Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
4 recherche sur le mot-clé 'Developmental approach'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
From the Emotional Integration to the Cognitive Construction: The Developmental Approach of Turtle Project in Children with Autism Spectrum Disorder / Magda DI RENZO in Autism - Open Access, 6-1 ([01/01/2016])
[article]
Titre : From the Emotional Integration to the Cognitive Construction: The Developmental Approach of Turtle Project in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Magda DI RENZO, Auteur ; Federico BIANCHI DI CASTELBIANCO, Auteur ; Elena VANADIA, Auteur ; Massimiliano PETRILLO, Auteur ; Lidia RACINARO, Auteur ; Monica REA, Auteur Article en page(s) : 9 p. Langues : Anglais (eng) Mots-clés : Autism Autism spectrum ADOS Therapeutic efficacy Developmental approach Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorder show a deficit in neurobiological processes. This deficit hinders the development of intentional behavior and appropriate problem-solving, leading the child to implement repetitive and stereotyped behaviors and to have difficulties in reciprocal interactions, empathy and in the development of a theory of mind. The objective of this research is to verify the effectiveness of a relationship-based approach on the positive evolution of autistic symptoms. Method: A sample of 80 children with autism spectrum disorder was monitored during the first four years of therapy, through a clinical diagnostic assessment at the time of intake and then in two follow-up. Results: The results showed that through the Autism Diagnostic Observation Schedule it is possible to assess the socio-relational key elements on which the therapy is based. There was evidence, in fact, of significant improvements after two and four years of therapy, both for children with severe autistic symptoms and for those in autistic spectrum. Conclusions: Socio-relational aspects represent the primary element on which work in therapy with autistic children and can be considered as indicators of a positive evolution and prognosis that will produce improvements even in the cognitive area. En ligne : https://dx.doi.org/10.4172/2165-7890.1000160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism - Open Access > 6-1 [01/01/2016] . - 9 p.[article] From the Emotional Integration to the Cognitive Construction: The Developmental Approach of Turtle Project in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Magda DI RENZO, Auteur ; Federico BIANCHI DI CASTELBIANCO, Auteur ; Elena VANADIA, Auteur ; Massimiliano PETRILLO, Auteur ; Lidia RACINARO, Auteur ; Monica REA, Auteur . - 9 p.
Langues : Anglais (eng)
in Autism - Open Access > 6-1 [01/01/2016] . - 9 p.
Mots-clés : Autism Autism spectrum ADOS Therapeutic efficacy Developmental approach Index. décimale : PER Périodiques Résumé : Background: Children with autism spectrum disorder show a deficit in neurobiological processes. This deficit hinders the development of intentional behavior and appropriate problem-solving, leading the child to implement repetitive and stereotyped behaviors and to have difficulties in reciprocal interactions, empathy and in the development of a theory of mind. The objective of this research is to verify the effectiveness of a relationship-based approach on the positive evolution of autistic symptoms. Method: A sample of 80 children with autism spectrum disorder was monitored during the first four years of therapy, through a clinical diagnostic assessment at the time of intake and then in two follow-up. Results: The results showed that through the Autism Diagnostic Observation Schedule it is possible to assess the socio-relational key elements on which the therapy is based. There was evidence, in fact, of significant improvements after two and four years of therapy, both for children with severe autistic symptoms and for those in autistic spectrum. Conclusions: Socio-relational aspects represent the primary element on which work in therapy with autistic children and can be considered as indicators of a positive evolution and prognosis that will produce improvements even in the cognitive area. En ligne : https://dx.doi.org/10.4172/2165-7890.1000160 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder / Amy L. WAGNER
Titre : Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Amy L. WAGNER, Auteur ; Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur Année de publication : 2014 Importance : p.393-427 Langues : Anglais (eng) Mots-clés : Autism Treatment Denver Model Developmental Approach DIR Floortime ESDM JAML JASPER Milieu Teaching More than Words RDI RPMT Responsive Teaching SCERTS-TEACCH 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=265 Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Amy L. WAGNER, Auteur ; Katherine S. WALLACE, Auteur ; Sally J ROGERS, Auteur . - 2014 . - p.393-427.
Langues : Anglais (eng)
Mots-clés : Autism Treatment Denver Model Developmental Approach DIR Floortime ESDM JAML JASPER Milieu Teaching More than Words RDI RPMT Responsive Teaching SCERTS-TEACCH 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=265 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children / Jacob A. BURACK in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children Type de document : Texte imprimé et/ou numérique Auteurs : Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur Année de publication : 2021 Article en page(s) : p.441-452 Langues : Anglais (eng) Mots-clés : Ed Zigler Indigenous youth autism spectrum disorder developmental approach intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.441-452[article] The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children [Texte imprimé et/ou numérique] / Jacob A. BURACK, Auteur ; David W. EVANS, Auteur ; Jenilee-Sarah NAPOLEON, Auteur ; Vanessa K. WEVA, Auteur ; Natalie RUSSO, Auteur ; Grace IAROCCI, Auteur . - 2021 . - p.441-452.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.441-452
Mots-clés : Ed Zigler Indigenous youth autism spectrum disorder developmental approach intellectual disability Index. décimale : PER Périodiques Résumé : We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in - persons with autism spectrum disorder and Indigenous youth. En ligne : http://dx.doi.org/10.1017/s0954579420002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research / N. RUSSO in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research Type de document : Texte imprimé et/ou numérique Auteurs : N. RUSSO, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; J. WILSON, Auteur ; A. CRISS, Auteur ; Jacob A. BURACK, Auteur Année de publication : 2021 Article en page(s) : p.727-738 Langues : Anglais (eng) Mots-clés : Iq developmental approach intellectual disability mental age matching Index. décimale : PER Périodiques Résumé : The work of Ed Zigler spans decades of research all singularly dedicated to using science to improve the lives of children facing different challenges. The focus of this article is on one of Zigler's numerous lines of work: advocating for the practice of mental age (MA) matching in empirical research, wherein groups of individuals are matched on the basis of developmental level, rather than chronological age. While MA matching practices represented a paradigm shift that provided the seeds from which the developmental approach to developmental disability sprouted, it is not without its own limits. Here, we examine and test the underlying assumption of linearity inherent in MA matching using three commonly used IQ measures. Results provide practical constraints of using MA matching, a solution which we hope refines future clinical and empirical practices, furthering Zigler's legacy of continued commitment to compassionate, meaningful, and rigorous science in the service of children. En ligne : http://dx.doi.org/10.1017/s0954579420001480 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.727-738[article] Choices, challenges, and constraints: a pragmatic examination of the limits of mental age matching in empirical research [Texte imprimé et/ou numérique] / N. RUSSO, Auteur ; Elizabeth A. KAPLAN-KAHN, Auteur ; J. WILSON, Auteur ; A. CRISS, Auteur ; Jacob A. BURACK, Auteur . - 2021 . - p.727-738.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.727-738
Mots-clés : Iq developmental approach intellectual disability mental age matching Index. décimale : PER Périodiques Résumé : The work of Ed Zigler spans decades of research all singularly dedicated to using science to improve the lives of children facing different challenges. The focus of this article is on one of Zigler's numerous lines of work: advocating for the practice of mental age (MA) matching in empirical research, wherein groups of individuals are matched on the basis of developmental level, rather than chronological age. While MA matching practices represented a paradigm shift that provided the seeds from which the developmental approach to developmental disability sprouted, it is not without its own limits. Here, we examine and test the underlying assumption of linearity inherent in MA matching using three commonly used IQ measures. Results provide practical constraints of using MA matching, a solution which we hope refines future clinical and empirical practices, furthering Zigler's legacy of continued commitment to compassionate, meaningful, and rigorous science in the service of children. En ligne : http://dx.doi.org/10.1017/s0954579420001480 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444