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 (137)
Faire une suggestion Affiner la recherche
Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur Année de publication : 2012 Article en page(s) : p.1377-1388 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388[article] Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur . - 2012 . - p.1377-1388.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388
Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Teaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Teaching children with autism to detect and respond to sarcasm Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur Année de publication : 2013 Article en page(s) : p.193–198 Langues : Anglais (eng) Mots-clés : Sarcasm Irony Multiple exemplar training Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198[article] Teaching children with autism to detect and respond to sarcasm [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Jonathan TARBOX, Auteur ; Jennifer RANICK, Auteur ; Megan SAINT CLAIR, Auteur . - 2013 . - p.193–198.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.193–198
Mots-clés : Sarcasm Irony Multiple exemplar training Relational frame theory Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that children with autism often have difficulty using and understanding non-literal language (e.g., irony, sarcasm, deception, humor, and metaphors). Irony and sarcasm may be especially difficult for children with autism because the meaning of an utterance is the opposite of what is stated. The current study evaluated the effectiveness of a training package, including rules and in vivo multiple exemplar training, to teach three children with autism to detect and respond appropriately to sarcastic statements. The training package was effective and generalization was obtained across novel exemplars, settings, and people. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.08.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 The Autism Job Club / Michael BERNICK
Titre : The Autism Job Club : The Neurodiverse Workforce in the New Normal of Employment Type de document : Texte imprimé et/ou numérique Auteurs : Michael BERNICK, Auteur ; Richard HOLDEN, Auteur Editeur : New York [Etats-Unis] : Skyhorse Publishing Année de publication : 2015 Importance : 235 p. Format : 16cm x 23,5cm x 2,3cm ISBN/ISSN/EAN : 978-1-63220-696-1 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Neurodiversité Index. décimale : ASP-G ASP-G - Asperger - Emploi Résumé : The Autism Job Club is a groundbreaking book for bringing adults with autism and other neuro-diverse conditions into the work world.
The book has its basis in the autism job club that the authors have been part of in the San Francisco Bay Area, the job-creation and job-placement efforts the club has undertaken, and similar efforts throughout the United States.
The authors review the high unemployment rates among adults with autism and other neuro- diverse conditions more than two decades after the ADA. National data on autism employment and unemployment with the individual employment searches of job club members.
Bernick and Holden also outline and explain six strategies that, taken together, will reshape employment for adults with autism:
*The art of the autism job coach.
*The autism advantage in technology employment.
*Autism employment and the internet economy.
*Autism employment and the practical/craft economy.
*Autism and extra-governmental job networks.
*Autism and public service employment.
The Autism Job Club will be a vital resource for adults with autism, their families, and advocates who are committed to neuro-diverse employment, not unemployment. But it will also speak to a far broader audience interested in how to carve out a place for themselves or others in an increasingly competitive job world. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=275 The Autism Job Club : The Neurodiverse Workforce in the New Normal of Employment [Texte imprimé et/ou numérique] / Michael BERNICK, Auteur ; Richard HOLDEN, Auteur . - New York [Etats-Unis] : Skyhorse Publishing, 2015 . - 235 p. ; 16cm x 23,5cm x 2,3cm.
ISBN : 978-1-63220-696-1
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Neurodiversité Index. décimale : ASP-G ASP-G - Asperger - Emploi Résumé : The Autism Job Club is a groundbreaking book for bringing adults with autism and other neuro-diverse conditions into the work world.
The book has its basis in the autism job club that the authors have been part of in the San Francisco Bay Area, the job-creation and job-placement efforts the club has undertaken, and similar efforts throughout the United States.
The authors review the high unemployment rates among adults with autism and other neuro- diverse conditions more than two decades after the ADA. National data on autism employment and unemployment with the individual employment searches of job club members.
Bernick and Holden also outline and explain six strategies that, taken together, will reshape employment for adults with autism:
*The art of the autism job coach.
*The autism advantage in technology employment.
*Autism employment and the internet economy.
*Autism employment and the practical/craft economy.
*Autism and extra-governmental job networks.
*Autism and public service employment.
The Autism Job Club will be a vital resource for adults with autism, their families, and advocates who are committed to neuro-diverse employment, not unemployment. But it will also speak to a far broader audience interested in how to carve out a place for themselves or others in an increasingly competitive job world. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=275 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0003647 ASP-G BER 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 :
Après l'autisme PASSONE, Sesto-Marcello Initiation aux thérapies cognitives et comportementales DE MEY-GUILLARD, Chantal Thérapies comportementales et cognitives en 37 notions CHAPELLE, Frédéric Friendships LAWSON, Wendy Adults With Developmental Disabilities ROSS, Mildred Asperger Syndrome in the Family HOLLYDAY-WILLEY, Liane The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder / Sophieke KOOLEN in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
[article]
Titre : The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur Année de publication : 2012 Article en page(s) : p.805-814 Langues : Anglais (eng) Mots-clés : Autism Asperger’s disorder Attention Language;– Top-down control Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814[article] The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur . - 2012 . - p.805-814.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814
Mots-clés : Autism Asperger’s disorder Attention Language;– Top-down control Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 The PEERS Curriculum for School-Based Professionals / Elizabeth LAUGESON
Titre : The PEERS Curriculum for School-Based Professionals : Social Skills Training for Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth LAUGESON, Auteur Editeur : London, [Angleterre] : Routledge Année de publication : 2014 Importance : 461 p. ISBN/ISSN/EAN : 978-0-415-62696-5 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : PEERS Program Test of Adolescent Social Skills Knowledge - TASSK Quality of Socialization Questionnaire - Adolescent - QSQ-A Quality of Socialization Questionnaire - Parent - QSQ-P Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 The PEERS Curriculum for School-Based Professionals : Social Skills Training for Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Elizabeth LAUGESON, Auteur . - London, [Angleterre] : Routledge, 2014 . - 461 p.
ISBN : 978-0-415-62696-5
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : PEERS Program Test of Adolescent Social Skills Knowledge - TASSK Quality of Socialization Questionnaire - Adolescent - QSQ-A Quality of Socialization Questionnaire - Parent - QSQ-P Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : The PEERS® Curriculum for School-Based Professionals brings UCLA's highly acclaimed and widely popular PEERS program into the school setting. This sixteen-week program, clinically proven to significantly improve social skills and social interactions among teens with autism spectrum disorder, is now customized for the needs of psychologists, counselors, speech pathologists, administrators, and teachers. The manual is broken down into clearly divided lesson plans, each of which have concrete rules and steps, corresponding homework assignments, plans for review, and unique, fun activities to ensure that teens are comfortable incorporating what they've learned. The curriculum also includes parent handouts, tips for preparing for each lesson, strategies for overcoming potential pitfalls, and the research underlying this transformative program. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0003389 HAB-A LAU Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Sorti jusqu'au 31/12/2024 Les abonnés qui ont emprunté ce document ont également emprunté :
Tu es un détective social GARCIA WINNER, Michelle Défi-réseau BEAULIEU, Suzanne TalkAbility SUSSMAN, Fern Autisme et émotions VERMEULEN, Peter The Science of Making Friends LAUGESON, Elizabeth Test of Emotion Comprehension (TEC) : Boy PONS, Francisco The Rubber Hand Illusion Reveals Proprioceptive and Sensorimotor Differences in Autism Spectrum Disorders / Bryan PATON in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
PermalinkThe Science of Making Friends / Elizabeth LAUGESON
PermalinkThinking, Reasoning, and Decision Making in Autism / Kinga MORSANYI
PermalinkTreatment Issues with High-Functioning Adolescents and Adults with Autism / Gary MESIBOV
PermalinkTroubleshooting Relationships on the Autism Spectrum / Ashley STANFORD
PermalinkUnderstanding Asperger Syndrome and High Functioning Autism / Gary MESIBOV
PermalinkValence Scaling of Dynamic Facial Expressions is Altered in High-Functioning Subjects with Autism Spectrum Disorders: an fMRI Study / Jukka S. RAHKO in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkA Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkVisual Supports for Visual Thinkers / Lisa ROGERS
PermalinkVocational possibilities for high-functioning adults with autism / Mary E. VAN BOURGONDIEN
Permalink