Asperger Syndrome and Bullying / Nick DUBIN

Public ISBD Titre : Asperger Syndrome and Bullying : Strategies and Solutions Type de document : Texte imprimé et/ou numérique Auteurs : Nick DUBIN, Auteur ; Michael John CARLEY, Préfacier, etc. Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2007 Importance : 176 p. Format : 15,5cm x 23,5cm x 1cm ISBN/ISSN/EAN : 978-1-84310-846-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : ASP-J ASP-J - Asperger - Vie Sociale Résumé : 'Combining personal life experiences and those of others along with the acumen of a researcher, Nick Dubin introduces the reader to how the characteristics of Asperger Syndrome interplay with the social environment that makes these children and adults targets of bullying. In addition to clearly depicting the extent of the irreparable harm caused by bullying, he tells us how easily to recognize and stop this destructive behavior at the individual, in the classroom, and at school wide levels.' - Stephen M. Shore, Board of Directors of the Autism Society of America, the Asperger's Association of New England, and other related organizations 'Not only will Asperger Syndrome and Bullying help former victims piece together the "why"s and "how"s of prior trauma, but educational professionals also are served well to read this book. For giving them much to choose from, Dubin meticulously outlines (and provides commentary on) every available community-based strategy and school program designed to combat those atmospheres that condone bullying. … His book is a wonderful addition to the growing literature currently investigating the environment of bullying, the culture of bullying, and the myths we once believed about it. … Asperger Syndrome and Bullying serves as a great sociological analysis, yes, but readers are provided an added layer - hearing a writer heal before our eyes.' - from the Foreword by Michael John Carley, executive director of GRASP, The Global and Regional Asperger Syndrome Partnership Bullying is a serious problem for people with Asperger Syndrome (AS), both at school and in the workplace, and displaying "different" behavior, such as not understanding social rules or hand-flapping, exacerbates the risk of being victimized. Writing in an accessible, informal style, the author describes the bullying behavior he and other individuals have experienced, and the effect this has had on their lives. He outlines the reasons for bullying behavior and the danger of persistent recurrence if it remains unchecked, as well as the critical importance of "involving the bystander". Nick Dubin goes on to provide a range of effective strategies to address bullies and bullying that can be applied by parents, professionals, schools, and individuals being bullied. He stresses the importance of peer intervention, empathetic teachers, and verbal self-defense, and shows how lack of support, condemning of "tale telling," or even blaming the victim reinforces bullying. This book offers individuals with AS who are being bullied the opportunity to see that they are not alone, and it is an invaluable source of advice for parents, teachers, professionals and personnel managers. Nick Dubin was diagnosed with Asperger's Syndrome in 2004. He holds a Bachelor's Degree in Communications from Oakland University, a Master's Degree in Learning Disabilities from the University of Detroit Mercy, and a Specialist Degree in Psychology from the Michigan School of Professional Psychology. Nick lives in a suburb of Detroit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=222 Asperger Syndrome and Bullying : Strategies and Solutions [Texte imprimé et/ou numérique] / Nick DUBIN, Auteur ; Michael John CARLEY, Préfacier, etc. . - Londres [Angleterre] : Jessica Kingsley Publishers, 2007 . - 176 p. ; 15,5cm x 23,5cm x 1cm. ISBN : 978-1-84310-846-7 Bibliogr., Index Langues : Anglais (eng) Index. décimale : ASP-J ASP-J - Asperger - Vie Sociale Résumé : 'Combining personal life experiences and those of others along with the acumen of a researcher, Nick Dubin introduces the reader to how the characteristics of Asperger Syndrome interplay with the social environment that makes these children and adults targets of bullying. In addition to clearly depicting the extent of the irreparable harm caused by bullying, he tells us how easily to recognize and stop this destructive behavior at the individual, in the classroom, and at school wide levels.' - Stephen M. Shore, Board of Directors of the Autism Society of America, the Asperger's Association of New England, and other related organizations 'Not only will Asperger Syndrome and Bullying help former victims piece together the "why"s and "how"s of prior trauma, but educational professionals also are served well to read this book. For giving them much to choose from, Dubin meticulously outlines (and provides commentary on) every available community-based strategy and school program designed to combat those atmospheres that condone bullying. … His book is a wonderful addition to the growing literature currently investigating the environment of bullying, the culture of bullying, and the myths we once believed about it. … Asperger Syndrome and Bullying serves as a great sociological analysis, yes, but readers are provided an added layer - hearing a writer heal before our eyes.' - from the Foreword by Michael John Carley, executive director of GRASP, The Global and Regional Asperger Syndrome Partnership Bullying is a serious problem for people with Asperger Syndrome (AS), both at school and in the workplace, and displaying "different" behavior, such as not understanding social rules or hand-flapping, exacerbates the risk of being victimized. Writing in an accessible, informal style, the author describes the bullying behavior he and other individuals have experienced, and the effect this has had on their lives. He outlines the reasons for bullying behavior and the danger of persistent recurrence if it remains unchecked, as well as the critical importance of "involving the bystander". Nick Dubin goes on to provide a range of effective strategies to address bullies and bullying that can be applied by parents, professionals, schools, and individuals being bullied. He stresses the importance of peer intervention, empathetic teachers, and verbal self-defense, and shows how lack of support, condemning of "tale telling," or even blaming the victim reinforces bullying. This book offers individuals with AS who are being bullied the opportunity to see that they are not alone, and it is an invaluable source of advice for parents, teachers, professionals and personnel managers. Nick Dubin was diagnosed with Asperger's Syndrome in 2004. He holds a Bachelor's Degree in Communications from Oakland University, a Master's Degree in Learning Disabilities from the University of Detroit Mercy, and a Specialist Degree in Psychology from the Michigan School of Professional Psychology. Nick lives in a suburb of Detroit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=222

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000376	ASP-J DUB	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Syndrome d'Asperger - Autisme de haut niveau	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Dans la tête de Marguerite	ROBERGE, Sylvie
Sexualité et syndrome d'Asperger	HENAULT, Isabelle
Incarcération d'un esprit libre	PECQUERIE, Alain
Qui j'aurai été...	BOUISSAC, Joffrey
Je suis autiste et je pense le monde	DESHAYS, Annick
Parcours scolaire d’un élève avec syndrome d’Asperger : de l’école au collège…	PHILIP, Christine

Asperger Syndrome / Raymond W. DUCHARME

Public ISBD Titre : Asperger Syndrome : A Guide for Professionals and Families Type de document : Texte imprimé et/ou numérique Auteurs : Raymond W. DUCHARME, Directeur de publication ; Thomas P. GULLOTTA, Directeur de publication ; Jessica M. RAMOS, Collaborateur Mention d'édition : Second Edition Editeur : Berlin [Allemagne] : Springer Année de publication : 2013 Collection : Issues In Children and Families' Lives, ISSN 1572-1981 Importance : 202 p. Présentation : ill. Format : 16cm x 24 cm x 1.8 cm ISBN/ISSN/EAN : 978-1-4614-7015-1 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Pratique basée sur les preuves Index. décimale : ASP-A ASP-A - Asperger - Généralités Résumé : Since the first edition was published in 2003, an enormous amount of research into Asperger Syndrome (AS) and autism spectrum disorders has been conducted. New genetic and epigenetic theories, updated findings on viable therapies, and targeted skill-building programs provide a solid foundation of information for professionals to use in practice and impart to concerned families. The Second Edition of Asperger Syndrome synthesizes the current state of the field, beginning with the controversy over the proposed linking of the condition with autism in the DSM-5. This comprehensive guide gives readers a deeper understanding of the disorder, detailing the effective strategies and therapies available to improve the lives of young people with AS and ensure their successful transition from childhood to adolescence to adulthood. Focusing on core deficit and treatment areas, expert contributors analyze the evidence base on behavioral and pharmacological interventions as well as educational strategies geared toward bolstering cognitive and social skills. In addition to epidemiology, etiology, diagnosis, and assessment, this volume offers the most current information on: •Counseling and other therapeutic strategies for children with AS and their families. •Early intervention for children and youth with AS. •Social skills instruction for children with AS. •Evaluating evidence-based instruction for children with AS. •Comprehensive education-based mental health services for students diagnosed on the autism spectrum. Practical advice for families, from a parent of a child with AS.The Second Edition of Asperger Syndrome is an essential reference for researchers, clinicians, and scientist-practitioners in clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 Asperger Syndrome : A Guide for Professionals and Families [Texte imprimé et/ou numérique] / Raymond W. DUCHARME, Directeur de publication ; Thomas P. GULLOTTA, Directeur de publication ; Jessica M. RAMOS, Collaborateur  . -  Second Edition . - Berlin [Allemagne] : Springer, 2013 . - 202 p. : ill. ; 16cm x 24 cm x 1.8 cm. - (Issues In Children and Families' Lives, ISSN 1572-1981) . ISBN : 978-1-4614-7015-1 Bibliogr., Index Langues : Anglais (eng) Mots-clés : Pratique basée sur les preuves Index. décimale : ASP-A ASP-A - Asperger - Généralités Résumé : Since the first edition was published in 2003, an enormous amount of research into Asperger Syndrome (AS) and autism spectrum disorders has been conducted. New genetic and epigenetic theories, updated findings on viable therapies, and targeted skill-building programs provide a solid foundation of information for professionals to use in practice and impart to concerned families. The Second Edition of Asperger Syndrome synthesizes the current state of the field, beginning with the controversy over the proposed linking of the condition with autism in the DSM-5. This comprehensive guide gives readers a deeper understanding of the disorder, detailing the effective strategies and therapies available to improve the lives of young people with AS and ensure their successful transition from childhood to adolescence to adulthood. Focusing on core deficit and treatment areas, expert contributors analyze the evidence base on behavioral and pharmacological interventions as well as educational strategies geared toward bolstering cognitive and social skills. In addition to epidemiology, etiology, diagnosis, and assessment, this volume offers the most current information on: •Counseling and other therapeutic strategies for children with AS and their families. •Early intervention for children and youth with AS. •Social skills instruction for children with AS. •Evaluating evidence-based instruction for children with AS. •Comprehensive education-based mental health services for students diagnosed on the autism spectrum. Practical advice for families, from a parent of a child with AS.The Second Edition of Asperger Syndrome is an essential reference for researchers, clinicians, and scientist-practitioners in clinical child, school, and developmental psychology; child and adolescent psychiatry; education; rehabilitation medicine/therapy; social work; and pediatrics. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

Contenu

• What We Know About Asperger Syndrome: Epidemiology and Etiology / Alexia E. METZ
• Assessment and Diagnosis of Asperger Syndrome / Ruth ASPY
• Counseling and Other Therapeutic Strategies for Children with AS and Their Families / Sherrie SHARP
• Early Intervention for Children/Youth with Asperger Syndrome / Mary BAKER-ERICZEN
• Building Social Skills Instruction for Children With Asperger Syndrome / Brenda SMITH MYLES
• Evaluating Evidence-Based Instruction for Children with Asperger Syndrome / Raymond W. DUCHARME
• Comprehensive Education-Based Mental Health Services for Students Diagnosed on the Autism Spectrum / Raymond W. DUCHARME
• Living with AS: Real Issues, Practical Advice for Families with School-aged Children / Jennifer BLACKWELL

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0002423	ASP-A DUC	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	ASP - Syndrome d'Asperger - Autisme de haut niveau	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Vivre avec le syndrome d'Asperger	HOLLYDAY-WILLEY, Liane
Cognitive-Behavioral Therapy for Adults with Autism Spectrum Disorder	GAUS, Valerie
Vineland-II	SPARROW, Sara S.
Traité de réhabilitation psychosociale	FRANCK, Nicolas
NeuroTribes	SILBERMAN, Steve
Le syndrome d'Asperger	ATTWOOD, Tony

Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the Stories of Everyday Life / Sara LERA-MIGUEL in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.294-304 Titre : Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the Stories of Everyday Life Type de document : Texte imprimé et/ou numérique Auteurs : Sara LERA-MIGUEL, Auteur ; Mireia ROSA, Auteur ; Olga PUIG, Auteur ; Nils KALAND, Auteur ; Luisa LÁZARO, Auteur ; Josefina CASTRO-FORNIELES, Auteur ; Rosa CALVO, Auteur Année de publication : 2016 Article en page(s) : p.294-304 Langues : Anglais (eng) Mots-clés : High functioning autism spectrum disorders  Child Adolescent  Theory of mind  Validation study Index. décimale : PER Périodiques Résumé : Most individuals with autism spectrum disorders often fail in tasks of theory of mind (ToM). However, those with normal intellectual functioning known as high functioning ASD (HF-ASD) sometimes succeed in mentalizing inferences. Some tools have been developed to more accurately test their ToM abilities. The aims of this study were to examine the psychometric properties of the Spanish version of Stories of Everyday Life Test (SEL) in a sample of 29 children and adolescents with HF-ASD and 25 typically developing controls and to compare their performance. The Spanish-SEL demonstrated good internal consistency, strong convergence with clinical severity and another ToM test, and adequate discriminant validity from intellectual capability and age, identifying the condition of 70 % of participants. En ligne : http://dx.doi.org/10.1007/s10803-015-2585-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Assessing Advanced Theory of Mind in Children and Adolescents with High-Functioning Autism: The Spanish Version of the Stories of Everyday Life [Texte imprimé et/ou numérique] / Sara LERA-MIGUEL, Auteur ; Mireia ROSA, Auteur ; Olga PUIG, Auteur ; Nils KALAND, Auteur ; Luisa LÁZARO, Auteur ; Josefina CASTRO-FORNIELES, Auteur ; Rosa CALVO, Auteur . - 2016 . - p.294-304. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.294-304 Mots-clés : High functioning autism spectrum disorders  Child Adolescent  Theory of mind  Validation study Index. décimale : PER Périodiques Résumé : Most individuals with autism spectrum disorders often fail in tasks of theory of mind (ToM). However, those with normal intellectual functioning known as high functioning ASD (HF-ASD) sometimes succeed in mentalizing inferences. Some tools have been developed to more accurately test their ToM abilities. The aims of this study were to examine the psychometric properties of the Spanish version of Stories of Everyday Life Test (SEL) in a sample of 29 children and adolescents with HF-ASD and 25 typically developing controls and to compare their performance. The Spanish-SEL demonstrated good internal consistency, strong convergence with clinical severity and another ToM test, and adequate discriminant validity from intellectual capability and age, identifying the condition of 70 % of participants. En ligne : http://dx.doi.org/10.1007/s10803-015-2585-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Assessment and Intervention in Autism: An Historical Perspective / Amanda L. RICHDALE

Public ISBD contenu dans Clinical Assessment and Intervention for Autism Spectrum Disorders / Johnny L. MATSON Titre : Assessment and Intervention in Autism: An Historical Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Amanda L. RICHDALE, Auteur ; Kimberly SCHRECK A., Auteur Année de publication : 2008 Importance : p.3-32 Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=448 contenu dans Clinical Assessment and Intervention for Autism Spectrum Disorders / Johnny L. MATSON Assessment and Intervention in Autism: An Historical Perspective [Texte imprimé et/ou numérique] / Amanda L. RICHDALE, Auteur ; Kimberly SCHRECK A., Auteur . - 2008 . - p.3-32. Langues : Anglais (eng) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=448

Exemplaires

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Assessment of anxiety in children and adolescents with autism spectrum disorders / Sabrina N. GRONDHUIS in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1345-1365 Titre : Assessment of anxiety in children and adolescents with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Sabrina N. GRONDHUIS, Auteur ; Michael G. AMAN, Auteur Année de publication : 2012 Article en page(s) : p.1345-1365 Langues : Anglais (eng) Mots-clés : Anxiety  Autism  Assessment Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common comorbid conditions in children and adolescents with autism spectrum disorders (ASDs), although assessment presents unique challenges. Many symptoms of anxiety appear to overlap with common presentations of autism. Furthermore, deficits in language and cognitive functioning make it difficult for such children to convey their emotional states accurately. A comprehensive review of the recent literature was conducted to assay the types and rates of use of tools for evaluating anxiety symptoms in children and adolescents with ASDs. We identified strengths and weaknesses in existing scales, identified instruments that (although imperfect) seem to have a good coverage for youngsters with ASDs, recommended strategies for studying anxiety in these youth, and offered suggestions for future scale development. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 [article] Assessment of anxiety in children and adolescents with autism spectrum disorders [Texte imprimé et/ou numérique] / Sabrina N. GRONDHUIS, Auteur ; Michael G. AMAN, Auteur . - 2012 . - p.1345-1365. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1345-1365 Mots-clés : Anxiety  Autism  Assessment Index. décimale : PER Périodiques Résumé : Anxiety disorders are among the most common comorbid conditions in children and adolescents with autism spectrum disorders (ASDs), although assessment presents unique challenges. Many symptoms of anxiety appear to overlap with common presentations of autism. Furthermore, deficits in language and cognitive functioning make it difficult for such children to convey their emotional states accurately. A comprehensive review of the recent literature was conducted to assay the types and rates of use of tools for evaluating anxiety symptoms in children and adolescents with ASDs. We identified strengths and weaknesses in existing scales, identified instruments that (although imperfect) seem to have a good coverage for youngsters with ASDs, recommended strategies for studying anxiety in these youth, and offered suggestions for future scale development. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.04.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165

Assessment of fear in children with an autism spectrum disorder / Laura B. TURNER in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)  

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Association between a marker for prenatal testosterone exposure and externalizing behavior problems in children / Jianghong LIU in Development and Psychopathology, 24-3 (August 2012)  

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Association between plasma levels of transforming growth factor-β1, IL-23 and IL-17 and the severity of autism in Egyptian children / Haitham M. HASHIM in Research in Autism Spectrum Disorders, 7-1 (January 2013)  

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Les associations  

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Assurer une "qualité de vie" à la petite enfance, aux enfants d’âge préscolaire et à leur famille / Michael E. REIF

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"L’Atelier-Classe" : le processus de subjectivation peut-il être suscité chez les enfants autistes par les apprentissages ? / Annick HUBERT-BARTHELEMY

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L'attachement. Approche théorique / Nicole GUEDENEY

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L'attachement. Approche théorique / Nicole GUEDENEY

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Attachement et intersubjectivité / Massimo AMMANITI

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Attachment and enhancing resilience in small children / Karin LUNDEN

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