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
-
Détail de l'éditeur
Documents disponibles chez cet éditeur (17)
Faire une suggestion Affiner la recherche
Social and Communication Development in Autism Spectrum Disorders / Tony CHARMAN
Titre : Social and Communication Development in Autism Spectrum Disorders : Early Identification, Diagnosis, and Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Tony CHARMAN, Directeur de publication ; Wendy L. STONE, Directeur de publication Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2006 Importance : 348 p. Format : 16,0cm x 23,5cm x 2,6cm ISBN/ISSN/EAN : 978-1-59385-284-9 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Résumé : Early identification and intervention can lead to significantly better outcomes for children with autism spectrum disorders (ASD). Moreover, much has been learned in the past decade about early warning signs that previously might have gone unnoticed by professionals and parents. This volume brings together leading experts to present new advances in understanding and treating ASD in the first five years of life. Throughout, attention to both real-world practice and scientific research enhances the book's utiliry as a clinical reference and text. Grounded in cutting-edge frindings on the social-communication behavior of typically and atypically developing children, the volume first addresses assessment and diagnosis. Authors describe innovative measurement strategies and instruments that show promise in identifying ASD at a very young age. Mindful of the complexities of preschool diagnosis, the book also discusses the limitations of current diagnostic models. Following a review of screening approaches for community and clinical practice settings, evidence-based intervention models are examined in depth. Chapters focus on cote social-communication deficits, including problems with joint attention, communication and language, play, and imitation. Valuable advice is provided on matching treatment to individual children's needs, and salient directions for future research are identified. Concluding chapters explore some of the developmental and neurobiological processes that underlie social-communication impairments in ASD, further elucidating why and how early intervention can make a difference.
Tony Charman, PhD, is Readcr in Neurodevelopmental Disorders in the Behavioural and Brain Sciences Unit at the Institute of Child Health, University College London and Great Ormond Street Hospital for Children. He studies development in children with autism and the clinical application of this work via screening, diagnostic, outcome, early intervention, and epidemiological studies. He will be Editor-in-Chief of the " Journal of Child Psychology and Psychiatry " from 2007 to 2010, is currently Associate Editor of the " Journal of Autism and Developmental Disorders ", and is on the editorial boards of Autism : " The International journal of Research and Practice ", the " British Journal of Developmental Psychology " and the " Journal of Intellectual Disability Research ". Wendy Stone, PhD, is Professor of Pediatrics at Vanderbilt University, director of the Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) at the Vanderbilt Kennedy Centre. And director of the Marino Autism Research Institue-Vanderbilt. Her primary research interests are early identification and intervention in autism, and the influence of early social-communicative development on later behavioral and diagnostic outcomes. She developed the Screening Tool for Autism in Two-Year-Olds (STAT), which is now being adapted for younger ages. She serves as chair of the Baby Siblings Research Consortium, is on the editorial boards of the " Journal of Autism and Developmental Disorders " and " Infants and Yowig Children ", and bas participated in several National Institutes of Health work groups focused on be, t practices in autism research.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=373 Social and Communication Development in Autism Spectrum Disorders : Early Identification, Diagnosis, and Intervention [Texte imprimé et/ou numérique] / Tony CHARMAN, Directeur de publication ; Wendy L. STONE, Directeur de publication . - New-York [Etats-Unis] : Guilford Press, 2006 . - 348 p. ; 16,0cm x 23,5cm x 2,6cm.
ISBN : 978-1-59385-284-9
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Résumé : Early identification and intervention can lead to significantly better outcomes for children with autism spectrum disorders (ASD). Moreover, much has been learned in the past decade about early warning signs that previously might have gone unnoticed by professionals and parents. This volume brings together leading experts to present new advances in understanding and treating ASD in the first five years of life. Throughout, attention to both real-world practice and scientific research enhances the book's utiliry as a clinical reference and text. Grounded in cutting-edge frindings on the social-communication behavior of typically and atypically developing children, the volume first addresses assessment and diagnosis. Authors describe innovative measurement strategies and instruments that show promise in identifying ASD at a very young age. Mindful of the complexities of preschool diagnosis, the book also discusses the limitations of current diagnostic models. Following a review of screening approaches for community and clinical practice settings, evidence-based intervention models are examined in depth. Chapters focus on cote social-communication deficits, including problems with joint attention, communication and language, play, and imitation. Valuable advice is provided on matching treatment to individual children's needs, and salient directions for future research are identified. Concluding chapters explore some of the developmental and neurobiological processes that underlie social-communication impairments in ASD, further elucidating why and how early intervention can make a difference.
Tony Charman, PhD, is Readcr in Neurodevelopmental Disorders in the Behavioural and Brain Sciences Unit at the Institute of Child Health, University College London and Great Ormond Street Hospital for Children. He studies development in children with autism and the clinical application of this work via screening, diagnostic, outcome, early intervention, and epidemiological studies. He will be Editor-in-Chief of the " Journal of Child Psychology and Psychiatry " from 2007 to 2010, is currently Associate Editor of the " Journal of Autism and Developmental Disorders ", and is on the editorial boards of Autism : " The International journal of Research and Practice ", the " British Journal of Developmental Psychology " and the " Journal of Intellectual Disability Research ". Wendy Stone, PhD, is Professor of Pediatrics at Vanderbilt University, director of the Treatment and Research Institute for Autism Spectrum Disorders (TRIAD) at the Vanderbilt Kennedy Centre. And director of the Marino Autism Research Institue-Vanderbilt. Her primary research interests are early identification and intervention in autism, and the influence of early social-communicative development on later behavioral and diagnostic outcomes. She developed the Screening Tool for Autism in Two-Year-Olds (STAT), which is now being adapted for younger ages. She serves as chair of the Baby Siblings Research Consortium, is on the editorial boards of the " Journal of Autism and Developmental Disorders " and " Infants and Yowig Children ", and bas participated in several National Institutes of Health work groups focused on be, t practices in autism research.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=373 Contenu
- Understanding and Measuring Social Communication in Children with Autism Spectrum Disorders / Amy M. WETHERBY
- Early Diagnosis of Children with Autism Spectrum Disorders / Catherine LORD
- Screening for Autism Spectrum Disorders in Populations: Progress, Challenges, and Questions for Future Research and Practice / Tony CHARMAN
- Early Screening for Autism Spectrum Disorders in Clinical Practice Settings / Lonnie ZWAIGENBAUM
- Treatment of Responding to and Initiating Joint Attention / Paul J. YODER
- Evidence-Based Interventions for Language Development in Young Children with Autism / Sally J ROGERS
- Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions / Pamela J. WOLFBERG
- Imitation: Some Cues for Intervention Approaches in Autism Spectrum Disorders / Jacqueline NADEL
- Augmentative and Alternative Communication Systems for Children with Autism / Patricia HOWLIN
- A Developmental Approach to Understanding Atypical Development / Tedra A. WALDEN
- The Neural Basis of Early Joint Attention Behavior / Peter C. MUNDY
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000188 COM-A CHA Livre Centre d'Information et de Documentation du CRA Rhône-Alpes COM - Communication Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Recueil d’activités de stimulation du langage pour les enfants de 0 à 5ans. Tome 1 DUBE, Maude L'autisme TARDIF, Carole Imiter pour grandir NADEL, Jacqueline A picture's worth BONDY, Andy Treatment of Autism Spectrum Disorders PRELOCK, Patricia A. L'énigme de l'autisme FRITH, Uta Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism / Susan W. WHITE
Titre : Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2011 Importance : 182 p. Format : 23,6cm x 23,6cm x1,7cm ISBN/ISSN/EAN : 978-1-60918-209-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : This practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with Asperger syndrome and high-functioning autism; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual's needs. Reproducible forms and worksheets can also be downloaded and printed in a convenient 8 1/2" x 11" size.
http://www.guilford.com/forms/white2.pdf
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 Social Skills Training for Children with Asperger Syndrome and High-Functioning Autism [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur . - New-York [Etats-Unis] : Guilford Press, 2011 . - 182 p. ; 23,6cm x 23,6cm x1,7cm.
ISBN : 978-1-60918-209-0
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : This practical, research-based guide provides a wealth of tools and strategies for implementing social skills training in school or clinical settings. Numerous case examples illustrate common social difficulties experienced by children with Asperger syndrome and high-functioning autism; the impact on peer relationships, school performance, and behavior; and how social skills training can help. Chapters delve into the nuts and bolts of teaching and reinforcing core skills in classroom, small-group, or individual contexts, emphasizing ways to tailor interventions to each individual's needs. Reproducible forms and worksheets can also be downloaded and printed in a convenient 8 1/2" x 11" size.
http://www.guilford.com/forms/white2.pdf
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0001942 HAB-A WIL Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Autisme à l'adolescence et à la vie adulte BOUVAREL, Alain Jojo l'ourson LACHANCE, Sylvie L’autiste dessinateur BOUVAREL, Alain Sociabilus CECOM - CENTRE DE COMMUNICATION EN SANTÉ MENTALE L'esprit des autres MONFORT, Marc Comprendre les personnes autistes de haut niveau VERMEULEN, Peter Teaching Social Communication to Children with Autism / Brooke R. INGERSOLL
Titre : Teaching Social Communication to Children with Autism : A Manual for Parents Type de document : Texte imprimé et/ou numérique Auteurs : Brooke R. INGERSOLL, Auteur ; Anna DVORTCSAK, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2009 Collection : Psychology Importance : 131 p. Présentation : ill. Format : 20,3cm x 26,5cm x 1cm ISBN/ISSN/EAN : 978-1-60623-440-2 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : This manual helps parents master proven techniques for teaching social-communication skills to young children with autism. The authors describe two types of skills-building techniques and show how to intergrate them into everyday family routines and activities. Interactive teaching techniques create opportunities for children to engage and communicate. Direct teaching techniques are used to promote specific skills in language, imitation, and play. Designed for use as part of a therapist-guided program, the manual includes reproducible forms.
Brooke Ingersoll, PhD, is a psychologist and board-certified behavior analyst with a doctoral degree in experimental psychology from the University of California, San Diego. She completed a postdoctoral fellowship in clinical child psychology at the Child Development and Rehabilitation Center at Oregon Health and Science University, Portland, during which time she served as codirector of the Autism Treatment and Research Program at the Hearing and Speech Institute (now known as the Artz Center) in Portland, Oregon. Dr. Ingersoll is currently Assistant Professor of Psychology at Michigan State University, East Lansing. She has conducted training for practitioners on early intervention strategies for children with autism spectrum disorders both nationally and internationally. Dr. Ingersoll has published extensively on early intervention for children with autism spectrum disorders and presented her work at professional conferences.
Anna Dvortcsak, MS, CCC-SLP, is a speech–language pathologist in private practice in Portland, Oregon. She received her master's degree from the University of Redlands, California. Mrs. Dvortcsak provides training to families with children with autism and individualized speech and language services. She specializes in training professionals in conducting parent training for young children with autism spectrum disorders. Prior to starting her own practice, Mrs. Dvortcsak was codirector of the Autism Treatment and Research Program at the Hearing and Speech Institute (now known as the Artz Center) in Portland. She has experience conducting research on the efficacy of interventions for children with autism and has presented her findings at the annual conventions of the American Speech–Language–Hearing Association and the Oregon Speech and Hearing Association, as well as in peer-reviewed articles and chapters. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Teaching Social Communication to Children with Autism : A Manual for Parents [Texte imprimé et/ou numérique] / Brooke R. INGERSOLL, Auteur ; Anna DVORTCSAK, Auteur . - New-York [Etats-Unis] : Guilford Press, 2009 . - 131 p. : ill. ; 20,3cm x 26,5cm x 1cm. - (Psychology) .
ISBN : 978-1-60623-440-2
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : This manual helps parents master proven techniques for teaching social-communication skills to young children with autism. The authors describe two types of skills-building techniques and show how to intergrate them into everyday family routines and activities. Interactive teaching techniques create opportunities for children to engage and communicate. Direct teaching techniques are used to promote specific skills in language, imitation, and play. Designed for use as part of a therapist-guided program, the manual includes reproducible forms.
Brooke Ingersoll, PhD, is a psychologist and board-certified behavior analyst with a doctoral degree in experimental psychology from the University of California, San Diego. She completed a postdoctoral fellowship in clinical child psychology at the Child Development and Rehabilitation Center at Oregon Health and Science University, Portland, during which time she served as codirector of the Autism Treatment and Research Program at the Hearing and Speech Institute (now known as the Artz Center) in Portland, Oregon. Dr. Ingersoll is currently Assistant Professor of Psychology at Michigan State University, East Lansing. She has conducted training for practitioners on early intervention strategies for children with autism spectrum disorders both nationally and internationally. Dr. Ingersoll has published extensively on early intervention for children with autism spectrum disorders and presented her work at professional conferences.
Anna Dvortcsak, MS, CCC-SLP, is a speech–language pathologist in private practice in Portland, Oregon. She received her master's degree from the University of Redlands, California. Mrs. Dvortcsak provides training to families with children with autism and individualized speech and language services. She specializes in training professionals in conducting parent training for young children with autism spectrum disorders. Prior to starting her own practice, Mrs. Dvortcsak was codirector of the Autism Treatment and Research Program at the Hearing and Speech Institute (now known as the Artz Center) in Portland. She has experience conducting research on the efficacy of interventions for children with autism and has presented her findings at the annual conventions of the American Speech–Language–Hearing Association and the Oregon Speech and Hearing Association, as well as in peer-reviewed articles and chapters. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002003 HAB-A ING Livre Centre d'Information et de Documentation du CRA Rhône-Alpes HAB - Habiletés Sociales Disponible The Developing Mind / Daniel J. SIEGEL
Titre : The Developing Mind : How Relationships and the Brain Interact to Shape Who We Are Type de document : Texte imprimé et/ou numérique Auteurs : Daniel J. SIEGEL, Auteur Mention d'édition : Second Edition Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2012 Importance : 506 p. Présentation : ill. Format : 16,5cm x 24cm x 3,8cm ISBN/ISSN/EAN : 978-1-4625-0390-2 Note générale : Bibliogr., Index, Glossaire Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Résumé : This bestselling book put the field of interpersonal neurobiology on the map for many tens of thousands of readers. Daniel J. Siegel goes beyond the nature and nurture divisions that traditionally have constrained much of our thinking about development, exploring the role of interpersonal experiences in forging key connections in the brain. He presents a groundbreaking integrative framework for understanding the emergence of the growing, feeling, communicating mind. Illuminating how and why interpersonal neurobiology matters, this book is essential reading for clinicians, educators, researchers, and students interested in promoting healthy development and resilience across the lifespan.
New to This Edition
Incorporates significant scientific and technical advances.
Expanded discussions of cutting-edge topics, including neuroplasticity, epigenetics, mindfulness, and the neural correlates of consciousness.
Useful pedagogical features, such as diagrams and an extensive glossary.
Epilogue on domains of integration—specific pathways to well-being and therapeutic change. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 The Developing Mind : How Relationships and the Brain Interact to Shape Who We Are [Texte imprimé et/ou numérique] / Daniel J. SIEGEL, Auteur . - Second Edition . - New-York [Etats-Unis] : Guilford Press, 2012 . - 506 p. : ill. ; 16,5cm x 24cm x 3,8cm.
ISBN : 978-1-4625-0390-2
Bibliogr., Index, Glossaire
Langues : Anglais (eng)
Index. décimale : SCI-D SCI-D - Neurosciences Résumé : This bestselling book put the field of interpersonal neurobiology on the map for many tens of thousands of readers. Daniel J. Siegel goes beyond the nature and nurture divisions that traditionally have constrained much of our thinking about development, exploring the role of interpersonal experiences in forging key connections in the brain. He presents a groundbreaking integrative framework for understanding the emergence of the growing, feeling, communicating mind. Illuminating how and why interpersonal neurobiology matters, this book is essential reading for clinicians, educators, researchers, and students interested in promoting healthy development and resilience across the lifespan.
New to This Edition
Incorporates significant scientific and technical advances.
Expanded discussions of cutting-edge topics, including neuroplasticity, epigenetics, mindfulness, and the neural correlates of consciousness.
Useful pedagogical features, such as diagrams and an extensive glossary.
Epilogue on domains of integration—specific pathways to well-being and therapeutic change. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002284 SCI-D SIE Livre Centre d'Information et de Documentation du CRA Rhône-Alpes SCI - Disciplines Scientifiques Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Louis, pas à pas PERRIN, Gersende L'interprète des animaux GRANDIN, Temple