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Le test des bulles / Béatrice THEROND-REBOUX
Titre : Le test des bulles : Evaluation des précurseurs de la communication et du langage chez l'enfant de 0 à 2 ans et chez l'enfant non-verbal Type de document : Matériel, test, mallette pédagogique Auteurs : Béatrice THEROND-REBOUX, Auteur Editeur : Genilac [France] : Graine de Langage Année de publication : 2017 Importance : Matériel Complet Langues : Français (fre) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Evaluation des précurseurs de la communication du langage chez l’enfant de 0 à 24 mois ou chez l’enfant non verbal
Vous souhaitez évaluer un enfant avec peu ou pas de langage ?
Vous souhaitez évaluer les précurseurs de la communication ?
Vous souhaitez déterminer un niveau de langage prélinguistique ? mixte ? linguistique ?
Le test des Bulles propose une évaluation du jeune enfant avec un protocole précis à l’aide d’un matériel spécifique. [Résumé d'Auteur/Editeur]Note de contenu : La mallette comprend :
- Un livret théorique et méthodologique
- Un livret de passation
- Un livret de recueil des données
- Deux tableaux de synthèse des résultats 0-12 mois et 12-24 mois
- Deux tableaux de profil de communication de 0-12 mois et 12-24 mois
- Le matériel spécifique à l’évaluation
- Une vidéo de démonstration de la passation sur clé usbPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423 Le test des bulles : Evaluation des précurseurs de la communication et du langage chez l'enfant de 0 à 2 ans et chez l'enfant non-verbal [Matériel, test, mallette pédagogique] / Béatrice THEROND-REBOUX, Auteur . - Genilac [France] : Graine de Langage, 2017 . - Matériel Complet.
Langues : Français (fre)
Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Evaluation des précurseurs de la communication du langage chez l’enfant de 0 à 24 mois ou chez l’enfant non verbal
Vous souhaitez évaluer un enfant avec peu ou pas de langage ?
Vous souhaitez évaluer les précurseurs de la communication ?
Vous souhaitez déterminer un niveau de langage prélinguistique ? mixte ? linguistique ?
Le test des Bulles propose une évaluation du jeune enfant avec un protocole précis à l’aide d’un matériel spécifique. [Résumé d'Auteur/Editeur]Note de contenu : La mallette comprend :
- Un livret théorique et méthodologique
- Un livret de passation
- Un livret de recueil des données
- Deux tableaux de synthèse des résultats 0-12 mois et 12-24 mois
- Deux tableaux de profil de communication de 0-12 mois et 12-24 mois
- Le matériel spécifique à l’évaluation
- Une vidéo de démonstration de la passation sur clé usbPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=423 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Test of Problem Solving–3: Elementary / Linda BOWERS
Titre : Test of Problem Solving–3: Elementary : TOPS-3 Type de document : Texte imprimé et/ou numérique Auteurs : Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2005 Format : 29cm x 25cm x 6,5cm ISBN/ISSN/EAN : 978-0-7606-0615-5 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Test of Problem Solving–3: Elementary : TOPS-3 [Texte imprimé et/ou numérique] / Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur . - Austin [Etats-Unis] : Pro.ed, 2005 . - ; 29cm x 25cm x 6,5cm.
ISBN : 978-0-7606-0615-5
Langues : Anglais (eng)
Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Asperger Couple's Workbook / Maxine ASTON
Titre : The Asperger Couple's Workbook : Practical Advice and Activities for Couples and Counsellors Type de document : Texte imprimé et/ou numérique Auteurs : Maxine ASTON, Auteur ; Tony ATTWOOD, Préfacier, etc. ; Antony CORBETT, Illustrateur ; William ASTON, Illustrateur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2008 Importance : 144 p Présentation : ill. Format : 24,6cm x 17,3cm x 1cm ISBN/ISSN/EAN : 978-1-84310-253-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : ASP-C ASP-C - Asperger - Affectivité - Sexualité Résumé : Asperger Syndrome (AS) can affect some of the fundamental ingredients required to make a relationship work, such as emotional empathy and communication. Maxine Aston, author of Aspergers in Love, has created this workbook to help couples where one of the partners has Asperger Syndrome deal with the difficulties that may arise in their relationship.
With candid advice, activities and example worksheets, the book explores a variety of approaches that couples can use to counteract these difficulties. Whilst acknowledging that all relationships are different and each needs to be viewed as a unique case, the author identifies specific issues that can be problematic in an Asperger relationship, such verbal and non-verbal communication, sexual issues, socializing and parenting, and comes up with simple and effective ways of addressing these issues.
This practical book is designed for use by couples and families affected by AS, either on their own or in conjunction with a counsellor. It will also be of interest to couples counsellors, or other professionals working with people with AS.
'This book is a positive addition to Asperger Syndrome (AS)/Neurotypical (NT) relationship literature providing not only information, but also useful tools and strategies to deal with typical AS/NT issues. Maxine has included excellent definitions and explanations of the differences between the AS and NT partner and places strong emphasis on the fact that being different doesn't mean being wrong. We would recommend this workbook to AS/NT couples seeking practical solutions to many of the day-to-day issues that this type of relationship brings. This book will really make a difference to those who want to live more harmoniously together.'
- Sarah Hendrickx and Keith Newton, authors of Asperger Syndrome - A Love StoryPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=720 The Asperger Couple's Workbook : Practical Advice and Activities for Couples and Counsellors [Texte imprimé et/ou numérique] / Maxine ASTON, Auteur ; Tony ATTWOOD, Préfacier, etc. ; Antony CORBETT, Illustrateur ; William ASTON, Illustrateur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2008 . - 144 p : ill. ; 24,6cm x 17,3cm x 1cm.
ISBN : 978-1-84310-253-3
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : ASP-C ASP-C - Asperger - Affectivité - Sexualité Résumé : Asperger Syndrome (AS) can affect some of the fundamental ingredients required to make a relationship work, such as emotional empathy and communication. Maxine Aston, author of Aspergers in Love, has created this workbook to help couples where one of the partners has Asperger Syndrome deal with the difficulties that may arise in their relationship.
With candid advice, activities and example worksheets, the book explores a variety of approaches that couples can use to counteract these difficulties. Whilst acknowledging that all relationships are different and each needs to be viewed as a unique case, the author identifies specific issues that can be problematic in an Asperger relationship, such verbal and non-verbal communication, sexual issues, socializing and parenting, and comes up with simple and effective ways of addressing these issues.
This practical book is designed for use by couples and families affected by AS, either on their own or in conjunction with a counsellor. It will also be of interest to couples counsellors, or other professionals working with people with AS.
'This book is a positive addition to Asperger Syndrome (AS)/Neurotypical (NT) relationship literature providing not only information, but also useful tools and strategies to deal with typical AS/NT issues. Maxine has included excellent definitions and explanations of the differences between the AS and NT partner and places strong emphasis on the fact that being different doesn't mean being wrong. We would recommend this workbook to AS/NT couples seeking practical solutions to many of the day-to-day issues that this type of relationship brings. This book will really make a difference to those who want to live more harmoniously together.'
- Sarah Hendrickx and Keith Newton, authors of Asperger Syndrome - A Love StoryPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=720 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000741 ASP-C AST 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 :
Mon frère est un extraterrestre BENARD, Florent Love, Sex and Long-Term Relationships HENDRICKX, Sarah Ils sont parmi nous SCHOVANEC, Josef L'autisme et les graines du changement MARSHALL, Abigail Asperger Syndrome and Employment DUBIN, Nick Appreciating Asperger Syndrome BOYD, Brenda The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions / Jennifer L. BARNES in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
[article]
Titre : The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur Année de publication : 2012 Article en page(s) : p.1557-1565 Langues : Anglais (eng) Mots-clés : Autism Story-telling Narrative Verbal ability Central coherence Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565[article] The Big Picture: Storytelling Ability in Adults with Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Jennifer L. BARNES, Auteur ; Simon BARON-COHEN, Auteur . - 2012 . - p.1557-1565.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1557-1565
Mots-clés : Autism Story-telling Narrative Verbal ability Central coherence Film Index. décimale : PER Périodiques Résumé : Previous work on story-telling ability in autism spectrum conditions (ASC) has found a pattern of relatively intact use of story grammar in ASC narratives; however, prior analysis has concentrated primarily on whether specific story components are included, rather than how they are included. The present study analyzes an existing narrative dataset, concentrating on the kind of information that individuals with and without high functioning autism or Asperger syndrome include about story elements such as setting, character, conflict, and resolution. This analysis showed that individuals with ASC are biased toward providing local over global details about each element, regardless of whether the element involved mental content. These results are discussed in terms of the Weak Central Coherence and Hyper-Systemizing theories. En ligne : http://dx.doi.org/10.1007/s10803-011-1388-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 The biology of the Autistic Syndromes / Christopher GILLBERG
Titre : The biology of the Autistic Syndromes Type de document : Texte imprimé et/ou numérique Auteurs : Christopher GILLBERG, Auteur ; Mary COLEMAN, Auteur Mention d'édition : 3e ed. Editeur : London [Angleterre] : Mac Keith Press Année de publication : 2000 Collection : Clinics in developmental medicine, ISSN 0069-4835 num. 153/4 Importance : 330 p. Présentation : ill. Format : 17,5cm x 24,5cm x 3cm ISBN/ISSN/EAN : 978-1-898683-22-3 Note générale : Bibliogr., Index, Glossaire Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Résumé : This new edition of The Biology of the Autistic Syndromes provides a comprehensive update on recent advances in this rapidly developing field." "It is designed for use by physicians who diagnose and treat people with an autistic spectrum disorder. Clinical diagnosis is facilitated by full discussion and clear guidelines for infancy, childhood, adolescence and adulthood.
Autism is not a single disease entity but rather a syndrome of different diseases. Some of these diseases were discovered in studying patients with autism; others are a subgroup of cases within an already established disease such as tuberous sclerosis. Many of these diseases are genetic, and the book give up-to-date information on what is known about molecular biology and autism. Persons with autism may also have a seizure disorder (as did two of the original eleven patients described by Kanner) a chapter is dedicated to epilepsy and electrophysiological studies.
Asperger syndrome is the subject of a separate chapter. Epidemiology, neuropsychological studies and behaviour complexes, such as self-injury, are reviewed in detail. Other sections cover biochemistry, endocrinology, immunology, brain imaging and neuropathology.
Chapters are devoted to the medical evaluation of patients, including diagnostic aids, and to available medical therapies as well as what is known about other interventions such as psychoeducational and behavioural modification procedures.
Finally, knowledge from diverse fields is integrated in a chapter on the neurology of autism.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=763 The biology of the Autistic Syndromes [Texte imprimé et/ou numérique] / Christopher GILLBERG, Auteur ; Mary COLEMAN, Auteur . - 3e ed. . - London [Angleterre] : Mac Keith Press, 2000 . - 330 p. : ill. ; 17,5cm x 24,5cm x 3cm. - (Clinics in developmental medicine, ISSN 0069-4835; 153/4) .
ISBN : 978-1-898683-22-3
Bibliogr., Index, Glossaire
Langues : Anglais (eng)
Index. décimale : SCI-D SCI-D - Neurosciences Résumé : This new edition of The Biology of the Autistic Syndromes provides a comprehensive update on recent advances in this rapidly developing field." "It is designed for use by physicians who diagnose and treat people with an autistic spectrum disorder. Clinical diagnosis is facilitated by full discussion and clear guidelines for infancy, childhood, adolescence and adulthood.
Autism is not a single disease entity but rather a syndrome of different diseases. Some of these diseases were discovered in studying patients with autism; others are a subgroup of cases within an already established disease such as tuberous sclerosis. Many of these diseases are genetic, and the book give up-to-date information on what is known about molecular biology and autism. Persons with autism may also have a seizure disorder (as did two of the original eleven patients described by Kanner) a chapter is dedicated to epilepsy and electrophysiological studies.
Asperger syndrome is the subject of a separate chapter. Epidemiology, neuropsychological studies and behaviour complexes, such as self-injury, are reviewed in detail. Other sections cover biochemistry, endocrinology, immunology, brain imaging and neuropathology.
Chapters are devoted to the medical evaluation of patients, including diagnostic aids, and to available medical therapies as well as what is known about other interventions such as psychoeducational and behavioural modification procedures.
Finally, knowledge from diverse fields is integrated in a chapter on the neurology of autism.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=763 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000847 SCI-D GIL Livre Centre d'Information et de Documentation du CRA Rhône-Alpes SCI - Disciplines Scientifiques Disponible The Complete Guide to Asperger's Syndrome / Tony ATTWOOD
PermalinkThe Effective Teacher's Guide to Autism and Communication Difficulties / Michael FARRELL
PermalinkThe expressive language characteristics of autistic children compared with mentally retarded or specific language-impaired children / Linda SWISHER
PermalinkThe Handbook of Autism / Maureen AARONS
PermalinkThe Impact of Bilingual Environments on Language Development in Children with Autism Spectrum Disorders / Catherine HAMBLY in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
PermalinkThe 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)
PermalinkThe SAGE Handbook of Autism and Education / Rita JORDAN
PermalinkThe Survival Guide for School-Based Speech-Language Pathologists / Ellen PRITCHARD-DODGE
PermalinkThe TEACCH communication curriculum / Linda R. WATSON
PermalinkThe Verbal Behavior Approach / Mary LYNCH BARBERA
PermalinkLa thérapie d’Échange et de Développement : pour une approche neurofonctionnelle de la communication / Pascale DANSART
PermalinkLa thérapie du tout-petit / Laurence HAMEURY
PermalinkLes thérapies de groupe / Jocelyne BUTTET SOVILLA
PermalinkToi qu'on dit "surdoué" / Claire GRAND
PermalinkTools for assessment of the cognitive and behavioural phenotype / Francesca NICHELLI
PermalinkTraité de neuropsychologie clinique / Bernard LECHEVALIER
PermalinkTranscrire et analyser les corpus d'interactions adulte-enfant / Christophe PARISSE
PermalinkLe travail sur les compétences de récit avec des élèves en difficulté / Valérie DAVID
PermalinkLes troubles de la communication des enfants autistes: quel statut attribuer aux anomalies de la théorie de l’esprit? / Marie-Hélène PLUMET
PermalinkLes troubles dys avant 7 ans / Michèle MAZEAU
PermalinkTroubles de la perception des phonèmes chez l’enfant dysphasique: déficit de perception catégorielle et perception allophonique / Catherine ZOBOUYAN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 118 (Septembre 2012)
PermalinkTroubles du spectre de l’autisme / Sylvia TOPOUZKHANIAN
PermalinkTrouver la bonne longueur d'ondes : les outils de communication avec les enfants autistes / Anne ALVAREZ
PermalinkTSA chez l'enfant / Marie Christine PERRET
PermalinkUnderstanding Asperger Syndrome and High Functioning Autism / Gary MESIBOV
PermalinkUnderstanding Nonverbal Learning Disabilities / Maggie MAMEN
PermalinkUnderstanding Regulation Disorders of Sensory Processing in Children / Pratibha REEBYE
PermalinkUniversality of categorical perception deficit in developmental dyslexia: an investigation of Mandarin Chinese tones / Yajing ZHANG in Journal of Child Psychology and Psychiatry, 53-8 (August 2012)
PermalinkVB-MAPP. Evaluation du comportement verbal et programme d'intervention / Mark L. SUNDBERG
PermalinkVB-MAPP. Evaluation du comportement verbal et programme d'intervention. Protocole / Mark L. SUNDBERG
PermalinkVivre avec l'autisme, une expérience relationnelle / Juan LARBAN VERA
PermalinkVivre avec le trouble du spectre de l'autisme / Chris WILLIAMS
PermalinkVoir l'autisme autrement / Laurent DANON-BOILEAU
PermalinkLa voix contre le langage / Alain DELBE
Permalink"De vous-mêmes à moi-même... ma pauvre déception !" Langage post-autistique et partage d'affect dans le dialogue analytique / Fabien JOLY
PermalinkVue d'ensemble sur les troubles d'évolution de la motricité, du langage et du caractère, à dysfonctionnement conjoint / Julian DE AJURIAGUERRA
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