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Rééducation de l'orthographe dans le cas d’une dyslexie développementale : Etude de cas clinique chez un étudiant / Emilie COLLETTE in Rééducation Orthophonique, 261 (mars 2015)
[article]
Titre : Rééducation de l'orthographe dans le cas d’une dyslexie développementale : Etude de cas clinique chez un étudiant Type de document : Texte imprimé et/ou numérique Auteurs : Emilie COLLETTE, Auteur ; Marie-Anne SCHELSTRAETE, Auteur Année de publication : 2015 Article en page(s) : p. 91-109 Langues : Français (fre) Mots-clés : Rééducation, Dyslexie développementale Dysorthographie développementale Adulte Etudiant Etude de cas Index. décimale : PER Périodiques Résumé : Dans ce chapitre, nous décrivons une étude de cas clinique effectuée chez un étudiant dyslexique. Dans un premier temps, nous abordons la mise en place du projet thérapeutique orthophonique en plaçant notre démarche dans le cadre de l'Evidence-Based Practice. Nous détaillons ensuite concrètement la prise en charge orthophonique proposée, celle-ci ciblant plus précisément la rééducation de l'orthographe. Nous insistons pour terminer sur l'intérêt de vérifier l'efficacité du traitement afin de réajuster au mieux le projet thérapeutique initial. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=254
in Rééducation Orthophonique > 261 (mars 2015) . - p. 91-109[article] Rééducation de l'orthographe dans le cas d’une dyslexie développementale : Etude de cas clinique chez un étudiant [Texte imprimé et/ou numérique] / Emilie COLLETTE, Auteur ; Marie-Anne SCHELSTRAETE, Auteur . - 2015 . - p. 91-109.
Langues : Français (fre)
in Rééducation Orthophonique > 261 (mars 2015) . - p. 91-109
Mots-clés : Rééducation, Dyslexie développementale Dysorthographie développementale Adulte Etudiant Etude de cas Index. décimale : PER Périodiques Résumé : Dans ce chapitre, nous décrivons une étude de cas clinique effectuée chez un étudiant dyslexique. Dans un premier temps, nous abordons la mise en place du projet thérapeutique orthophonique en plaçant notre démarche dans le cadre de l'Evidence-Based Practice. Nous détaillons ensuite concrètement la prise en charge orthophonique proposée, celle-ci ciblant plus précisément la rééducation de l'orthographe. Nous insistons pour terminer sur l'intérêt de vérifier l'efficacité du traitement afin de réajuster au mieux le projet thérapeutique initial. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=254 Educational Interventions for Students with Autism / Peter C. MUNDY
Titre : Educational Interventions for Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2012 Collection : UC Davis Mind Institute Autism for Educators Series Importance : 309 p. Présentation : ill. Format : 17,5cm x 23,5cm x 2,4cm ISBN/ISSN/EAN : 978-0-470-58486-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant Attention Pratique basée sur les preuve (EBP) Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.
To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Educational Interventions for Students with Autism [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur . - Hoboken [Etats-Unis] : Wiley, 2012 . - 309 p. : ill. ; 17,5cm x 23,5cm x 2,4cm. - (UC Davis Mind Institute Autism for Educators Series) .
ISBN : 978-0-470-58486-6
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Etudiant Attention Pratique basée sur les preuve (EBP) Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.
To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Contenu
- Educational Interventions for Children with Autism Spectrum Disorders / Marianne L. BARTON
- Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY
- Evidence-Based Instructional Interventions / Wendy MACHALICEK
- Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities / Lynn Kern KOEGEL
- Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
- Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model / Ellen L. FRANZONE
- Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism / Robyn M. CATAGNUS
- The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders / Cynthia M. HERR
- Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002688 APP-D MUN Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Questionnaires et échelles d'évaluation de l'enfant et de l'adolescent. Volume 1 BOUVARD, Martine Sensory Profile 2 DUNN, Winnie Psychopathologie de l'enfant et de l'adolescent DUMAS, Jean E. ADOS-2. Autism Diagnostic Observation Schedule Second Edition.Training Videos Guidebook CORSELLO, Christina M. Childhood Autism Rating Scale, Second Edition - CARS-2 SCHOPLER, Eric Autism: An Integrated View from Neurocognitive, Clinical, and Intervention Research MCGREGOR, Evelyn Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders / Matthew J. SEGALL in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
[article]
Titre : Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur Année de publication : 2012 Article en page(s) : p.1156-1167 Langues : Anglais (eng) Mots-clés : Autism Inclusion Teacher attitudes Knowledge Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167[article] Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2012 . - p.1156-1167.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167
Mots-clés : Autism Inclusion Teacher attitudes Knowledge Etudiant Index. décimale : PER Périodiques Résumé : It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.02.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur Année de publication : 2012 Article en page(s) : p.1258-1264 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264[article] Teaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders [Texte imprimé et/ou numérique] / Donna ACHMADI, Auteur ; Debora KAGOHARA, Auteur ; Larah VAN DER MEER, Auteur ; Mark O'REILLY, Auteur ; Giulio E. LANCIONI, Auteur ; Dean SUTHERLAND, Auteur ; Russell B. LANG, Auteur ; Peter B. MARSCHIK, Auteur ; Vanessa A. GREEN, Auteur ; Jeff SIGAFOOS, Auteur . - 2012 . - p.1258-1264.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1258-1264
Mots-clés : Autism spectrum disorders iPod Touch® Multi-step requestingSpeech-generating device Systematic instruction Etudiant Index. décimale : PER Périodiques Résumé : We evaluated a program for teaching two adolescents with autism spectrum disorders (ASD) to perform more advanced operations on an iPod-based speech-generating device (SGD). The effects of the teaching program were evaluated in a multiprobe multiple baseline across participants design that included two intervention phases. The first intervention focused on teaching the students to navigate between two screen pages and complete a multi-step response sequence to request preferred stimuli. The second intervention aimed to teach the students to turn on and unlock the device prior to navigating to the correct screen pages. Teaching procedures included response prompting, prompt fading, and differential reinforcement. Results showed that both interventions were effective in teaching the respective operations. Learning advanced operation of the iPod-based SGD could be seen as one way to promote greater independence in using such devices for multi-step communication. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Visual Supports for Visual Thinkers / Lisa ROGERS
Titre : Visual Supports for Visual Thinkers : Practical Ideas for Students with Autism Spectrum Disorders and Other Special Educational Needs Type de document : Texte imprimé et/ou numérique Auteurs : Lisa ROGERS, Auteur ; Gary MESIBOV, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2013 Importance : 224 p. Présentation : ill. Format : 24,6cm x 17,3cm x 1,2cm Accompagnement : 1 CD ISBN/ISSN/EAN : 978-1-84905-945-9 Note générale : BIbliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant Pratique basée sur les preuves Communication expressive Video modeling Index. décimale : APP-C APP-C - TEACCH Résumé : Visual supports have been proven to be a highly effective way to communicate with, and teach, a student with an autism spectrum disorder or other learning difficulty.
This book is packed with simple, effective tools to assist in the education of students with special education needs. They can be adapted to be used with young children and older learners with a range of educational needs, including nonverbal learners. Based on the author's years of teaching experience, the book covers how the classroom environment is laid out, how to use schedules and time planning aids, different education approaches and the teaching of social rules and appropriate behavior. All the visual supports are clearly explained alongside examples and photos showing them in use in the classroom. The supports are also included on the accompanying CD as blank templates.
This will be a welcome resource of easy-to-use ideas for mainstream and special education teachers. Therapists, parents and anyone working with students with learning difficulties will also find many of the ideas useful. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Visual Supports for Visual Thinkers : Practical Ideas for Students with Autism Spectrum Disorders and Other Special Educational Needs [Texte imprimé et/ou numérique] / Lisa ROGERS, Auteur ; Gary MESIBOV, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2013 . - 224 p. : ill. ; 24,6cm x 17,3cm x 1,2cm + 1 CD.
ISBN : 978-1-84905-945-9
BIbliogr., Index
Langues : Anglais (eng)
Mots-clés : Etudiant Pratique basée sur les preuves Communication expressive Video modeling Index. décimale : APP-C APP-C - TEACCH Résumé : Visual supports have been proven to be a highly effective way to communicate with, and teach, a student with an autism spectrum disorder or other learning difficulty.
This book is packed with simple, effective tools to assist in the education of students with special education needs. They can be adapted to be used with young children and older learners with a range of educational needs, including nonverbal learners. Based on the author's years of teaching experience, the book covers how the classroom environment is laid out, how to use schedules and time planning aids, different education approaches and the teaching of social rules and appropriate behavior. All the visual supports are clearly explained alongside examples and photos showing them in use in the classroom. The supports are also included on the accompanying CD as blank templates.
This will be a welcome resource of easy-to-use ideas for mainstream and special education teachers. Therapists, parents and anyone working with students with learning difficulties will also find many of the ideas useful. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002690 APP-C ROG Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible