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Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD / Shahar BAR YEHUDA in Journal of Autism and Developmental Disorders, 54-3 (March 2024)
[article]
Titre : Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD Type de document : Texte imprimé et/ou numérique Auteurs : Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.811-828 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828[article] Social-Motor Coordination Between Peers: Joint Action Developmental Trajectories in ASD and TD [Texte imprimé et/ou numérique] / Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.811-828.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 54-3 (March 2024) . - p.811-828
Index. décimale : PER Périodiques Résumé : Coordinating a physical movement in time and space with social and nonsocial partners to achieve a shared goal - "joint action" (JA) - characterizes many peer-engagement situations that pose challenges for individuals with autism spectrum disorder (ASD). This cross-sectional study examined development of JA capabilities comparing ASD versus typically developing (TD) groups in early childhood, preadolescence, and adolescence while performing mirroring and complementing JA tasks with social (peer) and nonsocial (computer) partners. Results indicated better motor coordination abilities on computerized tasks than in peer dyads, with larger peer-dyad deficits shown by the ASD group. Developmental growth in JA abilities emerged, but the ASD group lagged behind same-age peers with TD. Socio-motor interventions may offer new channels to facilitate peer engagement in ASD. En ligne : https://doi.org/10.1007/s10803-022-05851-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Social Motor Synchronization: Insights for Understanding Social Behavior in Autism / Paula FITZPATRICK in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
[article]
Titre : Social Motor Synchronization: Insights for Understanding Social Behavior in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur Article en page(s) : p.2092-2107 Langues : Anglais (eng) Mots-clés : Autism Social synchronization Dynamics Social interaction Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communication are critical features of ASD but the underlying processes are poorly understood. An under-explored area is the social motor synchronization that happens when we coordinate our bodies with others. Here, we explored the relationships between dynamical measures of social motor synchronization and assessments of ASD traits. We found (a) spontaneous social motor synchronization was associated with responding to joint attention, cooperation, and theory of mind while intentional social motor synchronization was associated with initiating joint attention and theory of mind; and (b) social motor synchronization was associated with ASD severity but not fully explained by motor problems. Findings suggest that objective measures of social motor synchronization may provide insights into understanding ASD traits. En ligne : https://doi.org/10.1007/s10803-017-3124-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2092-2107[article] Social Motor Synchronization: Insights for Understanding Social Behavior in Autism [Texte imprimé et/ou numérique] / Paula FITZPATRICK, Auteur ; Veronica ROMERO, Auteur ; Joseph L. AMARAL, Auteur ; Amie DUNCAN, Auteur ; Holly D. BARNARD, Auteur ; Michael J. RICHARDSON, Auteur ; R.C. SCHMIDT, Auteur . - p.2092-2107.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2092-2107
Mots-clés : Autism Social synchronization Dynamics Social interaction Index. décimale : PER Périodiques Résumé : Impairments in social interaction and communication are critical features of ASD but the underlying processes are poorly understood. An under-explored area is the social motor synchronization that happens when we coordinate our bodies with others. Here, we explored the relationships between dynamical measures of social motor synchronization and assessments of ASD traits. We found (a) spontaneous social motor synchronization was associated with responding to joint attention, cooperation, and theory of mind while intentional social motor synchronization was associated with initiating joint attention and theory of mind; and (b) social motor synchronization was associated with ASD severity but not fully explained by motor problems. Findings suggest that objective measures of social motor synchronization may provide insights into understanding ASD traits. En ligne : https://doi.org/10.1007/s10803-017-3124-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms / Ariana ANDERSON in Autism, 20-6 (August 2016)
[article]
Titre : Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms Type de document : Texte imprimé et/ou numérique Auteurs : Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur Article en page(s) : p.700-709 Langues : Anglais (eng) Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Autism > 20-6 (August 2016) . - p.700-709[article] Social network analysis of children with autism spectrum disorder: Predictors of fragmentation and connectivity in elementary school classrooms [Texte imprimé et/ou numérique] / Ariana ANDERSON, Auteur ; Jill LOCKE, Auteur ; Mark KRETZMANN, Auteur ; Connie KASARI, Auteur ; AIR-B NETWORK, Auteur . - p.700-709.
Langues : Anglais (eng)
in Autism > 20-6 (August 2016) . - p.700-709
Mots-clés : autism elementary schools peer relationships social networks Index. décimale : PER Périodiques Résumé : Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12?years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. En ligne : http://dx.doi.org/10.1177/1362361315603568 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Social network isolation mediates associations between risky symptoms and substance use in the high school transition / Andrea M. HUSSONG in Development and Psychopathology, 32-2 (May 2020)
[article]
Titre : Social network isolation mediates associations between risky symptoms and substance use in the high school transition Type de document : Texte imprimé et/ou numérique Auteurs : Andrea M. HUSSONG, Auteur ; Susan T. ENNETT, Auteur ; Daniel M. MCNEISH, Auteur ; Veronica T. COLE, Auteur ; Nisha C. GOTTFREDSON, Auteur ; W. Andrew ROTHENBERG, Auteur ; Robert W. FARIS, Auteur Article en page(s) : p.615-630 Langues : Anglais (eng) Mots-clés : alcohol use depressive symptoms internalizing pathway social network substance use Index. décimale : PER Périodiques Résumé : The current study examined whether social status and social integration, two related but distinct indicators of an adolescent's standing within a peer network, mediate the association between risky symptoms (depressive symptoms and deviant behavior) and substance use across adolescence. The sample of 6,776 adolescents participated in up to seven waves of data collection spanning 6th to 12th grades. Scores indexing social status and integration were derived from a social network analysis of six schools and subsequent psychometric modeling. Results of latent growth models showed that social integration and status mediated the relation between risky symptoms and substance use and that risky symptoms mediated the relation between social standing and substance use during the high school transition. Before this transition, pathways involving deviant behavior led to high social integration and status and in turn to substance use. After this transition, both deviant behavior and depressive symptoms led to low social integration and status and in turn greater substance use. These findings suggest that the high school transition is a risky time for substance use related to the interplay of increases in depressive symptoms and deviant behavior on the one hand and decreases in social status and integration on the other. En ligne : http://dx.doi.org/10.1017/s095457941900049x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Development and Psychopathology > 32-2 (May 2020) . - p.615-630[article] Social network isolation mediates associations between risky symptoms and substance use in the high school transition [Texte imprimé et/ou numérique] / Andrea M. HUSSONG, Auteur ; Susan T. ENNETT, Auteur ; Daniel M. MCNEISH, Auteur ; Veronica T. COLE, Auteur ; Nisha C. GOTTFREDSON, Auteur ; W. Andrew ROTHENBERG, Auteur ; Robert W. FARIS, Auteur . - p.615-630.
Langues : Anglais (eng)
in Development and Psychopathology > 32-2 (May 2020) . - p.615-630
Mots-clés : alcohol use depressive symptoms internalizing pathway social network substance use Index. décimale : PER Périodiques Résumé : The current study examined whether social status and social integration, two related but distinct indicators of an adolescent's standing within a peer network, mediate the association between risky symptoms (depressive symptoms and deviant behavior) and substance use across adolescence. The sample of 6,776 adolescents participated in up to seven waves of data collection spanning 6th to 12th grades. Scores indexing social status and integration were derived from a social network analysis of six schools and subsequent psychometric modeling. Results of latent growth models showed that social integration and status mediated the relation between risky symptoms and substance use and that risky symptoms mediated the relation between social standing and substance use during the high school transition. Before this transition, pathways involving deviant behavior led to high social integration and status and in turn to substance use. After this transition, both deviant behavior and depressive symptoms led to low social integration and status and in turn greater substance use. These findings suggest that the high school transition is a risky time for substance use related to the interplay of increases in depressive symptoms and deviant behavior on the one hand and decreases in social status and integration on the other. En ligne : http://dx.doi.org/10.1017/s095457941900049x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 Social network support is associated with teacher?s perceptions of transition planning for their autistic students / Amanda DIMACHKIE NUNNALLY in Research in Autism Spectrum Disorders, 113 (May 2024)
[article]
Titre : Social network support is associated with teacher?s perceptions of transition planning for their autistic students Type de document : Texte imprimé et/ou numérique Auteurs : Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur Article en page(s) : p.102360 Langues : Anglais (eng) Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360[article] Social network support is associated with teacher?s perceptions of transition planning for their autistic students [Texte imprimé et/ou numérique] / Amanda DIMACHKIE NUNNALLY, Auteur ; Heather NUSKE, Auteur ; Briana BRONSTEIN, Auteur ; Fernanda CASTELLON, Auteur ; Jenny C. CHIAPPE, Auteur ; Consuelo GARCIA, Auteur ; Samantha HOCHHEIMER, Auteur ; Hyon Soo LEE, Auteur ; Nicole SPARAPANI, Auteur ; Sarah VEJNOSKA, Auteur ; Amber R. FITZGERALD, Auteur ; Lynne LEVATO, Auteur ; Jennica LI, Auteur ; Felicia JONES, Auteur ; Wendy SHIH, Auteur ; Suzannah IADAROLA, Auteur ; David S. MANDELL, Auteur ; Tristram SMITH, Auteur ; Aubyn STAHMER, Auteur ; Sheryl KATAOKA, Auteur ; Connie KASARI, Auteur ; Elizabeth MCGHEE HASSRICK, Auteur . - p.102360.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 113 (May 2024) . - p.102360
Mots-clés : School transitions Autism spectrum disorder Teacher perceptions Teacher support networks Index. décimale : PER Périodiques Résumé : Background School transitions are accompanied by disruptions in routines and increased social and academic demands, creating challenges for autistic students, who often have difficulty coping with change. These transitions are also challenging for teachers, who often report feeling unprepared to guide their autistic students through the transition process. Methods This study examined teacher and student factors that contribute to teachers' perceptions of transition planning for their autistic students. At four sites (Los Angeles, Philadelphia, Rochester, and Sacramento), 126 teachers responded to survey questions regarding their perception of transition planning for their autistic students, their students' classroom behavior as they were preparing to transition, their own burnout, and a social network survey about the people they relied on to support their autistic students. Results Teachers reported being somewhat satisfied with their schools with the way that schools prepared their students for transition and that the transition planning was somewhat effective. Teachers also reported that they received little support from their schools during their students' transition planning. Results of Generalized Linear Mixed Effects models indicated that teachers with positive perceptions of their students' transition planning had larger support networks, Conclusions The findings of this study underscore that teachers' support networks play an important role in helping teachers negotiate the transition process. En ligne : https://doi.org/10.1016/j.rasd.2024.102360 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 Social Networks and Friendships at School: Comparing Children With and Without ASD / Connie KASARI in Journal of Autism and Developmental Disorders, 41-5 (May 2011)
PermalinkSocial orienting and initiated joint attention behaviors in 9 to 12 month old children with autism spectrum disorder: A family home movies study / Ruben PALOMO in Autism Research, 15-6 (June 2022)
PermalinkSocial origins of self-regulated attention during infancy and their disruption in autism spectrum disorder: Implications for early intervention / Michael S. GAFFREY in Development and Psychopathology, 32-4 (October 2020)
PermalinkSocial Outcome of Handicapped Children as Adults / J. KOKKONEN in Developmental Medicine & Child Neurology, 33-12 (December 1991)
PermalinkSocial Participation Among Young Adults with an Autism Spectrum Disorder / Gael I. ORSMOND in Journal of Autism and Developmental Disorders, 43-11 (November 2013)
PermalinkSocial participation and its relation to internalizing symptoms among youth with autism spectrum disorder as they transition from high school / Julie LOUNDS TAYLOR in Autism Research, 10-4 (April 2017)
PermalinkSocial partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? / M. FREETH in Autism, 23-2 (February 2019)
PermalinkSocial peers rescue autism-relevant sociability deficits in adolescent mice / Mu YANG in Autism Research, 4-1 (February 2011)
PermalinkSocial perception in children born at very low birthweight and its relationship with social/behavioral outcomes / Kathryn E. WILLIAMSON in Journal of Child Psychology and Psychiatry, 55-9 (September 2014)
PermalinkSocial Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches / Rita JORDAN in Autism, 7-4 (December 2003)
Permalink"Social policy and intelligence" Redux: a tribute to Edward Zigler / Robert J. STERNBERG in Development and Psychopathology, 33-2 (May 2021)
PermalinkSocial (Pragmatic) Communication Disorder and Its Relation to the Autism Spectrum: Dilemmas Arising From the DSM-5 Classification / Yael BRUKNER-WERTMAN in Journal of Autism and Developmental Disorders, 46-8 (August 2016)
PermalinkSocial (Pragmatic) Communication Disorder: Another name for the Broad Autism Phenotype? / J. FLAX in Autism, 23-8 (November 2019)
PermalinkSocial (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category / L. B. SWINEFORD in Journal of Neurodevelopmental Disorders, 6-1 (December 2014)
PermalinkSocial-Pragmatic Inferencing, Visual Social Attention and Physiological Reactivity to Complex Social Scenes in Autistic Young Adults / K. DINDAR in Journal of Autism and Developmental Disorders, 52-1 (January 2022)
PermalinkSocial Referencing Gaze Behavior During a Videogame Task: Eye Tracking Evidence from Children With and Without ASD / Erinn H. FINKE in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
PermalinkSocial referencing skills in children with autism spectrum disorder: A systematic review / Maithri SIVARAMAN in Research in Autism Spectrum Disorders, 72 (April 2020)
PermalinkSocial Responsiveness and Competence in Prader-Willi Syndrome: Direct Comparison to Autism Spectrum Disorder / Anastasia DIMITROPOULOS in Journal of Autism and Developmental Disorders, 43-1 (January 2013)
PermalinkSocial responsiveness and language use associated with an enhanced PRT approach for young children with ASD: Results from a pilot RCT of the PRISM model / Amy C. BARRETT in Research in Autism Spectrum Disorders, 71 (March 2020)
PermalinkSocial Responsiveness Scale (SRS) in Relation to Longitudinal Cortical Thickness Changes in Autism Spectrum Disorder / M. B. D. PRIGGE in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
PermalinkSocial reward processing in individuals with autism spectrum disorder: A systematic review of the social motivation hypothesis / Summer BOTTINI in Research in Autism Spectrum Disorders, 45 (January 2018)
PermalinkSocial Robots as Embedded Reinforcers of Social Behavior in Children with Autism / Elizabeth S. KIM in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkA social score for kwashiorkor / Tony WATERSON in Developmental Medicine & Child Neurology, 21-5 (October 1979)
PermalinkA social score for kwashiorkor / J. C. MARCUS in Developmental Medicine & Child Neurology, 21-6 (December 1979)
PermalinkA social score for kwashiorkor: explaining the look in the child's eyes / Janet GOODALL in Developmental Medicine & Child Neurology, 21-3 (June 1979)
PermalinkSocial self-efficacy and mental well-being in autistic adults: Exploring the role of social identity / Lorna CAMUS in Autism, 28-5 (May 2024)
PermalinkSocial services support and expenditure for children with autism / Andrew BEBBINGTON in Autism, 11-1 (January 2007)
PermalinkSocial skills and symptoms of anxiety disorders from preschool to adolescence: a prospective cohort study / Mojtaba HABIBI ASGARABAD in Journal of Child Psychology and Psychiatry, 64-7 (July 2023)
PermalinkSocial Skills as Precursors of Cannabis Use in Young Adolescents: A Trails Study / Merel F. H. GRIFFITH-LENDERING in Journal of Clinical Child & Adolescent Psychology, 40-5 (September-October 2011)
PermalinkSocial Skills Assessment in Young Children With Autism: A Comparison Evaluation of the SSRS and PKBS / Hui-Ting WANG in Journal of Autism and Developmental Disorders, 41-11 (November 2011)
PermalinkSocial Skills Assessments for Children with Autism Spectrum Disorders / Erin ROTHERAM-FULLER in Autism - Open Access, 3-3 (December 2013)
PermalinkSocial Skills Development in Children with Autism Spectrum Disorders: A Review of the Intervention Research / Susan W. WHITE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
PermalinkSocial skills group training in high-functioning autism: A qualitative responder study / Nora CHOQUE OLSSON in Autism, 20-8 (November 2016)
PermalinkSocial skills in children with RASopathies: a comparison of Noonan syndrome and neurofibromatosis type 1 / E. I. PIERPONT in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)
PermalinkSocial Skills Intervention Participation and Associated Improvements in Executive Function Performance / S. E. CHRIST in Autism Research and Treatment, 2017 (2017)
PermalinkSocial Skills Interventions for Children with Asperger’s Syndrome or High-Functioning Autism: A Review and Recommendations / Patricia A. RAO in Journal of Autism and Developmental Disorders, 38-2 (February 2008)
PermalinkSocial Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework / Brian REICHOW in Journal of Autism and Developmental Disorders, 40-2 (February 2010)
PermalinkSocial Skills Training for Adolescents with Asperger Syndrome and High-Functioning Autism / Jeanie TSE in Journal of Autism and Developmental Disorders, 37-10 (November 2007)
PermalinkSocial skills training for children with autism spectrum disorder using a robotic behavioral intervention system / Sang-Seok YUN in Autism Research, 10-7 (July 2017)
PermalinkSocial Skills Training for Young Adults with High-Functioning Autism Spectrum Disorders: A Randomized Controlled Pilot Study / Alexander GANTMAN in Journal of Autism and Developmental Disorders, 42-6 (June 2012)
PermalinkSocial Smiling and Its Components in High-Risk Infant Siblings Without Later ASD Symptomatology / Caitlin MCMAHON NICHOLS in Journal of Autism and Developmental Disorders, 44-4 (April 2014)
PermalinkSocial Stories for Children with Autism Spectrum Disorder: Validating the Content of a Virtual Reality Program / P. GHANOUNI in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkSocial Stories: Mechanisms of Effectiveness in Increasing Game Play Skills in Children Diagnosed with Autism Spectrum Disorder Using a Pretest Posttest Repeated Measures Randomized Control Group Design / Linda M. QUIRMBACH in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkSocial stories or social control? / Phil S. MOORE in Good Autism Practice - GAP, 8-2 (October 2007)
PermalinkSocial Stories™ to improve social skills in children with autism spectrum disorder: A systematic review / Mohammad KARKHANEH in Autism, 14-6 (November 2010)
PermalinkSocial Story Based Toothbrushing Education Versus Video-Modeling Based Toothbrushing Training on Oral Hygiene Status Among Male Students Aged 7-15 Years Old with Autism Spectrum Disorders in Tehran, Iran: A Quasi-Randomized Controlled Trial / Hedieh PIRANEH in Journal of Autism and Developmental Disorders, 53-10 (October 2023)
PermalinkSocial Story™ Efficacy With a Child With Autism Spectrum Disorder and Moderate Intellectual Disability / Georgina REYNHOUT in Focus on Autism and Other Developmental Disabilities, 22-3 (Fall 2007)
PermalinkSocial Story™ Interventions for Students with Autism Spectrum Disorders: A Meta-Analysis / Anastasia KOKINA in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
PermalinkSocial stress and the oxytocin receptor gene interact to predict antisocial behavior in an at-risk cohort / Erica L. SMEARMAN in Development and Psychopathology, 27-1 (February 2015)
PermalinkSocial support and depression of autistic children?s caregivers: The mediating role of caregivers' self-esteem / Huilun LI in Research in Autism Spectrum Disorders, 108 (October 2023)
PermalinkSocial support and links to quality of life among middle-aged and older autistic adults / Rebecca A. CHARLTON in Autism, 27-1 (January 2023)
PermalinkSocial Support and Well-being at Mid-Life Among Mothers of Adolescents and Adults with Autism Spectrum Disorders / Leann E. SMITH in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
PermalinkSocial Support as Mediator and Moderator of the Relationship Between Parenting Stress and Life Satisfaction Among the Chinese Parents of Children with ASD / M. H. LU in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
PermalinkSocial Support, Discrimination, and Coping as Predictors of Posttraumatic Stress Reactions in Youth Survivors of Hurricane Katrina / Armando A. PINA in Journal of Clinical Child & Adolescent Psychology, 37-3 (July-September 2008)
PermalinkSocial synchronization during joint attention in children with autism spectrum disorder / Q. LIU in Autism Research, 14-10 (October 2021)
PermalinkSocial Tools And Rules for Teens (The START Program): Program Description and Preliminary Outcomes of an Experiential Socialization Intervention for Adolescents with Autism Spectrum Disorder / Ty W. VERNON in Journal of Autism and Developmental Disorders, 46-5 (May 2016)
PermalinkSocial-valence-related increased attention in rett syndrome cynomolgus monkeys: An eye-tracking study / B. ZHANG in Autism Research, 12-11 (November 2019)
PermalinkSocial validation of an online tool to support transitions to primary school for children with autism / Rhylee SULEK in Research in Autism Spectrum Disorders, 66 (October 2019)
PermalinkSocial Validation of Evidence-Based Practices in Autism by Parents, Teachers, and Administrators / Kevin CALLAHAN in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkSocial Validation of the New England Center for Children-Core Skills Assessment / Chata A. DICKSON in Journal of Autism and Developmental Disorders, 44-1 (January 2014)
PermalinkSocial Validity and Preliminary Outcomes of a Mentoring Intervention for Adolescents and Adults With Autism / Lindsey M. WEILER in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)
PermalinkSocial Validity and Teachers' Use of Evidence-Based Practices for Autism / J. MCNEILL in Journal of Autism and Developmental Disorders, 49-11 (November 2019)
PermalinkSocial validity of behavioral practices in the treatment of autism—A review of the Super Nanny / Melissa J. KING in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkSocial Validity of Evidence-Based Practices and Emerging Interventions in Autism / Kevin CALLAHAN in Focus on Autism and Other Developmental Disabilities, 32-3 (September 2017)
PermalinkSocial Validity of Pivotal Response Treatment for Young Autistic Children: Perspectives of Autistic Adults / Patrick DWYER ; Kaitlynn M. P. BAIDEN ; Zachary J. WILLIAMS ; Mian WANG in Journal of Autism and Developmental Disorders, 54-2 (February 2024)
PermalinkSocial validity of telepractice in families with children with autism / Gabriel MARTÍNEZ-RICO ; Margarita CAÑADAS ; Rómulo J. GONZÁLEZ-GARCÍA in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkSocial vulnerability and bullying in children with Asperger syndrome / Kate SOFRONOFF in Autism, 15-3 (May 2011)
PermalinkSocial 'wanting' dysfunction in autism: neurobiological underpinnings and treatment implications / G. KOHLS in Journal of Neurodevelopmental Disorders, 4-1 (December 2012)
PermalinkSocial withdrawal in children moderates the association between parenting styles and the children's own socioemotional development / Maryam ZARRA-NEZHAD in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkSocial workers' knowledge of autism and self-efficacy in its diagnosis and interventions / Yael KARNI-VISEL in Research in Autism Spectrum Disorders, 108 (October 2023)
PermalinkSocialisation plurielle et réseau personnel chez les enfants de 4-5 ans / Ania BEAUMATIN in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 112-113 (Mai-Juin 2011)
PermalinkSocialization processes within adolescents' relationships with parents and peers predicting couples' intimate partner violence in adulthood: A social learning perspective / Thao HA in Development and Psychopathology, 35-1 (February 2023)
PermalinkSocially anxious mothers' narratives to their children and their relation to child representations and adjustment / Lynne MURRAY in Development and Psychopathology, 26-4 (Part 2) (November 2014)
PermalinkSocially indiscriminate attachment behavior in the Strange Situation: Convergent and discriminant validity in relation to caregiving risk, later behavior problems, and attachment insecurity / Karlen LYONS-RUTH in Development and Psychopathology, 21-2 (May 2009)
PermalinkSocietal Attitudes Towards Autism (SATA): Validation of the Greek Version in the General Population / Vasiliki ZAROKANELLOU in Journal of Autism and Developmental Disorders, 54-4 (April 2024)
PermalinkSocietal costs of subclinical depressive symptoms in Dutch adolescents: a cost-of-illness study / Denise H. M. BODDEN in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
PermalinkSociété Serbe d'Autisme / Vesna PETROVIC in Link Autisme-Europe, 47 (Juin 2007)
PermalinkSocio-Behavioral Characteristics of Children with Rubinstein-Taybi Syndrome / Cédric GALERA in Journal of Autism and Developmental Disorders, 39-9 (September 2009)
PermalinkSocio-Dramatic Affective-Relational Intervention for Adolescents with Asperger Syndrome & High Functioning Autism: Pilot Study / Matthew D. LERNER in Autism, 15-1 (January 2011)
PermalinkSocio emotional competence in young children with ASD during interaction with their typically developing peers / Tali GEV in Research in Autism Spectrum Disorders, 86 (August 2021)
PermalinkSocio-emotional determinants of depressive symptoms in adolescents and adults with autism spectrum disorder: A systematic review / Isaac C. SMITH in Autism, 24-4 (May 2020)
PermalinkSocio-sexual functioning in autism spectrum disorder: A systematic review and meta-analyses of existing literature / Grace I. P. HANCOCK in Autism Research, 10-11 (November 2017)
PermalinkSociocultural context and autistics' quality of life: A comparison between Québec and France / Vicky CARON in Autism, 26-4 (May 2022)
PermalinkSociocultural Influences and Body Image in 9- to 12-Year-Old Girls: The Role of Appearance Schemas / Levina CLARK in Journal of Clinical Child & Adolescent Psychology, 36-1 (January-March 2007)
PermalinkSociodemographic Barriers to Early Detection of Autism: Screening and Evaluation Using the M-CHAT, M-CHAT-R, and Follow-Up / Meena K. KHOWAJA in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkSociodemographic Disparities in Intervention Service Utilization in Families of Children with Autism Spectrum Disorder / Cathina T. NGUYEN in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
PermalinkSociodemographic risk factors associated with autism spectrum disorders and intellectual disability / Judith PINBOROUGH-ZIMMERMAN in Autism Research, 4-6 (December 2011)
PermalinkSociodemographic Risk Factors for Autism in a US Metropolitan Area / Tanya KARAPURKAR BHASIN in Journal of Autism and Developmental Disorders, 37-4 (April 2007)
PermalinkSociodemographic risk, parenting, and inhibitory control in early childhood: the role of respiratory sinus arrhythmia / Steven J. HOLOCHWOST in Journal of Child Psychology and Psychiatry, 59-9 (September 2018)
PermalinkSocioeconomic and sex inequalities in parent-reported adolescent mental ill-health: time trends in four British birth cohorts / Eoin MCELROY in Journal of Child Psychology and Psychiatry, 64-5 (May 2023)
PermalinkSocioeconomic background and the developmental course of schizotypal and borderline personality disorder symptoms / Patricia COHEN in Development and Psychopathology, 20-2 (Spring 2008)
PermalinkSocioeconomic disadvantage and high-effort coping in childhood: evidence of skin-deep resilience / Sarah M. LYLE ; Kelsey L. CORALLO ; Julie M. BRISSON ; Elizabeth R. WIGGINS ; Tianyi YU ; Edith CHEN ; Gregory E. MILLER ; Gene H. BRODY in Journal of Child Psychology and Psychiatry, 65-3 (March 2023)
PermalinkSocioeconomic disadvantage and parental mood/affective problems links negative parenting and executive dysfunction in children born very preterm / Rachel E. LEAN in Development and Psychopathology, 35-3 (August 2023)
PermalinkSocioeconomic factors and autism among 16- to 30-month-old children: Evidence from a national survey of China / Muqing CAO in Autism, 27-5 (July 2023)
PermalinkSocioeconomic status and intelligence quotient as predictors of psychiatric disorders in children and adolescents with high-functioning autism spectrum disorder and in their siblings / Mireia ROSA in Autism, 20-8 (November 2016)
PermalinkSocioeconomic status and risk for child psychopathology: exploring gene?environment interaction in the presence of gene?environment correlation using extended families in the Norwegian Mother, Father and Child Birth Cohort Study / Yasmin AHMADZADEH ; Daniel L. WECHSLER ; Torkild H. LYNGSTAD ; Christopher RAYNER ; Espen M. EILERTSEN ; Helena M.S. ZAVOS ; Eivind YSTROM ; Tom A. MCADAMS in Journal of Child Psychology and Psychiatry, 65-2 (February 2024)
PermalinkSocioeconomic Status and the Risk of Suspected Autism Spectrum Disorders Among 18-Month-Old Toddlers in Japan: A Population-Based Study / Takeo FUJIWARA in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
PermalinkSocioeconomic status mediates the genetic contribution of the dopamine receptor D4 and serotonin transporter linked promoter region repeat polymorphisms to externalization in preadolescence / Maria NOBILE in Development and Psychopathology, 19-4 (Fall 2007)
PermalinkSocioemotional profiles of autism spectrum disorders, attention deficit hyperactivity disorder, and disinhibited and reactive attachment disorders: a symptom comparison and network approach / Barry COUGHLAN in Development and Psychopathology, 35-3 (August 2023)
PermalinkSociometric Classification Methods in School Peer Groups: A Comparative Investigation / Norah FREDERICKSON in Journal of Child Psychology and Psychiatry, 39-6 (September 1998)
PermalinkSociomoral Reasoning, Empathy, and Meeting Developmental Tasks During the Transition to Adulthood in Autism Spectrum Disorder / Amie K. SENLAND in Journal of Autism and Developmental Disorders, 46-9 (September 2016)
PermalinkSodium valproate and acute hepatic failure / G. M. ADDISON in Developmental Medicine & Child Neurology, 22-2 (April 1980)
PermalinkSodium valproate and acute hepatic failure / P. M. JEAVONS in Developmental Medicine & Child Neurology, 22-4 (August 1980)
PermalinkSodium valproate in the treatment of intractable childhood epilepsy / S. E. BARNES in Developmental Medicine & Child Neurology, 17-2 (April 1975)
PermalinkSodium valproate in the treatment of intractable childhood epilepsy / M. G. COULTHARD in Developmental Medicine & Child Neurology, 17-4 (August 1975)
PermalinkSoeur de Marie-Agnès, autiste très profonde, au fil de l'enfance, de l'adolescence et de la vie / Sylvaine RIBADEAU DUMAS in Sésame, 192 (Décembre 2014)
PermalinkSoft signs and MBD / B. C. L. TOUWEN in Developmental Medicine & Child Neurology, 21-4 (August 1979)
PermalinkSoigner les troubles anorexiques... par un régime! / Senta DEPUYDT in Aspiration, 7 (Septembre 2015)
PermalinkSoigneur animalier: un métier pour lui ? / Isabelle MALO in Déclic, 159 (Mai-Juin 2014)
PermalinkLes soins dentaires en 5 questions / Isabelle MALO in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSoins dentaires et médicaux : l'apport des outils de communication / Liliane BRUNET in Sésame, 172 (4e Trimestre 2009)
PermalinkSoins, détente et progrès : le tiercé gagnant de l' équithérapie in Aspiration, 4 (Mars 2014)
PermalinkLes soins ? Je n’en veux plus ! / Emilie GILMER in Déclic, 133 (Janvier-Février 2010)
PermalinkLes soins médicaux aux adultes avec autisme / Dominique FIARD in Bulletin Scientifique de l'arapi (Le), 29 (Juillet 2012)
PermalinkSoins orthophoniques en Ehpad / Emilie LORRAIN in Rééducation Orthophonique, 295 (Septembre 2023)
PermalinkLes soins palliatifs dans les études d'orthophonie? / Brigitte MARCOTTE in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoins Palliatifs : définition, historique et structures de soins palliatifs / Agnès BRABANT in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoins palliatifs : les défis psychologiques, les complications du Covid et la qualité de vie de l'orthophoniste / Christiane STEFFENS-DHAUSSY in Rééducation Orthophonique, 290 (Juin 2022)
PermalinkSoins palliatifs et psychomotricité / Jocelyne VAYSSE in Evolutions psychomotrices, 19-75 (Mars 2007)
PermalinkSoins palliatifs et psychomotricité / Odile GAUCHER-HAMOUDI in Thérapie psychomotrice et recherches, 156 (2008)
Permalink"Les soins qui piquent" : vers une hygiène langagière des soignants ? / Jacques AUGER in Rééducation Orthophonique, 290 (Juin 2022)
PermalinkSoins et rééducations : exigez une prise en charge / Laurence MERLAND in Déclic, 132 (Novembre-Décembre 2009)
PermalinkLes Soins de Support / Chantal BAUCHETET-DELAN in Rééducation Orthophonique, 251 (Septembre 2012)
PermalinkSoirée de Gala au Musée de l'Aventure Peugeot / Josette VIDAL in Sésame, 199 (Octobre 2016)
PermalinkDu sol au fauteuil in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSOLACE: A Psychosocial Stigma Protection Intervention to Improve the Mental Health of Parents of Autistic Children-A Feasibility Randomised Controlled Trial / Annemarie LODDER in Journal of Autism and Developmental Disorders, 50-12 (December 2020)
PermalinkSOLEIL'AME a ouvert ses portes à Laragne (05) / Blandine LOUVET in Sésame, 158 (Avril 2006)
PermalinkSolidarité : la crise et vous in Déclic, 151 (Janvier-Février 2013)
PermalinkUne solide communauté défend les droits des personnes autistes en Russie in Link Autisme-Europe, 70 (Décembre 2018)
PermalinkSolitary symbolic play, object substitution and peer role play skills at age 3 predict different aspects of age 7 structural language abilities in a matched sample of autistic and non-autistic children / Yiran Vicky ZHAO in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkEn solo : la mère c’est moi ! / Anne-Claire PREFOL in Déclic, 139 (Janver-Février 2011)
PermalinkA solution to limitations of cognitive testing in children with intellectual disabilities: the case of fragile X syndrome / D. HESSL in Journal of Neurodevelopmental Disorders, 1-1 (March 2009)
Permalink'Somali parents feel like they?re on the outer': Somali mothers' experiences of parent-teacher relationships for their autistic children / Jodie SMITH in Autism, 27-6 (August 2023)
PermalinkSomatosensory evoked cortical potentials indicating impaired motor development in infancy / Wolfe GORKE in Developmental Medicine & Child Neurology, 28-5 (October 1986)
PermalinkSomatosensory Evoked Potentials Predict Neuromotor Outcome after Periventricular Hemorrhage / John WILLIS in Developmental Medicine & Child Neurology, 31-4 (August 1989)
PermalinkSomatosensory processing in neurodevelopmental disorders / Carissa J. CASCIO in Journal of Neurodevelopmental Disorders, 2-2 (June 2010)
PermalinkSomatosensory Temporal Discrimination in Autism Spectrum Disorder / Dicle BUYUKTASKIN in Autism Research, 14-4 (April 2021)
PermalinkSome Aspects of Language Processing Revealed Through the Analysis of Acquired Aphasia: The Lexical System / Alfonso CARAMAZZA in Annual Review of Neuroscience, 11 (1988)
PermalinkSome difficulties behind the concept of the ‘Extreme male brain’ in autism research. A theoretical review / Rosalind RIDLEY in Research in Autism Spectrum Disorders, 57 (January 2019)
PermalinkSome factors relating to intelligence in treated children with spina bifida cystica / Gillian M. HUNT in Developmental Medicine & Child Neurology, S35 (December 1975)
PermalinkSome simple approaches to the analysis of dichotomous longitudinal data / Ian PLEWIS in Developmental Medicine & Child Neurology, 22-5 (October 1980)
PermalinkœSomeone like-minded in a big place : Autistic young adults’ attitudes towards autistic peer support in mainstream education / Catherine J. CROMPTON in Autism, 27-1 (January 2023)
Permalink'Something needs to change': Mental health experiences of young autistic adults in England / L. CRANE in Autism, 23-2 (February 2019)
PermalinkSomething old, something new - can adding genomic data to family studies advance our understanding of the impact of nature and nurture on mental health? Commentary on McAdams et al. (2023) / Jasmin WERTZ in Journal of Child Psychology and Psychiatry, 64-4 (April 2023)
Permalink"Sometimes I Feel Grateful…": Experiences of the Adolescent Siblings of Children with Autism Spectrum Disorder in Malaysia / Siti Nur Zafirah binti KASSIM ; Chun Hong GAN ; Veronica FIERRO ; Caryn Mei Hsien CHAN ; Deborah HERSH in Journal of Autism and Developmental Disorders, 53-2 (February 2023)
Permalink‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)
PermalinkSommeil agité ? / Frédéric NAUDON in Déclic, 159 (Mai-Juin 2014)
PermalinkSommeil et précocité / J. LOUIS in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 73 (Novembre 2003)
PermalinkUn sommeil toujours immature? / Nadia BAHI-BUISSON in Rett Info, 74 (Printemps 2011)
PermalinkLe sommeil et les troubles du neurodéveloppement / Dominique DONNET-KAMEL in Bulletin Scientifique de l'arapi (Le), 47 (2021-1)
PermalinkSomnambulism in children with Tourette syndrome / Gabor BARABAS in Developmental Medicine & Child Neurology, 26-4 (August 1984)
PermalinkSon autonomie pas à pas / Adeline CHARVET in Déclic, 156 (Novembre-Décembre 2013)
PermalinkSon dessin d’au-revoir / Anne-Claire PREFOL in Déclic, 155 (septembre-octobre 2013)
PermalinkSon futur : angoisse, espoir ou sérénité in Déclic, 160 (Juillet-Août 2014)
PermalinkSon handicap : comment lui en parler ? / Isabelle MALO in Déclic, 144 (Novembre-Décembre 2011)
PermalinkSon « machin » communicant / Anne-Claire PREFOL in Déclic, 151 (Janvier-Février 2013)
PermalinkSon meilleur copain in Déclic, 162 (Novembre-Décembre 2014)
PermalinkSon premier rendez-vous chez l’opticien in Déclic, 147 (Mai-juin 2012)
PermalinkSon premier rendez-vous chez le podologue / Frédéric NAUDON in Déclic, 149 (Septembre/Octobre 2012)
PermalinkSon premier rendez-vous gynéco / Isabelle MALO in Déclic, 145 (Janvier-Février 2012)
PermalinkSonde naso-gastrique et gastrostomie ? Réflexions d’un orthophoniste... / Jean-Claude FARENC in Rééducation Orthophonique, 245 (Mars 2011)
PermalinkSonifier l'écriture : Un outil pour le diagnostic et la remédiation de la dysgraphie / Jéremy DANNA in Développements, 12 (Novembre 2012)
PermalinkSonnets / Gavin EWART in Developmental Medicine & Child Neurology, 29-6 (December 1987)
PermalinkSonriendo con la mirada / Ricardo DAVALOS in Rééducation Orthophonique, 282 (Juin 2020)
Permalink« Sons bouche-trous » (SBT) et l’acquisition du portugais brésilien par l’enfant implanté cochléaire / Lara TEIXEIRA CARNEIRO in Rééducation Orthophonique, 252 (Décembre 2012)
PermalinkSophiane a 20 ans / Khadidja AZZOUNI in Sésame, 192 (Décembre 2014)
PermalinkSophie: a personal perspective on Asperger syndrome / SOPHIE in Good Autism Practice - GAP, 15-2 (October 2014)
PermalinkSorting Preference in Children with Autism: The Dominance of Concrete Features / Danielle ROPAR in Journal of Autism and Developmental Disorders, 37-2 (February 2007)
PermalinkSOS fauteuil en panne? / Franck LEMARC in Déclic, 158 (Mars-Avril 2014)
PermalinkSOS : ma famille ne comprend rien ! / Isabelle MALO in Déclic, 166 (Juillet-Août 2015)
PermalinkSouffle, forme, expression / Geneviève PONTON in Thérapie psychomotrice et recherches, 182 (2016)
PermalinkLa souffrance comme enveloppe substitutive pour un corps et un psychisme effractés / Yolande FRADET-VALLEE in Thérapie psychomotrice et recherches, 154 (2008)
PermalinkLa souffrance de professionnels dans l'intervention face aux comportements-défis de personnes avec un trouble du spectre de l'autisme et/ou une déficience intellectuelle / Annick CUDRE-MAUROUX in Sésame, 213 (Mars 2020)
PermalinkSouffrance(s) psychologique(s) chez les personnes présentant des troubles du spectre autistique / Rutger Jan VAN DER GAAG in Bulletin Scientifique de l'arapi (Le), 6 (décembre 2000)
PermalinkSouffrances Corporelles et approches psychosomatiques / Jocelyne VAYSSE in Evolutions psychomotrices, 20-80 (Juin 2008)
PermalinkLes souffrances inhérentes aux difficultés de prendre corps et garder contenance dans les états autistiques et post autistiques / Geneviève HAAG in Thérapie psychomotrice et recherches, 154 (2008)
PermalinkSound spectrographic cry analysis in Krabbe's disease / Carl-Johan THODEN in Developmental Medicine & Child Neurology, 21-3 (June 1979)
PermalinkA source, a cascade, a schizoid: A heuristic proposal from The Longitudinal Study of Personality Disorders / Mark F. LENZENWEGER in Development and Psychopathology, 22-4 (November 2010)
PermalinkSource localization of brain electric field frequency bands during conscious, spontaneous, visual imagery and abstract thought / D. LEHMANN in Cognitive Brain Research, 1-4 (December 1993)
PermalinkSource psychomotrice de l’expérience du temps ou le tonus comme un "sixième sens" / Anne-Marie LATOUR in Thérapie psychomotrice et recherches, 182 (2016)
PermalinkSource-Specific Oppositional Defiant Disorder Among Inner-City Children: Prospective Prediction and Moderation / Deborah A.G. DRABICK in Journal of Clinical Child & Adolescent Psychology, 40-1 (January-February 2011)
PermalinkSources and impact of occupational demands for autistic employees / Susan M. HAYWARD in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkSourd et aveugle : s’épanouir dans tous les sens / Vanessa CORNIER in Déclic, 170 (Mars 2016)
PermalinkSouriez, vous allez vous reposer ! Un village vacances en phase totale avec la loi sur le droit au répit in Rett Info, 74 (Printemps 2011)
PermalinkSouriez, vous êtes filmée! / Mélissa GHEUDE-ALONSO in Rééducation Orthophonique, 283 (Septembre 2020)
PermalinkDes sourires et des hommes: anatomie clinique de la motricité faciale / Christian VACHER in Rééducation Orthophonique, 282 (Juin 2020)
PermalinkSous l'étiquette / Rica LEVY in Sésame, 209 (Avril 2019)
PermalinkDes sous pour mon association / Isabelle MALO in Déclic, 140 (Mars-Avril 2011)
PermalinkSoutenir le développement d'écoles inclusives: le cas des écoles alternatives du Québec / Mélanie PARE in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 177 (Avril 2022)
PermalinkSoutenir les enseignants dans l'inclusion scolaire des enfants et des adolescents avec un TDA/H / Line MASSE in Nouvelle Revue de l'AIS (La), 68 (Janvier 2015)
PermalinkSoutenir l'épanouissement des personnes autistes en Finlande in Link Autisme-Europe, 73 (Juin 2020)
PermalinkSoutenir les étudiant avec un plus in Link Autisme-Europe, 70 (Décembre 2018)
PermalinkSoutenir l'inclusion sociale des enfants et adultes avec autisme dans la région des East Midlands in Link Autisme-Europe, 60 (Décembre 2013)
PermalinkSoutenir et promouvoir l'inclusion des enfants avec autisme en Albanie in Link Autisme-Europe, 63 (Juin 2015)
PermalinkSoutien du langage oral et de l’émergence de l’écrit des enfants en situation de jeu de faire semblant : un contexte propice, mais peu exploité en maternelle 5 ans / Caroline BOUCHARD in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 165 (Mai 2020)
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