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The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / Barry M. PRIZANT
Titre : The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 2 : Program Planning and Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2006 Importance : 390 p. Format : 21,5cm x 28cm x 2,1cm Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).
With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention.
Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS® components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.
Semi-structured yet flexible enough to respond to individual differences, SCERTS® can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.
These manuals are part of The SCERTS® Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 2 : Program Planning and Intervention [Texte imprimé et/ou numérique] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2006 . - 390 p. ; 21,5cm x 28cm x 2,1cm.
Bibliogr.
Langues : Anglais (eng)
Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal).
With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention.
Volume II: Intervention gives early interventionists explicit instruction on how to help children reach their goals following assessment. They'll learn how to prioritize and set social communication and emotional regulation goals for young children; choose meaningful and purposeful activities to help them reach the goals, implement four types of transactional support (learning supports, interpersonal support, support to families, and support among professionals); and learn how to link all three SCERTS® components in program planning. In-depth vignettes on diverse children and families illustrate implementation of the model, and forms are included to help with intervention planning.
Semi-structured yet flexible enough to respond to individual differences, SCERTS® can be applied in many different settings and used with other intervention approaches. With this child- and family-centered model, based on over two decades of research and clinical experience, early interventionists will have everything they need to evaluate and promote the social and emotional development of children with ASD.
These manuals are part of The SCERTS® Model, a groundbreaking framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS effectively supports developmental progress in three domains: Social Communication, Emotional Regulation, and Transactional Support. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0003781 APP-D PRI Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible The Social Skills Picture Book / Jed E. BAKER
Titre : The Social Skills Picture Book : Teaching Play, Emotion, and Communication to Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jed E. BAKER, Auteur Editeur : Arlington (Texas) [Etats-Unis] : Future Horizons Année de publication : 2001 Importance : 197 p. Présentation : ill. Format : 28cm x 21,5cm x 1,4cm ISBN/ISSN/EAN : 978-1-885477-91-0 Note générale : Bibliogr. Langues : Anglais (eng) Index. décimale : HAB-B HAB-B - Habiletés Sociales - Scénarios Sociaux Résumé : Winner of an iParenting Media Award, this book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the “right way” and “wrong way” to approach each situation—and the positive/negative consequences of each. A facilitator—parent, teacher, etc.—is initially needed to explain each situation, and ask questions such as “What is happening here?” Children role-play skills until confident enough to practice them in real-life interactions.
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=120 The Social Skills Picture Book : Teaching Play, Emotion, and Communication to Children with Autism [Texte imprimé et/ou numérique] / Jed E. BAKER, Auteur . - Arlington (Texas) [Etats-Unis] : Future Horizons, 2001 . - 197 p. : ill. ; 28cm x 21,5cm x 1,4cm.
ISBN : 978-1-885477-91-0
Bibliogr.
Langues : Anglais (eng)
Index. décimale : HAB-B HAB-B - Habiletés Sociales - Scénarios Sociaux Résumé : Winner of an iParenting Media Award, this book uses photographs of students engaging in a variety of real-life social situations. The realistic format plays to the visual strengths of children with ASD to teach appropriate social behaviors. Color photographs illustrate the “right way” and “wrong way” to approach each situation—and the positive/negative consequences of each. A facilitator—parent, teacher, etc.—is initially needed to explain each situation, and ask questions such as “What is happening here?” Children role-play skills until confident enough to practice them in real-life interactions.
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=120 Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité DOC0001679 HAB-B BAK Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible DOC0001682 HAB-B BAK 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 :
Accompagner le projet des parents en éducation spécialisée DUBREUIL, Bertrand Comprendre l'autisme pour les nuls SHORE, Stephen M. L' autisme. 100 questions-réponses ROBEL, Laurence Rééduquer dyscalculie et dyspraxie CROUAIL, Alain Enfants autistes à l'école primaire BRONNER, Pascale Se laver et attendre avec Adrien et Super-A. Leçons de vie pour enfants avec autisme ou TDAH JENSEN, Jessica The Survival Guide for School-Based Speech-Language Pathologists / Ellen PRITCHARD-DODGE
Titre : The Survival Guide for School-Based Speech-Language Pathologists Type de document : Texte imprimé et/ou numérique Auteurs : Ellen PRITCHARD-DODGE, Directeur de publication Editeur : Clifton Park [Etats-Unis] : Singular - Thomson Learning Année de publication : 2000 Importance : 438 p. Présentation : ill. Format : 21cm x 27cm x 2cm ISBN/ISSN/EAN : 978-0-7693-0045-0 Note générale : Index Langues : Anglais (eng) Index. décimale : COM-B COM-B - Communication - Apprentissage Résumé : Designed to meet the specific needs and challenges of school-based clinicians, this comprehensive book presents a practical, hot-to approach for creating meaningful and effective speech and language programs in the schools.
Designed to meet the specific needs and challenges of school-based clinicians
Includes suggested IEP goals and practical strategies for documenting student progress
Focuses on practical, how-to information
Includes proven clinical strategies and tips for improving students' speech and language
Written by clinicians who understand the challenges of working in the school environment
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 The Survival Guide for School-Based Speech-Language Pathologists [Texte imprimé et/ou numérique] / Ellen PRITCHARD-DODGE, Directeur de publication . - Clifton Park [Etats-Unis] : Singular - Thomson Learning, 2000 . - 438 p. : ill. ; 21cm x 27cm x 2cm.
ISBN : 978-0-7693-0045-0
Index
Langues : Anglais (eng)
Index. décimale : COM-B COM-B - Communication - Apprentissage Résumé : Designed to meet the specific needs and challenges of school-based clinicians, this comprehensive book presents a practical, hot-to approach for creating meaningful and effective speech and language programs in the schools.
Designed to meet the specific needs and challenges of school-based clinicians
Includes suggested IEP goals and practical strategies for documenting student progress
Focuses on practical, how-to information
Includes proven clinical strategies and tips for improving students' speech and language
Written by clinicians who understand the challenges of working in the school environment
Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=328 Contenu
- Scheduling and Collaborative Planning Meetings / Emily M. HOMER
- Communication and Collaboration / Ellen PRITCHARD-DODGE
- Phonological and Articulation Disorders / Barbara HODSON
- Cooperative Learning for Articulation Therapy / Barbara STEFFIN
- Language Disorders / Deborah R. HARMAN
- Fluency Disorders / Carl W. DELL
- Voice Disorders / Maya L. ANDREWS
- Hearing Impariments / Janna SMITH LANG
- Autism / Carol WESTBY
- Behavior Disorders / Elizabeth WEBSTER
- Augmentative and Alternative Communication / Stephen N. CALCULATOR
- Diversity / Henriette W. LANGDON
- Dysphagia / Emily M. HOMER
- Designing Your Future / Barbara HOSKINS
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000193 COM-B PRI Livre Centre d'Information et de Documentation du CRA Rhône-Alpes COM - Communication Disponible The TEACCH Approach to Autism Spectrum Disorders / Gary MESIBOV
Titre : The TEACCH Approach to Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Gary MESIBOV, Auteur ; Victoria SHEA, Auteur ; Eric SCHOPLER, Auteur Editeur : Berlin [Allemagne] : Springer Année de publication : 2004 Importance : 211 p. Présentation : 26,5cm x 18,5cm x 1,5cm ISBN/ISSN/EAN : 978-0-306-48646-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-C APP-C - TEACCH Résumé : TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) has grown over the past three decades from a small clinic for children to an internationally recognized treatment and support modality for individuals of all ages with autism spectrum disorders. In The TEACCH Approach to Autism Spectrum Disorders, the program’s founders and their colleagues explain its methods and philosophy based on an understanding and respect for "the culture of autism."
The TEACCH program focuses on persons with autism and the development of instruction and supports based on each individual’s skills, interests, and needs. It draws from the research literature in psychology and neuropsychology to create activities and environments that are organized to emphasize meaningfulness—an approach that has proved crucial to an autistic individual’s ability to learn, comprehend, and apply learning across situations.
The TEACCH Approach to Autism Spectrum Disorders explains how:
- TEACCH targets critical areas in executive functioning, engagement, communication, and social skills.
- Strategies can be tailored to an individual’s unique developmental and functional level.
- Parents become involved in all phases of intervention as collaborators, cotherapists, and advocates.
- The program can be introduced and adapted for individuals of all ages, from preschool children to adults.
- Professionals can be trained in the program and its methods.
This progressive program offers individuals with autism, their families, teachers, and therapists both optimism and useful strategies, without minimizing the condition or its effects. All clinicians working with people with autism will find The TEACCH Approach to Autistic Spectrum Disorders a valuable resource.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=399 The TEACCH Approach to Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Gary MESIBOV, Auteur ; Victoria SHEA, Auteur ; Eric SCHOPLER, Auteur . - Berlin [Allemagne] : Springer, 2004 . - 211 p. : 26,5cm x 18,5cm x 1,5cm.
ISBN : 978-0-306-48646-3
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : APP-C APP-C - TEACCH Résumé : TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) has grown over the past three decades from a small clinic for children to an internationally recognized treatment and support modality for individuals of all ages with autism spectrum disorders. In The TEACCH Approach to Autism Spectrum Disorders, the program’s founders and their colleagues explain its methods and philosophy based on an understanding and respect for "the culture of autism."
The TEACCH program focuses on persons with autism and the development of instruction and supports based on each individual’s skills, interests, and needs. It draws from the research literature in psychology and neuropsychology to create activities and environments that are organized to emphasize meaningfulness—an approach that has proved crucial to an autistic individual’s ability to learn, comprehend, and apply learning across situations.
The TEACCH Approach to Autism Spectrum Disorders explains how:
- TEACCH targets critical areas in executive functioning, engagement, communication, and social skills.
- Strategies can be tailored to an individual’s unique developmental and functional level.
- Parents become involved in all phases of intervention as collaborators, cotherapists, and advocates.
- The program can be introduced and adapted for individuals of all ages, from preschool children to adults.
- Professionals can be trained in the program and its methods.
This progressive program offers individuals with autism, their families, teachers, and therapists both optimism and useful strategies, without minimizing the condition or its effects. All clinicians working with people with autism will find The TEACCH Approach to Autistic Spectrum Disorders a valuable resource.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=399 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000488 APP-C MES Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Stratégies et astuces pour mieux vivre avec un enfant présentant un trouble du spectre de l'autisme BETTS, Dion E. Emotions & Expressions Colorcards BOYCE, Sioban Apprivoiser la jungle de la cour de récréation GRAY, Carol The Choices Game MCMASTER, Christopher BECS : Batterie d'évaluation cognitive et socio-émotionnelle ADRIEN, Jean-Louis Stratégies éducatives de l'autisme et des autres troubles du développement SCHOPLER, Eric The TEACCH communication curriculum / Linda R. WATSON
Titre : The TEACCH communication curriculum Type de document : Texte imprimé et/ou numérique Auteurs : Linda R. WATSON, Auteur Année de publication : 1985 Importance : p.187-206 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=949 The TEACCH communication curriculum [Texte imprimé et/ou numérique] / Linda R. WATSON, Auteur . - 1985 . - p.187-206.
Langues : Anglais (eng)
Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=949 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire La thérapie d’Échange et de Développement : pour une approche neurofonctionnelle de la communication / Pascale DANSART
PermalinkThérapie d'échange et de développement : une rééducation neurofonctionnelle de la communication / Frédérique BONNET-BRILHAULT
PermalinkLa thérapie d’échange et de développement (TED) : une rééducation neurofonctionnelle de la communication / Catherine BARTHELEMY
PermalinkLa thérapie de Timothée, garçon autiste de sept ans et demi à l'hôpital de jour / Annick PERROT
PermalinkLa thérapie du tout-petit / Laurence HAMEURY
PermalinkLes thérapies de groupe / Jocelyne BUTTET SOVILLA
PermalinkTheraplay / Ann JERNBERG
PermalinkThinking, Reasoning, and Decision Making in Autism / Kinga MORSANYI
PermalinkTotemigo / AXOLOTECH
PermalinkLe toucher thérapeutique: Rencontre avec le sujet anorexique, son corps, sa souffrance... / Claire EXPOSITO in Thérapie psychomotrice et recherches, 167 (2011)
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