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Study in Perseverance: The Emergence of Early Intensive Behavioral Intervention / Tristram SMITH
Titre : Study in Perseverance: The Emergence of Early Intensive Behavioral Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tristram SMITH, Auteur ; Daniel W. MRUZEK, Auteur ; Robert PEYTON, Auteur Année de publication : 2008 Importance : p151-170 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=686 Study in Perseverance: The Emergence of Early Intensive Behavioral Intervention [Texte imprimé et/ou numérique] / Tristram SMITH, Auteur ; Daniel W. MRUZEK, Auteur ; Robert PEYTON, Auteur . - 2008 . - p151-170.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=686 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? / Anna PRICE in Good Autism Practice - GAP, 13-1 (May 2012)
[article]
Titre : A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? Type de document : Texte imprimé et/ou numérique Auteurs : Anna PRICE, Auteur Année de publication : 2012 Article en page(s) : p.13-21 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-professional partnerships (PPPs) can benefit child development and parental well-being. This study conducted by Anna Price, an Educational Psychologist, considers parents and professionals’ views of a PPP in supporting children with autism. The findings showed the value of regular contact between parents and professionals, but there was a lack of parental and professional confidence in their ability to support children with autism in the children’s schools and issues raised about the diagnostic process and follow-up support. However, there are other studies which have reported good parental satisfaction with schools and with follow-up after diagnosis. There is much evidence now on what parents value and how they can be well supported and many mainstream schools are also adjusting their practice and being flexible in meeting the needs of children with autism. Similarly, protocols have been developed and published on how diagnostic assessment should be done and how parents should be supported through the process (eg, National Autism Plan for Children, 2003; SIGN, 2007). But the study in this paper shows that it is still the case that there are areas of the UK where support in schools and from professionals is not yet good enough. So, there is a need for ail those involved in the field of autism to share ideas on how best to meet the needs of children with autism and their families. The wealth of good websites on autism and the growth in training materials on autism should mean that more and more parents feel supported in their lives with children with autism in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.13-21[article] A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? [Texte imprimé et/ou numérique] / Anna PRICE, Auteur . - 2012 . - p.13-21.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.13-21
Index. décimale : PER Périodiques Résumé : Parent-professional partnerships (PPPs) can benefit child development and parental well-being. This study conducted by Anna Price, an Educational Psychologist, considers parents and professionals’ views of a PPP in supporting children with autism. The findings showed the value of regular contact between parents and professionals, but there was a lack of parental and professional confidence in their ability to support children with autism in the children’s schools and issues raised about the diagnostic process and follow-up support. However, there are other studies which have reported good parental satisfaction with schools and with follow-up after diagnosis. There is much evidence now on what parents value and how they can be well supported and many mainstream schools are also adjusting their practice and being flexible in meeting the needs of children with autism. Similarly, protocols have been developed and published on how diagnostic assessment should be done and how parents should be supported through the process (eg, National Autism Plan for Children, 2003; SIGN, 2007). But the study in this paper shows that it is still the case that there are areas of the UK where support in schools and from professionals is not yet good enough. So, there is a need for ail those involved in the field of autism to share ideas on how best to meet the needs of children with autism and their families. The wealth of good websites on autism and the growth in training materials on autism should mean that more and more parents feel supported in their lives with children with autism in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 Subjectivité et "cerveau social" / Graciela C. CRESPIN
Titre : Subjectivité et "cerveau social" Type de document : Texte imprimé et/ou numérique Auteurs : Graciela C. CRESPIN, Directeur de publication Editeur : Paris [France] : L'Harmattan Année de publication : 2012 Collection : Psychanalyse, médecine et société Sous-collection : Cahiers de PREAUT num. 9 Importance : 174 p. Présentation : ill. Format : 13,5 cm × 21,0 cm × 1,3 cm ISBN/ISSN/EAN : 978-2-7492-3420-5 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : PSY-D PSY-D - Recherche PREAUT Résumé : Alors que l'autisme a été proclamé «cause nationale», l'équipe PRÉAUT continue dans l'objectif qu'elle s'est fixé : verser aux débats, souvent plus passionnels que scientifiques, des éléments d'information qu'elle estime nécessaire de mettre à la disposition des professionnels et des familles.
Ainsi, l'article qui donne son titre à ce volume propose l'idée que l'écoute psychanalytique de la subjectivité des personnes autistes gagne à être éclairée par les résultats récents des études expérimentales des fonctions cognitives qui sont à la base du fonctionnement du «cerveau social». Le croisement des regards psychanalytique et neuroscientifique montre que les difficultés de la mise en place du registre de l'imaginaire et de son articulation dans la structure psychique sont centrales dans les différents tableaux de troubles autistiques.
L'ouvrage est complété par une revue critique de la littérature récente sur l'application des interventions comportementales intensives et précoces, et par deux observations cliniques qui discutent la pertinence de la précocité de l'intervention auprès d'enfants présentant des tableaux TED/TSA et qui sont signées par les équipes qui en ont assuré le suivi. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Subjectivité et "cerveau social" [Texte imprimé et/ou numérique] / Graciela C. CRESPIN, Directeur de publication . - Paris [France] : L'Harmattan, 2012 . - 174 p. : ill. ; 13,5 cm × 21,0 cm × 1,3 cm. - (Psychanalyse, médecine et société. Cahiers de PREAUT, ISSN 1767-3151; 9) .
ISBN : 978-2-7492-3420-5
Bibliogr.
Langues : Français (fre)
Index. décimale : PSY-D PSY-D - Recherche PREAUT Résumé : Alors que l'autisme a été proclamé «cause nationale», l'équipe PRÉAUT continue dans l'objectif qu'elle s'est fixé : verser aux débats, souvent plus passionnels que scientifiques, des éléments d'information qu'elle estime nécessaire de mettre à la disposition des professionnels et des familles.
Ainsi, l'article qui donne son titre à ce volume propose l'idée que l'écoute psychanalytique de la subjectivité des personnes autistes gagne à être éclairée par les résultats récents des études expérimentales des fonctions cognitives qui sont à la base du fonctionnement du «cerveau social». Le croisement des regards psychanalytique et neuroscientifique montre que les difficultés de la mise en place du registre de l'imaginaire et de son articulation dans la structure psychique sont centrales dans les différents tableaux de troubles autistiques.
L'ouvrage est complété par une revue critique de la littérature récente sur l'application des interventions comportementales intensives et précoces, et par deux observations cliniques qui discutent la pertinence de la précocité de l'intervention auprès d'enfants présentant des tableaux TED/TSA et qui sont signées par les équipes qui en ont assuré le suivi. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Contenu
- Subjectivité et "cerveau social" / Jean-Noël TROUVE
- Quelques remarques à propos de la revue critique de la littérature récente sur l'EIBI auprès des enfants avec autisme / Virginie CRUVEILLER
- Les interventions comportementales intensives et précoces auprès des enfants avec autisme: une revue critique de la littérature récente / Virginie CRUVEILLER
- Ecran, anamorphose et construction d'un espace transitionnel. Le cas de Mathys, traitement d'un petit garçon autiste de 2 ans et demi / Clémentine RAPPAPORT
- Un bébé dépisté à risque dans la recherche PREAUT / Colette BAUBY
Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité DOC0002287 PSY-D CRE/9 Livre Centre d'Information et de Documentation du CRA Rhône-Alpes PSY - Psychanalyse Disponible DOC0002308 PSY-D CRE/9 Livre Centre d'Information et de Documentation du CRA Rhône-Alpes PSY - Psychanalyse Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Le CAT-Kit ATTWOOD, Tony L'autisme : Le diagnostic et après... BOUVAREL, Alain L' intervention précoce en autisme ROGERS, Sally J Traitements des troubles du spectre autistique CRESPIN, Graciela C. La leçon de l'autisme MARTIN, Richard Familles et trouble du spectre de l'autisme DERGUY, Cyrielle Successful Social Stories™ for School and College Students with Autism / Siobhan TIMMINS
Titre : Successful Social Stories™ for School and College Students with Autism : Growing Up with Social Stories™ Type de document : Texte imprimé et/ou numérique Auteurs : Siobhan TIMMINS, Auteur ; Carol GRAY, Préfacier, etc. Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2017 Collection : Carol Gray Social Stories Importance : 334 p. Présentation : ill. Format : 15,3cm x 22,8cm x2cm ISBN/ISSN/EAN : 978-1-78592-137-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-B HAB-B - Habiletés Sociales - Scénarios Sociaux Résumé : As children grow up and spend more and more time away from home in schools and colleges, life often seems to get increasingly complicated. Autism makes the challenges they meet in these new environments even more difficult to navigate. Social Stories™ is a highly regarded strategy that parents and teachers can use to help young people with autism understand the new social situations they face during this time. Writing an effective Story takes a special set of skills, and in this fully illustrated book Dr Siobhan Timmins explains how to acquire and hone these techniques and put them into practice.
Following on from her book on writing Social Stories™ for young children, this book on the next age group up includes 160 illustrations and clear examples based on the author's own experiences of raising a son with autism. She explains how to identify the underlying issues, and articulate the key ideas so that young learners can find connections between Stories to build a greater understanding of relationships, the adult world and their own identity. The book is an invaluable guide to creating bridges between young people and the parts of life they find most difficult. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 Successful Social Stories™ for School and College Students with Autism : Growing Up with Social Stories™ [Texte imprimé et/ou numérique] / Siobhan TIMMINS, Auteur ; Carol GRAY, Préfacier, etc. . - Londres [Angleterre] : Jessica Kingsley Publishers, 2017 . - 334 p. : ill. ; 15,3cm x 22,8cm x2cm. - (Carol Gray Social Stories) .
ISBN : 978-1-78592-137-7
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : HAB-B HAB-B - Habiletés Sociales - Scénarios Sociaux Résumé : As children grow up and spend more and more time away from home in schools and colleges, life often seems to get increasingly complicated. Autism makes the challenges they meet in these new environments even more difficult to navigate. Social Stories™ is a highly regarded strategy that parents and teachers can use to help young people with autism understand the new social situations they face during this time. Writing an effective Story takes a special set of skills, and in this fully illustrated book Dr Siobhan Timmins explains how to acquire and hone these techniques and put them into practice.
Following on from her book on writing Social Stories™ for young children, this book on the next age group up includes 160 illustrations and clear examples based on the author's own experiences of raising a son with autism. She explains how to identify the underlying issues, and articulate the key ideas so that young learners can find connections between Stories to build a greater understanding of relationships, the adult world and their own identity. The book is an invaluable guide to creating bridges between young people and the parts of life they find most difficult. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0005569 HAB-B TIM Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Suicide ideation and attempts in children with autism / Susan DICKERSON MAYES in Research in Autism Spectrum Disorders, 7-1 (January 2013)
[article]
Titre : Suicide ideation and attempts in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Susan DICKERSON MAYES, Auteur ; Angela A. GORMAN, Auteur ; Jolene HILLWIG-GARCIA, Auteur ; Ehsan SYED, Auteur Année de publication : 2013 Article en page(s) : p.109-19 Langues : Anglais (eng) Mots-clés : Autism Suicide ideation Suicide attempts Index. décimale : PER Périodiques Résumé : Frequency of suicide ideation and attempts in 791 children with autism (1–16 years), 35 nonautistic depressed children, and 186 typical children and risk factors in autism were determined. Percent of children with autism for whom suicide ideation or attempts was rated as sometimes to very often a problem by mothers (14%) was 28 times greater than that for typical children (0.5%) but less than for depressed children (43%). For children with autism, four demographic variables (age 10 or older, Black or Hispanic, lower SES, and male) were significant risk factors of suicide ideation or attempts. The majority of children (71%) who had all four demographic risk factors had ideation or attempts. Comorbid psychological problems most highly predictive of ideation or attempts were depression, behavior problems, and teased. Almost half of children with these problems had suicide ideation or attempts. All children with autism should be screened for suicide ideation or attempts because ideation and attempts in autism are significantly higher than the norm and are present across the spectrum. This is especially important for children who have the demographic and comorbid risk factors, many of which can be targeted for intervention to reduce and prevent suicide ideation and attempts. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.109-19[article] Suicide ideation and attempts in children with autism [Texte imprimé et/ou numérique] / Susan DICKERSON MAYES, Auteur ; Angela A. GORMAN, Auteur ; Jolene HILLWIG-GARCIA, Auteur ; Ehsan SYED, Auteur . - 2013 . - p.109-19.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-1 (January 2013) . - p.109-19
Mots-clés : Autism Suicide ideation Suicide attempts Index. décimale : PER Périodiques Résumé : Frequency of suicide ideation and attempts in 791 children with autism (1–16 years), 35 nonautistic depressed children, and 186 typical children and risk factors in autism were determined. Percent of children with autism for whom suicide ideation or attempts was rated as sometimes to very often a problem by mothers (14%) was 28 times greater than that for typical children (0.5%) but less than for depressed children (43%). For children with autism, four demographic variables (age 10 or older, Black or Hispanic, lower SES, and male) were significant risk factors of suicide ideation or attempts. The majority of children (71%) who had all four demographic risk factors had ideation or attempts. Comorbid psychological problems most highly predictive of ideation or attempts were depression, behavior problems, and teased. Almost half of children with these problems had suicide ideation or attempts. All children with autism should be screened for suicide ideation or attempts because ideation and attempts in autism are significantly higher than the norm and are present across the spectrum. This is especially important for children who have the demographic and comorbid risk factors, many of which can be targeted for intervention to reduce and prevent suicide ideation and attempts. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.07.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 Suivi d’intégration scolaire individuelle en deuxième et troisième maternelle ordinaire / Ghislain MAGEROTTE
PermalinkSuivi en thérapie d'un groupe d'enfants / Laurence HAMEURY
PermalinkSuper Co-Quotidien à la maison / Noémie OGNO
PermalinkSuper Moi surmonte sa timidité / Nathalie COUTURE
PermalinkSuper Skills / Judith COUCOUVANIS
PermalinkSupporting Children with Autistic Spectrum Disorders / Elizabeth MORLING
PermalinkSupportive parenting mediates neighborhood socioeconomic disparities in children's antisocial behavior from ages 5 to 12 / Candice L. ODGERS in Development and Psychopathology, 24-3 (August 2012)
PermalinkSur l'Autisme / Céline CHABUT
PermalinkLa surface de réparation / Alain GILLOT
PermalinkDu surmoi au signifiant tout seul / Jean-Robert RABANEL
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