Dépouillements

The educational issues for the child with a diagnosis of Pathological Demand Avoidance / Tracey HARVEY in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.9-12 Titre : The educational issues for the child with a diagnosis of Pathological Demand Avoidance Type de document : Texte imprimé et/ou numérique Auteurs : Tracey HARVEY, Auteur Année de publication : 2012 Article en page(s) : p.9-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper resuits from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil’s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that will work for autism will also work for PDA. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] The educational issues for the child with a diagnosis of Pathological Demand Avoidance [Texte imprimé et/ou numérique] / Tracey HARVEY, Auteur . - 2012 . - p.9-12. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.9-12 Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper resuits from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil’s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that will work for autism will also work for PDA. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? / Anna PRICE in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.13-21 Titre : A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? Type de document : Texte imprimé et/ou numérique Auteurs : Anna PRICE, Auteur Année de publication : 2012 Article en page(s) : p.13-21 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent-professional partnerships (PPPs) can benefit child development and parental well-being. This study conducted by Anna Price, an Educational Psychologist, considers parents and professionals’ views of a PPP in supporting children with autism. The findings showed the value of regular contact between parents and professionals, but there was a lack of parental and professional confidence in their ability to support children with autism in the children’s schools and issues raised about the diagnostic process and follow-up support. However, there are other studies which have reported good parental satisfaction with schools and with follow-up after diagnosis. There is much evidence now on what parents value and how they can be well supported and many mainstream schools are also adjusting their practice and being flexible in meeting the needs of children with autism. Similarly, protocols have been developed and published on how diagnostic assessment should be done and how parents should be supported through the process (eg, National Autism Plan for Children, 2003; SIGN, 2007). But the study in this paper shows that it is still the case that there are areas of the UK where support in schools and from professionals is not yet good enough. So, there is a need for ail those involved in the field of autism to share ideas on how best to meet the needs of children with autism and their families. The wealth of good websites on autism and the growth in training materials on autism should mean that more and more parents feel supported in their lives with children with autism in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] A study of parent-professional partnerships supporting children with autism: what do parents and professionals value? [Texte imprimé et/ou numérique] / Anna PRICE, Auteur . - 2012 . - p.13-21. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.13-21 Index. décimale : PER Périodiques Résumé : Parent-professional partnerships (PPPs) can benefit child development and parental well-being. This study conducted by Anna Price, an Educational Psychologist, considers parents and professionals’ views of a PPP in supporting children with autism. The findings showed the value of regular contact between parents and professionals, but there was a lack of parental and professional confidence in their ability to support children with autism in the children’s schools and issues raised about the diagnostic process and follow-up support. However, there are other studies which have reported good parental satisfaction with schools and with follow-up after diagnosis. There is much evidence now on what parents value and how they can be well supported and many mainstream schools are also adjusting their practice and being flexible in meeting the needs of children with autism. Similarly, protocols have been developed and published on how diagnostic assessment should be done and how parents should be supported through the process (eg, National Autism Plan for Children, 2003; SIGN, 2007). But the study in this paper shows that it is still the case that there are areas of the UK where support in schools and from professionals is not yet good enough. So, there is a need for ail those involved in the field of autism to share ideas on how best to meet the needs of children with autism and their families. The wealth of good websites on autism and the growth in training materials on autism should mean that more and more parents feel supported in their lives with children with autism in the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? / Joan BLACKHURST in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.22-30 Titre : The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? Type de document : Texte imprimé et/ou numérique Auteurs : Joan BLACKHURST, Auteur Année de publication : 2012 Article en page(s) : p.22-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joan Blackhurst has 20 years’ experience of autism and is employed by a local autism charity where she supervises a helpline, as well as advising people on ail aspects of autism. Joan is also a trustee and volunteer for another local autism charity. She has experience working with a wide age range of peopie on the autistic spectrum. This paper reports on a study of 43 police personnel and the experiences of 11 individuals with Asperger syndrome (AS). It highlights the misunderstandings that can occur and the need for training. It is encouraging that the police who were interviewed were keen to have more information on AS and how to deal with these adults when they were in trouble. The suggestion is made that local support groups and autistic societies are well placed to skill up this workforce. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? [Texte imprimé et/ou numérique] / Joan BLACKHURST, Auteur . - 2012 . - p.22-30. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.22-30 Index. décimale : PER Périodiques Résumé : Joan Blackhurst has 20 years’ experience of autism and is employed by a local autism charity where she supervises a helpline, as well as advising people on ail aspects of autism. Joan is also a trustee and volunteer for another local autism charity. She has experience working with a wide age range of peopie on the autistic spectrum. This paper reports on a study of 43 police personnel and the experiences of 11 individuals with Asperger syndrome (AS). It highlights the misunderstandings that can occur and the need for training. It is encouraging that the police who were interviewed were keen to have more information on AS and how to deal with these adults when they were in trouble. The suggestion is made that local support groups and autistic societies are well placed to skill up this workforce. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

What is the effect on children with autism who witness incidents of challenging behaviour at school? / Benazir CHOUDRY in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.31-39 Titre : What is the effect on children with autism who witness incidents of challenging behaviour at school? Type de document : Texte imprimé et/ou numérique Auteurs : Benazir CHOUDRY, Auteur Année de publication : 2012 Article en page(s) : p.31-39 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study considers the effects on children with autism who witness episodes of challenging behaviour at school. It was conducted in an independent autism specialist school for children aged 4 to 16 years. Thirty-four staff and eight children were involved in the study. Data were gathered from questionnaires and interviews and from structured observations. Staff noticed that some children with autism were negatively affected during and immediately after witnessing challenging behaviour. As yet though, there is no real evidence on how best to support children following these incidents and further research is needed to establish this. The author makes the point that chiidren with autism have different profiles and communicative ability and just because some children appear not to be affected does not mean that they have not been upset by what they witness. The Editors of this Journal would welcome more papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] What is the effect on children with autism who witness incidents of challenging behaviour at school? [Texte imprimé et/ou numérique] / Benazir CHOUDRY, Auteur . - 2012 . - p.31-39. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.31-39 Index. décimale : PER Périodiques Résumé : This study considers the effects on children with autism who witness episodes of challenging behaviour at school. It was conducted in an independent autism specialist school for children aged 4 to 16 years. Thirty-four staff and eight children were involved in the study. Data were gathered from questionnaires and interviews and from structured observations. Staff noticed that some children with autism were negatively affected during and immediately after witnessing challenging behaviour. As yet though, there is no real evidence on how best to support children following these incidents and further research is needed to establish this. The author makes the point that chiidren with autism have different profiles and communicative ability and just because some children appear not to be affected does not mean that they have not been upset by what they witness. The Editors of this Journal would welcome more papers on this topic. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

‘Where can we be what we are?’: the experiences of girls with Asperger syndrome and their mothers / Catriona STEWART in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.40-48 Titre : ‘Where can we be what we are?’: the experiences of girls with Asperger syndrome and their mothers Type de document : Texte imprimé et/ou numérique Auteurs : Catriona STEWART, Auteur Année de publication : 2012 Article en page(s) : p.40-48 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a growing literature on girls and women on the autism spectrum. In the past, prevalence data has suggested that there are many more males than females on the autism spectrum and studies which have included both genders have often flot focused Ofi the particular needs of girls afld women. It is thought by some that we are failing to identify and diagnose many girls with autism because they present differently and do flot fit the existing diagnostic criteria - which have perhaps been largely based on the male presentation of autism and Asperger syndrome. This paper by Catriona Stewart presents some of the findings of her doctoral study which focused on four girls diagnosed with Asperger syndrome (AS). She reports their views on their lives at school and home and also considers their mothers’ experiences. From this it appears that schools and services still have much to do to recognise the stress that both the girls and their families experience and to take appropriate and effective steps to address these. She lists some recommendations for schools on how to make their school lives less stressful and more enjoyable. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] ‘Where can we be what we are?’: the experiences of girls with Asperger syndrome and their mothers [Texte imprimé et/ou numérique] / Catriona STEWART, Auteur . - 2012 . - p.40-48. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.40-48 Index. décimale : PER Périodiques Résumé : There is a growing literature on girls and women on the autism spectrum. In the past, prevalence data has suggested that there are many more males than females on the autism spectrum and studies which have included both genders have often flot focused Ofi the particular needs of girls afld women. It is thought by some that we are failing to identify and diagnose many girls with autism because they present differently and do flot fit the existing diagnostic criteria - which have perhaps been largely based on the male presentation of autism and Asperger syndrome. This paper by Catriona Stewart presents some of the findings of her doctoral study which focused on four girls diagnosed with Asperger syndrome (AS). She reports their views on their lives at school and home and also considers their mothers’ experiences. From this it appears that schools and services still have much to do to recognise the stress that both the girls and their families experience and to take appropriate and effective steps to address these. She lists some recommendations for schools on how to make their school lives less stressful and more enjoyable. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Does Team Teach training help autism outreach staff feel safer when supporting children with challenging behaviour? / Steve BROWN in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.49-55 Titre : Does Team Teach training help autism outreach staff feel safer when supporting children with challenging behaviour? Type de document : Texte imprimé et/ou numérique Auteurs : Steve BROWN, Auteur Année de publication : 2012 Article en page(s) : p.49-55 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored the benefits of Team Teach training for staff working in an autism outreach team. They were asked to comment on how safe they feit when dealing with incidents of challenging behaviour before and after the training. Team Teach is a holistic approach which trains staff in three areas – de-escalation strategies, positive holding and the legal framework/guidance on the use of physical methods. Course members are also given guidance on how to complete ‘dynamic risk assessments’ which Allen (2003) recommends for staff who are exposed to challenging situations with children. The findings from this research show the importance of staff feeling safe when dealing with challenging behaviour. Their emotions and feelings are an important factor in how they choose to manage difficult situations. There is reluctance on the part of staff to engage in physical restraint for good reasons, but when it is needed, as a last resort, it is important to know how to hold safely and legally if required. The outreach team were unanimous about the benefit of the training to themselves and also reported they believed exclusions from the schools had decreased as a resuit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Does Team Teach training help autism outreach staff feel safer when supporting children with challenging behaviour? [Texte imprimé et/ou numérique] / Steve BROWN, Auteur . - 2012 . - p.49-55. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.49-55 Index. décimale : PER Périodiques Résumé : This study explored the benefits of Team Teach training for staff working in an autism outreach team. They were asked to comment on how safe they feit when dealing with incidents of challenging behaviour before and after the training. Team Teach is a holistic approach which trains staff in three areas – de-escalation strategies, positive holding and the legal framework/guidance on the use of physical methods. Course members are also given guidance on how to complete ‘dynamic risk assessments’ which Allen (2003) recommends for staff who are exposed to challenging situations with children. The findings from this research show the importance of staff feeling safe when dealing with challenging behaviour. Their emotions and feelings are an important factor in how they choose to manage difficult situations. There is reluctance on the part of staff to engage in physical restraint for good reasons, but when it is needed, as a last resort, it is important to know how to hold safely and legally if required. The outreach team were unanimous about the benefit of the training to themselves and also reported they believed exclusions from the schools had decreased as a resuit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview-based study towards developing a model of best practice / Joanna HASTWELL in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.56-63 Titre : Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview-based study towards developing a model of best practice Type de document : Texte imprimé et/ou numérique Auteurs : Joanna HASTWELL, Auteur ; Nicola MARTIN, Auteur ; Simon BARON-COHEN, Auteur ; John HARDING, Auteur Année de publication : 2012 Article en page(s) : p.56-63 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper has been written jointly by staff at the Disability Resource Centre, University of Cambridge, the Disability and Wellbeing Team at the London School of Economics and the Autism Research Centre at the University of Cambridge. Twenty-eight Cambridge University students who identified with Asperger syndrome (AS) or High Functioning Autism (HFA) considered the question, ‘What would improve your university experience and increase your chances of success?’. Findings have been fed back to staff at the University with a view to developing best practice. Qualitative methods sensitive to individual preferences were used for capturing student views. These included focus groups, one-to-one interviews and e-mail contact with the researchers. Broad themes are presented in this paper. Initial insights from their comments on different aspects of University life suggest that simple and inexpensive changes could benefit students with AS. A list of ten recommendations generated by the students is provided within the paper. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Giving Cambridge University students with Asperger syndrome a voice: a qualitative, interview-based study towards developing a model of best practice [Texte imprimé et/ou numérique] / Joanna HASTWELL, Auteur ; Nicola MARTIN, Auteur ; Simon BARON-COHEN, Auteur ; John HARDING, Auteur . - 2012 . - p.56-63. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.56-63 Index. décimale : PER Périodiques Résumé : This paper has been written jointly by staff at the Disability Resource Centre, University of Cambridge, the Disability and Wellbeing Team at the London School of Economics and the Autism Research Centre at the University of Cambridge. Twenty-eight Cambridge University students who identified with Asperger syndrome (AS) or High Functioning Autism (HFA) considered the question, ‘What would improve your university experience and increase your chances of success?’. Findings have been fed back to staff at the University with a view to developing best practice. Qualitative methods sensitive to individual preferences were used for capturing student views. These included focus groups, one-to-one interviews and e-mail contact with the researchers. Broad themes are presented in this paper. Initial insights from their comments on different aspects of University life suggest that simple and inexpensive changes could benefit students with AS. A list of ten recommendations generated by the students is provided within the paper. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism / Sarah JACKSON in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.64-68 Titre : The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Sarah JACKSON, Auteur ; Helen DUPEROUZEL, Auteur Année de publication : 2012 Article en page(s) : p.64-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sarah Jackson works as an Advanced Practitioner and Helen Duperouzel works as a Governance Coordinator within an NHS Foundation Trust in Lancashire. In this paper, they highlight the fact that a lack of effective autism-specific interventions and staff guidance in their use can lead to ineffective treatment and care. When adults with autism are flot having their needs met appropriately, this leads to frustration and a deterioration of behaviour, which may then be labelled ‘challenging’. They describe pilot staff training programme made up of autism-specific interventions targeted at a core staff team in a hospital ward supporting several men with autism described as having chailenging behaviour. The training was tailored to the needs of these specific individuals, with an emphasis on positive behavioural support. The impact of such training led to a marked decrease in challenging behaviour as well as to a significant increase staff knowledge - an important correlation for ail staff working with individuals with autism and ail those involved in training. One member of staff said: ‘I learnt a lot, I now know that I shouldn’t be making decisions for my service users.’ Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] The effect of person-centred staff training on the incidents of challenging behaviour in adults with autism [Texte imprimé et/ou numérique] / Sarah JACKSON, Auteur ; Helen DUPEROUZEL, Auteur . - 2012 . - p.64-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.64-68 Index. décimale : PER Périodiques Résumé : Sarah Jackson works as an Advanced Practitioner and Helen Duperouzel works as a Governance Coordinator within an NHS Foundation Trust in Lancashire. In this paper, they highlight the fact that a lack of effective autism-specific interventions and staff guidance in their use can lead to ineffective treatment and care. When adults with autism are flot having their needs met appropriately, this leads to frustration and a deterioration of behaviour, which may then be labelled ‘challenging’. They describe pilot staff training programme made up of autism-specific interventions targeted at a core staff team in a hospital ward supporting several men with autism described as having chailenging behaviour. The training was tailored to the needs of these specific individuals, with an emphasis on positive behavioural support. The impact of such training led to a marked decrease in challenging behaviour as well as to a significant increase staff knowledge - an important correlation for ail staff working with individuals with autism and ail those involved in training. One member of staff said: ‘I learnt a lot, I now know that I shouldn’t be making decisions for my service users.’ Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

An evaluation of EarlyBird and EarlyBird Plus over seven years: the benefits of parents and school staff being trained Together / Michelle CLUBB in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.69-81 Titre : An evaluation of EarlyBird and EarlyBird Plus over seven years: the benefits of parents and school staff being trained Together Type de document : Texte imprimé et/ou numérique Auteurs : Michelle CLUBB, Auteur Année de publication : 2012 Article en page(s) : p.69-81 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Evaluating data over a seven-year time span or looking at the effects of a programme delivered across several groups of parents and staff is rarely done. More often, authors report on interventions that have occurred within a fairly short time-frame and often with just one or two groups of participants. This paper is a welcome departure as such data strengthens the conclusions that can be drawn from practice. The EarlyBird programmes lend themselves to being evaluated as questionnaires for parents are built into the process. Often data are not collected about interventions because professionals do not have the time to write and develop the tools to do this. Good practice would be to create a set of questions for parents, staff and individuals with autism to provide feedback on what they value or find difficult with the services or interventions they receive - so that modifications can be made. In this paper, such questions led to new ideas on how the material might be altered and which staff might be recruited to the EarlyBird plus programmes. It also showed the real benefits of parents and staff attending training events together. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] An evaluation of EarlyBird and EarlyBird Plus over seven years: the benefits of parents and school staff being trained Together [Texte imprimé et/ou numérique] / Michelle CLUBB, Auteur . - 2012 . - p.69-81. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.69-81 Index. décimale : PER Périodiques Résumé : Evaluating data over a seven-year time span or looking at the effects of a programme delivered across several groups of parents and staff is rarely done. More often, authors report on interventions that have occurred within a fairly short time-frame and often with just one or two groups of participants. This paper is a welcome departure as such data strengthens the conclusions that can be drawn from practice. The EarlyBird programmes lend themselves to being evaluated as questionnaires for parents are built into the process. Often data are not collected about interventions because professionals do not have the time to write and develop the tools to do this. Good practice would be to create a set of questions for parents, staff and individuals with autism to provide feedback on what they value or find difficult with the services or interventions they receive - so that modifications can be made. In this paper, such questions led to new ideas on how the material might be altered and which staff might be recruited to the EarlyBird plus programmes. It also showed the real benefits of parents and staff attending training events together. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Autism All-Stars: How We Use Our Autism and Asperger Traits to Shine in Lite / Josie SANTOMAURO in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.82 Titre : Autism All-Stars: How We Use Our Autism and Asperger Traits to Shine in Lite Type de document : Texte imprimé et/ou numérique Auteurs : Josie SANTOMAURO, Auteur Année de publication : 2012 Article en page(s) : p.82 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Autism All-Stars: How We Use Our Autism and Asperger Traits to Shine in Lite [Texte imprimé et/ou numérique] / Josie SANTOMAURO, Auteur . - 2012 . - p.82. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.82 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Everyday Activities to Help Your Young Child with Autism Live Lite to the Full / Debra S JACOBS in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.83 Titre : Everyday Activities to Help Your Young Child with Autism Live Lite to the Full Type de document : Texte imprimé et/ou numérique Auteurs : Debra S JACOBS, Auteur ; Dion E. BETTS, Auteur Année de publication : 2012 Article en page(s) : p.83 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Everyday Activities to Help Your Young Child with Autism Live Lite to the Full [Texte imprimé et/ou numérique] / Debra S JACOBS, Auteur ; Dion E. BETTS, Auteur . - 2012 . - p.83. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.83 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Understanding Fragile X Syndrome: A Guide for Families and Professionals / Isabel FERNANDEZ CARVAJAL in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.84 Titre : Understanding Fragile X Syndrome: A Guide for Families and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Isabel FERNANDEZ CARVAJAL, Auteur ; David ALDRIDGE, Auteur Année de publication : 2012 Article en page(s) : p.84 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Understanding Fragile X Syndrome: A Guide for Families and Professionals [Texte imprimé et/ou numérique] / Isabel FERNANDEZ CARVAJAL, Auteur ; David ALDRIDGE, Auteur . - 2012 . - p.84. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.84 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166

Key Learning Skills for Children with Autism Spectrum Disorders: A Blueprint for Life / Thomas L. WHITMAN in Good Autism Practice - GAP, 13-1 (May 2012)

Public ISBD [article]  inGood Autism Practice - GAP > 13-1 (May 2012) . - p.85 Titre : Key Learning Skills for Children with Autism Spectrum Disorders: A Blueprint for Life Type de document : Texte imprimé et/ou numérique Auteurs : Thomas L. WHITMAN, Auteur ; Nicole DEWITT, Auteur Année de publication : 2012 Article en page(s) : p.85 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 [article] Key Learning Skills for Children with Autism Spectrum Disorders: A Blueprint for Life [Texte imprimé et/ou numérique] / Thomas L. WHITMAN, Auteur ; Nicole DEWITT, Auteur . - 2012 . - p.85. Langues : Anglais (eng) in Good Autism Practice - GAP > 13-1 (May 2012) . - p.85 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166