ADOS-2. Autism Diagnostic Observation Schedule / Catherine LORD

Public ISBD Titre : ADOS-2. Autism Diagnostic Observation Schedule : Second Edition Type de document : texte imprimé Auteurs : Catherine LORD, Auteur ; Michael RUTTER, Auteur ; Pamela C. DILAVORE, Auteur ; Susan RISI, Auteur ; Katherine GOTHAM, Auteur ; Somer L. BISHOP, Auteur ; Rhiannon LUYSTER, Auteur ; Whitney GUTHRIE, Auteur Editeur : Torrance - CA [Etats-Unis] : Western Psychological Service - WPS Année de publication : 2012 Importance : 446 p. Format : 21,5cm x 28cm x 3cm Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : Autism Diagnosis Observation Schedule Second Edition (ADOS-2) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Allows you to accurately assess and diagnose autism spectrum disorders across age, developmental level, and language skills. Toddler Module provides ranges of concern reflecting the extent to which a child demonstrates behaviors associated with ASD. Modules 1 through 4 provide cutoff scores for autism and autism spectrum classifications. Modules 1 through 3 also provide a Comparison Score indicating level of autism spectrum-related symptoms compared to children with ASD who are the same age and have similar language skills. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231 ADOS-2. Autism Diagnostic Observation Schedule : Second Edition [texte imprimé] / Catherine LORD, Auteur ; Michael RUTTER, Auteur ; Pamela C. DILAVORE, Auteur ; Susan RISI, Auteur ; Katherine GOTHAM, Auteur ; Somer L. BISHOP, Auteur ; Rhiannon LUYSTER, Auteur ; Whitney GUTHRIE, Auteur . - Torrance - CA [Etats-Unis] : Western Psychological Service - WPS, 2012 . - 446 p. ; 21,5cm x 28cm x 3cm. Bibliogr. Langues : Anglais (eng) Mots-clés : Autism Diagnosis Observation Schedule Second Edition (ADOS-2) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Allows you to accurately assess and diagnose autism spectrum disorders across age, developmental level, and language skills. Toddler Module provides ranges of concern reflecting the extent to which a child demonstrates behaviors associated with ASD. Modules 1 through 4 provide cutoff scores for autism and autism spectrum classifications. Modules 1 through 3 also provide a Comparison Score indicating level of autism spectrum-related symptoms compared to children with ASD who are the same age and have similar language skills. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231

Exemplaires(1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0002783	OUT-A LOR	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	OUT - Outils d'évaluation - Tests	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

iPad Air
Psychopharmacologie essentielle. le guide du prescripteur	STAHL, Stahl
Sensory Profile 2	DUNN, Winnie
Réapprendre à lire	GARCIA, Sandrine
Psychopathologie de l'enfant et de l'adolescent	DUMAS, Jean E.
Educational Interventions for Students with Autism	MUNDY, Peter C.

ADOS-2. Autism Diagnostic Observation Schedule Second Edition.Training Videos Guidebook / Christina M. CORSELLO

Public ISBD Titre : ADOS-2. Autism Diagnostic Observation Schedule Second Edition.Training Videos Guidebook : Part I: Module 1-4. Part II: Toddler Module Type de document : texte imprimé Auteurs : Christina M. CORSELLO, Auteur ; Sarah SPENCE, Auteur ; Catherine LORD, Auteur ; Somer L. BISHOP, Auteur ; Rhiannon LUYSTER, Auteur ; Rosalind OTI, Auteur ; Jennifer RICHLER, Auteur Editeur : Torrance - CA [Etats-Unis] : Western Psychological Service - WPS Année de publication : 2012 Format : 24cm x 31cm x 7cm Note générale : Matériel consultable par les professionnels du CRA uniquement Langues : Anglais (eng) Mots-clés : Autism Diagnosis Observation Schedule Second Edition (ADOS-2) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Note de contenu : Coffret contenant : 1 CD : Training Protocols (cas cliniques) 1 DVD : Training and Practice Video (Part 2): Toddler Module. Workshop Video 3: Toddler Module 1 Manuel spiralé, 360 p. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 ADOS-2. Autism Diagnostic Observation Schedule Second Edition.Training Videos Guidebook : Part I: Module 1-4. Part II: Toddler Module [texte imprimé] / Christina M. CORSELLO, Auteur ; Sarah SPENCE, Auteur ; Catherine LORD, Auteur ; Somer L. BISHOP, Auteur ; Rhiannon LUYSTER, Auteur ; Rosalind OTI, Auteur ; Jennifer RICHLER, Auteur . - Torrance - CA [Etats-Unis] : Western Psychological Service - WPS, 2012 . -  ; 24cm x 31cm x 7cm. Matériel consultable par les professionnels du CRA uniquement Langues : Anglais (eng) Mots-clés : Autism Diagnosis Observation Schedule Second Edition (ADOS-2) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Note de contenu : Coffret contenant : 1 CD : Training Protocols (cas cliniques) 1 DVD : Training and Practice Video (Part 2): Toddler Module. Workshop Video 3: Toddler Module 1 Manuel spiralé, 360 p. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Exemplaires(0)

Disponibilité
aucun exemplaire

Les abonnés qui ont emprunté ce document ont également emprunté :

Books 50 (01/01/2014)
An Early Start for Your Child with Autism	ROGERS, Sally J.
Ordonnances en psychiatrie et pédopsychiatrie	BOURLA, Alexis
Réapprendre à lire	GARCIA, Sandrine
Psychopharmacologie essentielle. le guide du prescripteur	STAHL, Stahl
L' intervention précoce en autisme	ROGERS, Sally J.

An Autistic "Linguatype"? Neologisms, New Words, and New Insights / Emily ZANE in Autism Research, 18-8 (August 2025)  

Public ISBD [article]  inAutism Research > 18-8 (August 2025) . - p.1518-1534 Titre : An Autistic "Linguatype"? Neologisms, New Words, and New Insights Type de document : texte imprimé Auteurs : Emily ZANE, Auteur ; Rhiannon LUYSTER, Auteur Article en page(s) : p.1518-1534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : ABSTRACT In this commentary, we present new ideas about autistic neologisms. This essay has two primary goals. First, we argue that an autistic predilection to form neologisms generates intriguing new hypotheses about language in autism, including the possibility that a tendency to use neologisms could be a featural element of an autistic ?linguatype? (as in ?phenotype?). Second, we suggest that the study of neologism meaning, form, and use can yield insights about a specific speaker and about autistic language, generally. To support both aims, we present the largest collection to date of autistic neologisms. We supply an initial framework for considering and analyzing them, and we apply this framework to some of our collected examples, showing how individual neologisms can offer insights about their creators. Importantly, we suggest that neologism creation may sometimes signify linguistic giftedness, pushing back against traditional notions suggesting autistic neologisms are always evidence of language deficit. We hope this exercise will convince our community that autistic neologisms are deserving of more scientific attention and study. More broadly, by demonstrating the potential value of one feature of autistic language, we aspire to advance collective appreciation for the complexity of autistic language and thought. En ligne : https://doi.org/10.1002/aur.70080 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] An Autistic "Linguatype"? Neologisms, New Words, and New Insights [texte imprimé] / Emily ZANE, Auteur ; Rhiannon LUYSTER, Auteur . - p.1518-1534. Langues : Anglais (eng) in Autism Research > 18-8 (August 2025) . - p.1518-1534 Index. décimale : PER Périodiques Résumé : ABSTRACT In this commentary, we present new ideas about autistic neologisms. This essay has two primary goals. First, we argue that an autistic predilection to form neologisms generates intriguing new hypotheses about language in autism, including the possibility that a tendency to use neologisms could be a featural element of an autistic ?linguatype? (as in ?phenotype?). Second, we suggest that the study of neologism meaning, form, and use can yield insights about a specific speaker and about autistic language, generally. To support both aims, we present the largest collection to date of autistic neologisms. We supply an initial framework for considering and analyzing them, and we apply this framework to some of our collected examples, showing how individual neologisms can offer insights about their creators. Importantly, we suggest that neologism creation may sometimes signify linguistic giftedness, pushing back against traditional notions suggesting autistic neologisms are always evidence of language deficit. We hope this exercise will convince our community that autistic neologisms are deserving of more scientific attention and study. More broadly, by demonstrating the potential value of one feature of autistic language, we aspire to advance collective appreciation for the complexity of autistic language and thought. En ligne : https://doi.org/10.1002/aur.70080 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Attachment in young children with autism spectrum disorders: An examination of separation and reunion behaviors with both mothers and fathers / Rebecca GRZADZINSKI in Autism, 18-2 (February 2014)  

Public ISBD [article]  inAutism > 18-2 (February 2014) . - p.85-96 Titre : Attachment in young children with autism spectrum disorders: An examination of separation and reunion behaviors with both mothers and fathers Type de document : texte imprimé Auteurs : Rebecca GRZADZINSKI, Auteur ; Rhiannon LUYSTER, Auteur ; Amelia Gunn SPENCER, Auteur ; Catherine LORD, Auteur Article en page(s) : p.85-96 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders  Attachment  parents  fathers Index. décimale : PER Périodiques Résumé : Most studies examining attachment in children with autism spectrum disorder used a strange situation paradigm and have found few significant group differences between children with autism spectrum disorder and comparisons. However, these studies predominantly used formal attachment categorizations (e.g. secure vs insecure), a method that may obscure more nuanced differences between groups. In this study, we utilized a qualitative approach to examine attachment behaviors in young children with autism spectrum disorder. Based on the results of previous studies, we looked at (a) parental gender, (b) child diagnosis, and (c) child cognitive skills to examine the role of these three factors on attachment behaviors elicited during a modified strange situation paradigm. Participants were 2- to 3-year-old children with autism spectrum disorder (n = 166) or nonspectrum disorders (n = 45), as well as a sample of 56 children with typical development. Over the three groups, 393 observations of a modified strange situation paradigm with mothers and 127 observations with fathers were collected. Parental gender, child diagnosis, and child cognitive skills each had significant main effects on attachment behaviors elicited during reunion. These results underscore the importance of the father’s role in parent–child interactions, with implications for both clinical and research efforts. In addition, the results emphasize the importance of considering a child’s diagnosis and cognitive skills when examining attachment behaviors. En ligne : http://dx.doi.org/10.1177/1362361312467235 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223 [article] Attachment in young children with autism spectrum disorders: An examination of separation and reunion behaviors with both mothers and fathers [texte imprimé] / Rebecca GRZADZINSKI, Auteur ; Rhiannon LUYSTER, Auteur ; Amelia Gunn SPENCER, Auteur ; Catherine LORD, Auteur . - p.85-96. Langues : Anglais (eng) in Autism > 18-2 (February 2014) . - p.85-96 Mots-clés : Autism Spectrum Disorders  Attachment  parents  fathers Index. décimale : PER Périodiques Résumé : Most studies examining attachment in children with autism spectrum disorder used a strange situation paradigm and have found few significant group differences between children with autism spectrum disorder and comparisons. However, these studies predominantly used formal attachment categorizations (e.g. secure vs insecure), a method that may obscure more nuanced differences between groups. In this study, we utilized a qualitative approach to examine attachment behaviors in young children with autism spectrum disorder. Based on the results of previous studies, we looked at (a) parental gender, (b) child diagnosis, and (c) child cognitive skills to examine the role of these three factors on attachment behaviors elicited during a modified strange situation paradigm. Participants were 2- to 3-year-old children with autism spectrum disorder (n = 166) or nonspectrum disorders (n = 45), as well as a sample of 56 children with typical development. Over the three groups, 393 observations of a modified strange situation paradigm with mothers and 127 observations with fathers were collected. Parental gender, child diagnosis, and child cognitive skills each had significant main effects on attachment behaviors elicited during reunion. These results underscore the importance of the father’s role in parent–child interactions, with implications for both clinical and research efforts. In addition, the results emphasize the importance of considering a child’s diagnosis and cognitive skills when examining attachment behaviors. En ligne : http://dx.doi.org/10.1177/1362361312467235 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=223

Brief Report: Learning Language Through Overhearing in Children with ASD / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 50-7 (July 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2616-2624 Titre : Brief Report: Learning Language Through Overhearing in Children with ASD Type de document : texte imprimé Auteurs : Rhiannon LUYSTER, Auteur ; Sudha ARUNACHALAM, Auteur Article en page(s) : p.2616-2624 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language  Word learning Index. décimale : PER Périodiques Résumé : We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4-5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., "find the toma"). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them. En ligne : http://dx.doi.org/10.1007/s10803-018-3672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Brief Report: Learning Language Through Overhearing in Children with ASD [texte imprimé] / Rhiannon LUYSTER, Auteur ; Sudha ARUNACHALAM, Auteur . - p.2616-2624. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-7 (July 2020) . - p.2616-2624 Mots-clés : Autism spectrum disorder  Language  Word learning Index. décimale : PER Périodiques Résumé : We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4-5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., "find the toma"). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them. En ligne : http://dx.doi.org/10.1007/s10803-018-3672-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Conventions for unconventional language: Revisiting a framework for spoken language features in autism / Rhiannon LUYSTER in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Permalink

Diagnostic Assessment / Somer L. BISHOP

Permalink

Effects of early institutionalization on emotion processing in 12-year-old youth / Johanna BICK in Development and Psychopathology, 29-5 (December 2017)  

Permalink

Language and Communication in Autism Spectrum Disorders / Helen TAGER-FLUSBERG

Permalink

Language Assessment and Development in Toddlers with Autism Spectrum Disorders / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

Permalink

The Autism Diagnostic Observation Schedule—Toddler Module: A New Module of a Standardized Diagnostic Measure for Autism Spectrum Disorders / Rhiannon LUYSTER in Journal of Autism and Developmental Disorders, 39-9 (September 2009)  

Permalink

The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review / Sudha ARUNACHALAM in Autism Research, 9-8 (August 2016)  

Permalink

Word imageability is associated with expressive vocabulary in children with autism spectrum disorder / Kimberly R. LIN in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Permalink

---

1 (1 - 13 / 13) Par page : 25 50 100 200