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Acquérir l’orthographe lexicale: quand savoir lire ne suffit pas / N. CHAVES in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 118 (Septembre 2012)
[article]
Titre : Acquérir l’orthographe lexicale: quand savoir lire ne suffit pas Type de document : Texte imprimé et/ou numérique Auteurs : N. CHAVES, Auteur ; Corinne TOTEREAU, Auteur ; Marie-Line BOSSE, Auteur Année de publication : 2012 Article en page(s) : p.271-279 Langues : Français (fre) Mots-clés : Orthographe lexicale Lecture Auto-apprentissage Traitement visuel simultané Acquisition Index. décimale : PER Périodiques Résumé : Cet article rend compte de l’état des connaissances en ce qui concerne les facteurs cognitifs impliqués dans l’acquisition des connaissances orthographiques lexicales. Il traite dans une première partie des données mettant en évidence la relation entre les capacités de lecture et l’acquisition des connaissances orthographiques. Une seconde partie expose les raisons pour lesquelles cette mise en évidence ne permet pas de comprendre pleinement les mécanismes d’acquisition de l’orthographe. Enfin, la troisième partie rend compte des connaissances acquises récemment concernant l’implication d’autres facteurs que le décodage dans cet apprentissage. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 118 (Septembre 2012) . - p.271-279[article] Acquérir l’orthographe lexicale: quand savoir lire ne suffit pas [Texte imprimé et/ou numérique] / N. CHAVES, Auteur ; Corinne TOTEREAU, Auteur ; Marie-Line BOSSE, Auteur . - 2012 . - p.271-279.
Langues : Français (fre)
in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E. > 118 (Septembre 2012) . - p.271-279
Mots-clés : Orthographe lexicale Lecture Auto-apprentissage Traitement visuel simultané Acquisition Index. décimale : PER Périodiques Résumé : Cet article rend compte de l’état des connaissances en ce qui concerne les facteurs cognitifs impliqués dans l’acquisition des connaissances orthographiques lexicales. Il traite dans une première partie des données mettant en évidence la relation entre les capacités de lecture et l’acquisition des connaissances orthographiques. Une seconde partie expose les raisons pour lesquelles cette mise en évidence ne permet pas de comprendre pleinement les mécanismes d’acquisition de l’orthographe. Enfin, la troisième partie rend compte des connaissances acquises récemment concernant l’implication d’autres facteurs que le décodage dans cet apprentissage. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 Aided Augmentative Communication for Individuals with Autism Spectrum Disorders / Jennifer B. GANZ
Titre : Aided Augmentative Communication for Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer B. GANZ, Directeur de publication Editeur : Berlin [Allemagne] : Springer Année de publication : 2014 Collection : Autism and Child Psychopathology Series, ISSN 2192-922X Importance : 141 p. Présentation : ill. Format : 16cm x 24cm x 1,4cm ISBN/ISSN/EAN : 978-1-4939-0813-4 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Langue des signes Index. décimale : COM-C COM-C - Communication Alternative Résumé : Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention.
Key areas of coverage include:
- AAC and assessment of people with ASD and CCN.
- Interdisciplinary issues and collaboration in assessment and treatment.
- AAC intervention mediated by natural communication partners.
- Functional communication training with AAC.
- The controversy surrounding facilitated communication.
- Sign language versus AAC.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Aided Augmentative Communication for Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jennifer B. GANZ, Directeur de publication . - Berlin [Allemagne] : Springer, 2014 . - 141 p. : ill. ; 16cm x 24cm x 1,4cm. - (Autism and Child Psychopathology Series, ISSN 2192-922X) .
ISBN : 978-1-4939-0813-4
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Langue des signes Index. décimale : COM-C COM-C - Communication Alternative Résumé : Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Widely used interventions and tools in AAC are reviewed—not just how they work, but why they work—to aid practitioners in choosing those most suited to individual clients or students. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention.
Key areas of coverage include:
- AAC and assessment of people with ASD and CCN.
- Interdisciplinary issues and collaboration in assessment and treatment.
- AAC intervention mediated by natural communication partners.
- Functional communication training with AAC.
- The controversy surrounding facilitated communication.
- Sign language versus AAC.
Aided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Contenu
- Overview of Autism Spectrum Disorders and Complex Communication Needs / Jennifer B. GANZ
- Aided Augmentative and Alternative Communication: An Overview / Jennifer B. GANZ
- AAC and Assessment of People with ASD and CCN / Jennifer B. GANZ
- Interdisciplinary Issues and Collaboration in Assessment and Treatment / Jennifer B. GANZ
- Naturalistic Aided AAC Instruction / Jennifer B. GANZ
- AAC Intervention Mediated by Natural Communication Partners / Jennifer B. GANZ
- The Controversy Surrounding Facilitated Communication / Jennifer B. GANZ
- Sign Language Versus Aided AAC / Jennifer B. GANZ
- Functional Communication Training with Aided AAC / Jennifer B. GANZ
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Code-barres Cote Support Localisation Section Disponibilité DOC0003425 COM-C GAN Livre Centre d'Information et de Documentation du CRA Rhône-Alpes COM - Communication Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Le chat et l'enfant qui ne parlait pas DILLON, Jayne Tambourine s'affirme CHARRIER, Caroline Planche catégorisation A3 "à la montagne" AUTISME ET APPRENTISSAGES Ma vie d'autiste GRANDIN, Temple L' intervention précoce en autisme ROGERS, Sally J Langage, voix et parole dans l'autisme TOUATI, Bernard Apps for Autism / Lois Jean BRADY
Titre : Apps for Autism : More than 200 Effective Apps for Behavioral, Social, Creative, Communication, and Cognitive Development Type de document : Texte imprimé et/ou numérique Auteurs : Lois Jean BRADY, Auteur Mention d'édition : 2nd Ed. Editeur : Arlington (Texas) [Etats-Unis] : Future Horizons Année de publication : 2015 Importance : 436 p. Présentation : ill. Format : 20,2cm x 25,5cm x 2cm Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Application informatique Index. décimale : EDU-M EDU-M - Education - Technologies Résumé : Actually, there are more than 200 apps for autism, and this book will guide you through them so you can confidently utilize today’s technology to maximize your child or student’s success!
Speech Language Pathologist Lois Jean Brady wrote this book in order to educate parents, teachers, and other professionals about the breakthrough method she calls “iTherapy”—which is the use of Apple products (iPhone, iPad, iPod Touch) and various apps (computer applications) in meeting students’ individual educational goals.
Lois believes that all persons on the spectrum can learn how to use technology in a way that is relevant to them. She shares important tips on how to use apps responsibly and effectively by maintaining a child-centered, team approach to teaching and learning, taking into account the individual’s interests, strengths/challenges, vision, motor planning, attention, sensory processing, memory, cognitive ability, environment, and access to tools. Lois also coaches adults on how they can use prompting and reinforcement techniques to help establish and generalize skills learned, until students are able to consistently demonstrate the skills in various environments (home, school, etc.).
For those who are new to the wonderful world of apps, worry not! Lois provides helpful sections on how to get started, including: Choosing an iDevice, Basic iDevice Operations, Opening an Account, How to Download an App from iTunes, and more!
You will be astonished and excited by the number of apps available, and the vast variety of issues they can address:
Voice Output
Sign Language
One-Touch Switch
Text-to-Speech
Articulation
Encouragement
Listening and Auditory Processing
Language Comprehension
Vocabulary
Concept Development
Video Modeling
Social Skills Group Activities
Eye Contact and Body Language
Hygiene & Pre-Vocational
Graphic Organizers & Visual Supports
Visual Timers
Sound Masking
Handwriting
Bilateral Coordination
Motor Planning
Activities of Daily Living
Reading
Spelling
Math
Preschool
Dysphagia
Aphasia, Apraxia & Dysarthria
Stuttering
Music, Songs & Creativity
Information about Autism
Eating Gluten Free
And more!
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Apps for Autism : More than 200 Effective Apps for Behavioral, Social, Creative, Communication, and Cognitive Development [Texte imprimé et/ou numérique] / Lois Jean BRADY, Auteur . - 2nd Ed. . - Arlington (Texas) [Etats-Unis] : Future Horizons, 2015 . - 436 p. : ill. ; 20,2cm x 25,5cm x 2cm.
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Application informatique Index. décimale : EDU-M EDU-M - Education - Technologies Résumé : Actually, there are more than 200 apps for autism, and this book will guide you through them so you can confidently utilize today’s technology to maximize your child or student’s success!
Speech Language Pathologist Lois Jean Brady wrote this book in order to educate parents, teachers, and other professionals about the breakthrough method she calls “iTherapy”—which is the use of Apple products (iPhone, iPad, iPod Touch) and various apps (computer applications) in meeting students’ individual educational goals.
Lois believes that all persons on the spectrum can learn how to use technology in a way that is relevant to them. She shares important tips on how to use apps responsibly and effectively by maintaining a child-centered, team approach to teaching and learning, taking into account the individual’s interests, strengths/challenges, vision, motor planning, attention, sensory processing, memory, cognitive ability, environment, and access to tools. Lois also coaches adults on how they can use prompting and reinforcement techniques to help establish and generalize skills learned, until students are able to consistently demonstrate the skills in various environments (home, school, etc.).
For those who are new to the wonderful world of apps, worry not! Lois provides helpful sections on how to get started, including: Choosing an iDevice, Basic iDevice Operations, Opening an Account, How to Download an App from iTunes, and more!
You will be astonished and excited by the number of apps available, and the vast variety of issues they can address:
Voice Output
Sign Language
One-Touch Switch
Text-to-Speech
Articulation
Encouragement
Listening and Auditory Processing
Language Comprehension
Vocabulary
Concept Development
Video Modeling
Social Skills Group Activities
Eye Contact and Body Language
Hygiene & Pre-Vocational
Graphic Organizers & Visual Supports
Visual Timers
Sound Masking
Handwriting
Bilateral Coordination
Motor Planning
Activities of Daily Living
Reading
Spelling
Math
Preschool
Dysphagia
Aphasia, Apraxia & Dysarthria
Stuttering
Music, Songs & Creativity
Information about Autism
Eating Gluten Free
And more!
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Réservation
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Code-barres Cote Support Localisation Section Disponibilité DOC0003429 EDU-M BRA Livre Centre d'Information et de Documentation du CRA Rhône-Alpes EDU - Education - Pédagogie Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
90 lettres pour le dépliant Alphabet 430390 AUTISME ET APPRENTISSAGES Tableau double entrée N°2 script AUTISME ET APPRENTISSAGES Guide de survie pour les enfants vivant avec un TDAH TAYLOR, John F. Apprendre la grammaire avec des jeux de cartes KUHL-AUBERTIN, Mireille Je compte les moyens de transport de 8 à 10 AUTISME ET APPRENTISSAGES Mon ami a un déficit d'attention DOERING-TOURVILLE, Amanda Assistive Technologies for People with Diverse Abilities / Giulio LANCIONI
Titre : Assistive Technologies for People with Diverse Abilities Type de document : Texte imprimé et/ou numérique Auteurs : Giulio LANCIONI, Directeur de publication ; Nirbhay N. SINGH, Directeur de publication Editeur : Berlin [Allemagne] : Springer Année de publication : 2014 Collection : Autism and Child Psychopathology Series, ISSN 2192-922X Importance : 326 p. Format : 16cm x 24cm x 2,3cm ISBN/ISSN/EAN : 978-1-4899-8028-1 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : EDU-M EDU-M - Education - Technologies Résumé : The familiar image of the disabled tends to emphasize their limitations and reduced quality of life. However, many people with cognitive, motor, and other difficulties also have the capacity to enhance their social interactions, leisure pursuits and daily activities with the aid of assistive technology. Assistive devices from the simple to the sophisticated, have become essential to intervention programs for this population. And not surprisingly the numbers of devices available are growing steadily.
Assistive Technologies for People with Diverse Abilities offers expert analysis of pertinent issues coupled with practical discussion of solutions for effective support. Its comprehensive literature review describes current and emerging devices and presents evidence-based guidelines for matching promising technologies to individuals. Program outcomes are assessed, as are their potential impact on the future of the field. In addition, chapters provide detailed descriptions of the personal and social needs of the widest range of individuals with congenital and acquired conditions, including:
- Acquired brain damage.
- Communication impairment.
- Attention and learning difficulties (with special focus on college students).
- Visual impairment and blindness.
- Autism spectrum disorders.
- Behavioral and occupational disorders.
- Alzheimer's disease.
- Severe, profound and multiple impairments.
The scope and depth of coverage makes Assistive Technologies for People with Diverse Abilities an invaluable resource for researchers, professionals and graduate students in developmental psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and clinical psychology. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Assistive Technologies for People with Diverse Abilities [Texte imprimé et/ou numérique] / Giulio LANCIONI, Directeur de publication ; Nirbhay N. SINGH, Directeur de publication . - Berlin [Allemagne] : Springer, 2014 . - 326 p. ; 16cm x 24cm x 2,3cm. - (Autism and Child Psychopathology Series, ISSN 2192-922X) .
ISBN : 978-1-4899-8028-1
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : EDU-M EDU-M - Education - Technologies Résumé : The familiar image of the disabled tends to emphasize their limitations and reduced quality of life. However, many people with cognitive, motor, and other difficulties also have the capacity to enhance their social interactions, leisure pursuits and daily activities with the aid of assistive technology. Assistive devices from the simple to the sophisticated, have become essential to intervention programs for this population. And not surprisingly the numbers of devices available are growing steadily.
Assistive Technologies for People with Diverse Abilities offers expert analysis of pertinent issues coupled with practical discussion of solutions for effective support. Its comprehensive literature review describes current and emerging devices and presents evidence-based guidelines for matching promising technologies to individuals. Program outcomes are assessed, as are their potential impact on the future of the field. In addition, chapters provide detailed descriptions of the personal and social needs of the widest range of individuals with congenital and acquired conditions, including:
- Acquired brain damage.
- Communication impairment.
- Attention and learning difficulties (with special focus on college students).
- Visual impairment and blindness.
- Autism spectrum disorders.
- Behavioral and occupational disorders.
- Alzheimer's disease.
- Severe, profound and multiple impairments.
The scope and depth of coverage makes Assistive Technologies for People with Diverse Abilities an invaluable resource for researchers, professionals and graduate students in developmental psychology, rehabilitation medicine, educational technology, occupational therapy, speech pathology and clinical psychology. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Contenu
- Assistive Technologies for Improving Quality of Life / Giulio E. LANCIONI
- Assistive Technology for People with Acquired Brain Injury / Mandy RISPOLI
- Assistive Technology for Postsecondary Students with Disabilities / Russell LANG
- Assistive Technology for People with Communication Disorders / Jeff SIGAFOOS
- Assistive Technology for Students with Visual Impairments and Blindness / Austin M. MULLOY
- Assistive Technology for People with Autism Spectrum Disorders / Russell LANG
- Assistive Technology for People with Alzheimer’s Disease / Nirbhay N. SINGH
- Assistive Technology for Individuals with Learning Disabilities / Diane PEDROTTY BRYANT
- Assistive Technology for People with Behavior Problems / Mark F. O’REILLY
- Assistive Technology for People with Severe/Profound Intellectual and Multiple Disabilities / Giulio E. LANCIONI
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Code-barres Cote Support Localisation Section Disponibilité DOC0003426 EDU-M LAN Livre Centre d'Information et de Documentation du CRA Rhône-Alpes EDU - Education - Pédagogie Disponible L'autisme à l'âge adulte. Ethique et bonnes pratiques / ADAPEI79
Titre : L'autisme à l'âge adulte. Ethique et bonnes pratiques : Actes du colloque - 30-31 Janvier 2008 - La Crèche (79) Type de document : Texte imprimé et/ou numérique Auteurs : ADAPEI79, Auteur Editeur : Niort [France] : ADAPEI79 Année de publication : 2008 Importance : 256 p. Format : 21cm x 29.7cm x 1.5cm Langues : Français (fre) Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 L'autisme à l'âge adulte. Ethique et bonnes pratiques : Actes du colloque - 30-31 Janvier 2008 - La Crèche (79) [Texte imprimé et/ou numérique] / ADAPEI79, Auteur . - Niort [France] : ADAPEI79, 2008 . - 256 p. ; 21cm x 29.7cm x 1.5cm.
Langues : Français (fre)
Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 Contenu
- Ouverture du colloque / Jean françois CREHIN
- Les représentations de l'autisme : actualité, ethique / Jean-Claude AMEISEN
- L’accès au diagnostic et aux services à tout âge : / Charles AUSSILLOUX
- Autisme et différence qualitative : conséquences éthiques / Theo PEETERS
- Les professionnels de l’autisme : nouvelles pratiques, nouveau métier / Jean-Louis ADRIEN
- Les transformations des représentations de l’autisme : / Brigitte CHAMAK
- La thérapie d’Échange et de Développement : pour une approche neurofonctionnelle de la communication / Pascale DANSART
- Le Brain Training : concept et mise en oeuvre auprès de personnes / Kelley KAYE
- Communiquer avec les personnes adultes en situation d’autisme : de leurs spécificités cognitives à l’adaptation d’aides visuelles à la communication, le PECS / Lydia MARICOURT
- L’ABA (Analyse Comportementale Appliquée) : application aux adultes / Ghislain MAGEROTTE
- Handicap sévère : quel type de projet, quelles stratégies ? / Eric WILLAYE
- Les Centres Ressources Autisme : quel modèle pour les adultes ? / Eric LEMONNIER
- La mise en place d’un Centre Ressources Autisme dans la région / Catherine ATTALE
- Et après le diagnostic : les attentes des familles / Sophie BIETTE
- Recherches et pratiques : un partenariat pour des services innovants / Catherine BARTHELEMY
- Les politiques publiques en faveur des personnes avec autisme / Patrick GOHET
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Code-barres Cote Support Localisation Section Disponibilité DOC0002421 ADU-A ADA Livre Centre d'Information et de Documentation du CRA Rhône-Alpes ADU - Autisme à l'âge adulte Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
La Déficience intellectuelle TASSE, Marc J. Le syndrome d'Asperger ? J'assume … PHILIP, Christine Hypersensibles. Le labyrinthe des émotions SAND, Ilse Le respect et la sécurité DOUCET, Alain Autisme, comprendre et agir ROGE, Bernadette Agir, jouer, penser AUCOUTURIER, Bernard Autisme. La boîte à outils / Rachel OUELLET
PermalinkBuilding Social Skills Instruction for Children With Asperger Syndrome / Brenda SMITH MYLES
PermalinkCartes de correspondance terme à terme et images/mots / AUTISME ET APPRENTISSAGES
PermalinkCommuniquer avec les personnes adultes en situation d’autisme : de leurs spécificités cognitives à l’adaptation d’aides visuelles à la communication, le PECS / Lydia MARICOURT
PermalinkLes échelles d'évaluation du développement cognitif précoce / Nathalie NADER-GROSBOIS
PermalinkEnseigner la lecture et l'écriture aux élèves en grande difficulté / Leslie BROUN
PermalinkEveryday Education / Pernille DYRBJERG
PermalinkGuide pratique de la communication signée avec les enfants / Bertille POINCELET
PermalinkMore Than Words / Fern SUSSMAN
PermalinkLe planning visuel des activités de Laprat / Mireille GEOFFROY
Permalink