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TED et adaptation sociale / Annick PERROT
Titre : TED et adaptation sociale Type de document : Texte imprimé et/ou numérique Auteurs : Annick PERROT, Auteur ; S. MASSE, Auteur ; Pascale DANSART, Auteur Année de publication : 1995 Importance : p.309-315 Langues : Français (fre) 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=652 TED et adaptation sociale [Texte imprimé et/ou numérique] / Annick PERROT, Auteur ; S. MASSE, Auteur ; Pascale DANSART, Auteur . - 1995 . - p.309-315.
Langues : Français (fre)
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=652 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Tentative de remédiation centrée sur les fonctions exécutives / M.-C. BALLET
Titre : Tentative de remédiation centrée sur les fonctions exécutives Type de document : Texte imprimé et/ou numérique Auteurs : M.-C. BALLET, Auteur ; Claude GUILLAUME, Auteur Année de publication : 2007 Importance : p.116-118 Langues : Français (fre) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Tentative de remédiation centrée sur les fonctions exécutives [Texte imprimé et/ou numérique] / M.-C. BALLET, Auteur ; Claude GUILLAUME, Auteur . - 2007 . - p.116-118.
Langues : Français (fre)
Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. / James W. PARTINGTON
Titre : The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 Type de document : Texte imprimé et/ou numérique Auteurs : James W. PARTINGTON, Auteur Editeur : Walnut Creek [USA] : Behavior Analysts, Inc. Année de publication : 2010 Importance : 94 p. Format : Spiralé, 21cm x 29,7cm x 1cm ISBN/ISSN/EAN : 978-0-9745151-9-9 Langues : Anglais (eng) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 [Texte imprimé et/ou numérique] / James W. PARTINGTON, Auteur . - Walnut Creek [USA] : Behavior Analysts, Inc., 2010 . - 94 p. ; Spiralé, 21cm x 29,7cm x 1cm.
ISBN : 978-0-9745151-9-9
Langues : Anglais (eng)
Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Les abonnés qui ont emprunté ce document ont également emprunté :
Des femmes et des hommes DELVILLE, Jacqueline Sexualité, vie affective et déficience mentale DELVILLE, Jacqueline Les Troubles du comportement O'REGAN, Fintan GRRR !!! Comment surmonter ta colère VERDICK, Elizabeth Embrasser le ciel immense TAMMET, Daniel Conversations en bandes dessinées GRAY, Carol The development of social skills in children / Wendy L. STONE
Titre : The development of social skills in children Type de document : Texte imprimé et/ou numérique Auteurs : Wendy L. STONE, Auteur ; Annette M. LA GRECA, Auteur Année de publication : 1986 Importance : p.35-60 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=952 The development of social skills in children [Texte imprimé et/ou numérique] / Wendy L. STONE, Auteur ; Annette M. LA GRECA, Auteur . - 1986 . - p.35-60.
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=952 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis / Giulia BALBONI in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Giulia BALBONI, Auteur ; Alessandra TASSO, Auteur ; Filippo MURATORI, Auteur ; Roberto CUBELLI, Auteur Année de publication : 2016 Article en page(s) : p.42-52 Langues : Anglais (eng) Mots-clés : Vineland Autism spectrum disorder Adaptive behavior profile Matching equivalence Index. décimale : PER Périodiques Résumé : We investigated which item subsets of the Vineland-II can discriminate low-functioning preschoolers with ASD from matched peers with other neurodevelopmental disorders, using a regression analysis derived from a normative sample to account for cognitive and linguistic competencies. At variance with the typical profile, a pattern with Communication more impaired than Socialization was observed. The source of the frequently reported Socialization delay in ASD appears to be in Playing and Imitating skills only, not in other social adaptive behavior skills. The combination of item subsets Playing, Following instructions, Beginning to talk, and Speech skills provided the best discrimination between the two clinical groups. Evaluation of the Vineland-II score on item content categories is a useful procedure for a more efficient clinical description. En ligne : http://dx.doi.org/10.1007/s10803-015-2533-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.42-52[article] The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis [Texte imprimé et/ou numérique] / Giulia BALBONI, Auteur ; Alessandra TASSO, Auteur ; Filippo MURATORI, Auteur ; Roberto CUBELLI, Auteur . - 2016 . - p.42-52.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.42-52
Mots-clés : Vineland Autism spectrum disorder Adaptive behavior profile Matching equivalence Index. décimale : PER Périodiques Résumé : We investigated which item subsets of the Vineland-II can discriminate low-functioning preschoolers with ASD from matched peers with other neurodevelopmental disorders, using a regression analysis derived from a normative sample to account for cognitive and linguistic competencies. At variance with the typical profile, a pattern with Communication more impaired than Socialization was observed. The source of the frequently reported Socialization delay in ASD appears to be in Playing and Imitating skills only, not in other social adaptive behavior skills. The combination of item subsets Playing, Following instructions, Beginning to talk, and Speech skills provided the best discrimination between the two clinical groups. Evaluation of the Vineland-II score on item content categories is a useful procedure for a more efficient clinical description. En ligne : http://dx.doi.org/10.1007/s10803-015-2533-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 To What Extent Do Joint Attention, Imitation, and Object Play Behaviors in Infancy Predict Later Communication and Intellectual Functioning in ASD? / Kenneth K. POON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkTous dehors : ça roule ! / Frédérick DELORME in Déclic, 154 (juillet-août 2013)
Permalink"Le travail du jouer" et ses déclinaisons / Fabien JOLY
PermalinkLes Trois Petits Cochons / Florine CARO
PermalinkTroubles envahissants du développement : Guide de stratégies psychoéducatives à l'intention des parents et des professionnels / Suzanne MINEAU
PermalinkTu veux jouer avec moi, Patou ? / Muriel ESSLING
PermalinkVB-MAPP Guide. Verbal Behavior Milestones Assessment and Placement Program / Mark L. SUNDBERG
PermalinkVB-MAPP Protocol. Verbal Behavior Milestones Assessment and Placement Program / Mark L. SUNDBERG
PermalinkLa vidéo, outil d'apprentissage pour enfants avec autisme / Sarah MURRAY
PermalinkVoir l'autisme autrement / Laurent DANON-BOILEAU
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