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Détail de l'auteur
Auteur Laura SCHREIBMAN |
Documents disponibles écrits par cet auteur (18)
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Training parent - child interactions / Laura SCHREIBMAN
Titre : Training parent - child interactions Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Robert L. KOEGEL, Auteur ; Debra L. MILLS, Auteur ; John C. BURKE, Auteur Année de publication : 1984 Importance : p.187-205 Langues : Anglais (eng) Index. décimale : VIE-G VIE-G - Vie Quotidienne - Parents - Aidants Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=954 Training parent - child interactions [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Robert L. KOEGEL, Auteur ; Debra L. MILLS, Auteur ; John C. BURKE, Auteur . - 1984 . - p.187-205.
Langues : Anglais (eng)
Index. décimale : VIE-G VIE-G - Vie Quotidienne - Parents - Aidants Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=954 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
Titre : Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah R. REED, Auteur Année de publication : 2012 Importance : p.107-129 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Jessica SUHRHEINRICH, Auteur ; Aubyn C. STAHMER, Auteur ; Sarah R. REED, Auteur . - 2012 . - p.107-129.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use / Aubyn C. STAHMER in Autism Research and Treatment, (October 2012)
[article]
Titre : What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur Année de publication : 2012 Article en page(s) : p.11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Autism Research and Treatment > (October 2012) . - p.11[article] What Works for You? Using Teacher Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur . - 2012 . - p.11.
Langues : Anglais (eng)
in Autism Research and Treatment > (October 2012) . - p.11
Index. décimale : PER Périodiques Résumé : Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use. En ligne : http://dx.doi.org/10.1155/2012/709861 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201