Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 / Kelle M. LAUSHEY in Focus on Autism and Other Developmental Disabilities, 23-4 (December 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.253-254 Titre : Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 Type de document : Texte imprimé et/ou numérique Auteurs : Kelle M. LAUSHEY, Auteur Année de publication : 2008 Article en page(s) : p.253-254 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608323700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644 [article] Book Review: Weiss, M. J. (2008). Practical Solutions for Educating Young Children With High-Functioning Autism and Asperger Syndrome. Shawnee Mission, KS: Autism Asperger Publishing. $21.95, ISBN: 978-1-934575-14-7 [Texte imprimé et/ou numérique] / Kelle M. LAUSHEY, Auteur . - 2008 . - p.253-254. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-4 (December 2008) . - p.253-254 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1088357608323700 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=644

Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism / Kelle M. LAUSHEY in Journal of Autism and Developmental Disorders, 39-10 (October 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Titre : Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur Année de publication : 2009 Article en page(s) : p.1435-1448 Langues : Anglais (eng) Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839 [article] Concept Mastery Routines to Teach Social Skills to Elementary Children with High Functioning Autism [Texte imprimé et/ou numérique] / Kelle M. LAUSHEY, Auteur ; L. Juane HEFLIN, Auteur ; Laura D. FREDRICK, Auteur ; Margaret SHIPPEN, Auteur ; Paul A. ALBERTO, Auteur . - 2009 . - p.1435-1448. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-10 (October 2009) . - p.1435-1448 Mots-clés : Social-skills High-functioning-autism Concept-mastery-routines Index. décimale : PER Périodiques Résumé : Children with autism are included in general education classrooms for exposure to appropriate social models; however, simply placing children with autism with typical peers is insufficient for promoting desired gains in social skills. A multiple baseline design was used to explore the effects of concept mastery routines (CMR) on social skills for four elementary-age boys with high functioning autism. Visual and non-parametric analyses support the conclusion that small group instruction with typical peers via the CMR was effective for increasing responses, initiations, and recognition of emotional states. The skills taught in small groups generalized when the visual strategy of the completed concept diagram was taken to another setting. Most importantly, the four boys experienced improved social status following intervention. En ligne : http://dx.doi.org/10.1007/s10803-009-0757-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=839

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