Christina HOWE, Auteur ; Liz Ann DAVIDSON, Auteur ; Alyson EGGETT, Auteur ; Kerrie OLD, Auteur Editeur : Milton Keynes [Grande-Bretagne] : Speechmark Publishing Année de publication : 2008 Importance : 226 p. Présentation : ill. Format : Reliure spirale - 21cm x 29,7cm x 1,5cm ISBN/ISSN/EAN : 978-0-86388-594-5 Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Advocating a multi-disciplinary approach to working with children on the autism spectrum, this book includes theoretical background to ASD focusing on the underlying impairments and their impact on sensory processing, motor development, play, language and communication skills, social skills, emotional development and behaviour. Each developmental area is intrinsically linked and progress in one aspect of development is dependent on progress in another so a multi-disciplinary approach is essential. Enables users to: * Assess individual needs * Organise groups (including group members, venue and transport) * Set individual group targets * Plan group sessions (examples of activities for each developmental area are provided) * Evaluate progress. It also offers ideas for developing good teamwork, including peer review. The book will help develop children's skills in seven key areas of development: * Language and communication * Socialisation * Play * Sensory * Motor * Behaviour * Emotional. Case studies, working examples, photocopiable checklists, assessment forms and session sheets are provided for group facilitators to: * Assess individual needs * Set individual targets * Create personalised programmes * Plan and run group sessions * Evaluate progress * Carry out peer reviews. Forty photocopiable activities, differentiated according to the developmental area being targeted as well as the developmental level of the child, are also included. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=677 Groupwork for Children with Autism Spectrum Disorder Ages 5-11 : an integrated approach [Texte imprimé et/ou numérique] / Christina HOWE, Auteur ; Liz Ann DAVIDSON, Auteur ; Alyson EGGETT, Auteur ; Kerrie OLD, Auteur . - Milton Keynes [Grande-Bretagne] : Speechmark Publishing, 2008 . - 226 p. : ill. ; Reliure spirale - 21cm x 29,7cm x 1,5cm.
ISBN : 978-0-86388-594-5
Langues : Anglais (eng)
Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Advocating a multi-disciplinary approach to working with children on the autism spectrum, this book includes theoretical background to ASD focusing on the underlying impairments and their impact on sensory processing, motor development, play, language and communication skills, social skills, emotional development and behaviour. Each developmental area is intrinsically linked and progress in one aspect of development is dependent on progress in another so a multi-disciplinary approach is essential. Enables users to: * Assess individual needs * Organise groups (including group members, venue and transport) * Set individual group targets * Plan group sessions (examples of activities for each developmental area are provided) * Evaluate progress. It also offers ideas for developing good teamwork, including peer review. The book will help develop children's skills in seven key areas of development: * Language and communication * Socialisation * Play * Sensory * Motor * Behaviour * Emotional. Case studies, working examples, photocopiable checklists, assessment forms and session sheets are provided for group facilitators to: * Assess individual needs * Set individual targets * Create personalised programmes * Plan and run group sessions * Evaluate progress * Carry out peer reviews. Forty photocopiable activities, differentiated according to the developmental area being targeted as well as the developmental level of the child, are also included. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=677 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000617 HAB-A HOW Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
ASH: Auxiliaire de vie scolaire, de la théorie à la mise en oeuvre en classe FREZAL, Isabelle Inclusion scolaire TREMBLAY, Philippe Questionnaires et échelles d'évaluation de l'enfant et de l'adolescent. Volume 1 BOUVARD, Martine Un cerveau pour apprendre les mathématiques SOUSA, David A. Autisme, apprentissages & développement - guide pratique pédagogique RYRE, Lina "Je suis spécial" VERMEULEN, Peter Le guide essentiel pour le développement de votre enfant / Martin WARD PLATT
PermalinkA guide for developing social and leisure programs for students with autism / Joyce HENNING
PermalinkHétérogénéité : un aspect fondamental de la pédagogie inclusive / Maria KRON in Nouvelle Revue de l'AIS (La), 46 (Juillet 2009)
PermalinkHeterogeneity: a fundamental aspect in inclusive educational work / Maria KRON in Nouvelle Revue de l'AIS (La), 46 (Juillet 2009)
PermalinkHints and Tips for Helping Children with Autism Spectrum Disorders / Dion E. BETTS
PermalinkL’histoire d’Ella: un bébé anorexique / Marie-Hélène WITTKOWSKY
PermalinkHistory and Overview / Stephen D.A. HUPP
PermalinkImitation and the Social Mind : Autism and Typical Development / Sally J ROGERS
PermalinkImpact of Psychopharmacology on Adaptive and Social Responding in Learners with Autism Spectrum Disorders / Roy SANDERS
PermalinkIntegrated Psychological Therapy (IPT) / Volker RODER
Permalink