Dépouillements

Schools at the centre of educational research in autism: Possibilities, practices and promises / Sarah PARSONS in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.251-253 Titre : Schools at the centre of educational research in autism: Possibilities, practices and promises Type de document : Texte imprimé et/ou numérique Auteurs : Sarah PARSONS, Auteur ; Connie KASARI, Auteur Article en page(s) : p.251-253 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313483624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Schools at the centre of educational research in autism: Possibilities, practices and promises [Texte imprimé et/ou numérique] / Sarah PARSONS, Auteur ; Connie KASARI, Auteur . - p.251-253. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.251-253 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313483624 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Interventions in schools for children with autism spectrum disorder: Methods and recommendations / Connie KASARI in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.254-267 Titre : Interventions in schools for children with autism spectrum disorder: Methods and recommendations Type de document : Texte imprimé et/ou numérique Auteurs : Connie KASARI, Auteur ; Tristram SMITH, Auteur Article en page(s) : p.254-267 Langues : Anglais (eng) Mots-clés : autism  implementation science  intervention  school-based intervention  treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Interventions in schools for children with autism spectrum disorder: Methods and recommendations [Texte imprimé et/ou numérique] / Connie KASARI, Auteur ; Tristram SMITH, Auteur . - p.254-267. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.254-267 Mots-clés : autism  implementation science  intervention  school-based intervention  treatment effectiveness evaluation Index. décimale : PER Périodiques Résumé : Although researchers have identified many promising teaching strategies and intervention programs for children with autism spectrum disorder, research on implementation of these interventions in school settings has lagged. Barriers to implementation include incompletely developed interventions, limited evidence of their utility in promoting long-term and meaningful change, and poor fit with school environments. To overcome these barriers, interventions need to be detailed in manuals that identify key components yet allow for flexibility, and studies need to evaluate long-term, real-life outcomes. Innovative research strategies also may be important, particularly carrying out research on new interventions in school settings from the outset, conducting partial effectiveness trials in which study personnel administer interventions in school settings, using community-partnered participatory research approaches, and redesigning interventions in a modular format. En ligne : http://dx.doi.org/10.1177/1362361312470496 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools / Sarah PARSONS in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.268-280 Titre : Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools Type de document : Texte imprimé et/ou numérique Auteurs : Sarah PARSONS, Auteur ; Tony CHARMAN, Auteur ; Rachel FAULKNER, Auteur ; Jude RAGAN, Auteur ; Simon WALLACE, Auteur ; Kerstin WITTEMEYER, Auteur Article en page(s) : p.268-280 Langues : Anglais (eng) Mots-clés : collaboration  evidence-based practice  partnership  research–practice gapschools Index. décimale : PER Périodiques Résumé : While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far. En ligne : http://dx.doi.org/10.1177/1362361312472068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Commentary – bridging the research and practice gap in autism: The importance of creating research partnerships with schools [Texte imprimé et/ou numérique] / Sarah PARSONS, Auteur ; Tony CHARMAN, Auteur ; Rachel FAULKNER, Auteur ; Jude RAGAN, Auteur ; Simon WALLACE, Auteur ; Kerstin WITTEMEYER, Auteur . - p.268-280. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.268-280 Mots-clés : collaboration  evidence-based practice  partnership  research–practice gapschools Index. décimale : PER Périodiques Résumé : While the last 10 years have seen a significant increase in research published on early intervention and autism, there is a persistent disconnect between educational research and practice. Governments have invested significant funds in autism education, and a range of approaches have been implemented in schools, but there is limited research exploring whether these educational strategies are effective and a lack of involvement of teaching professionals in the research. Given that the majority of children and young people with autism spend most of their time in school and not in early or specialised intervention programmes, there is a compelling need to conduct better educational research and implement educational interventions in schools. We argue that building collaborative partnerships between researchers and school practitioners is central to achieving improved understanding of, and outcomes for, pupils on the autism spectrum. This commentary offers perspectives from teachers about their experiences of, and priorities for, research, and also presents a model of collaboration between autism school practitioners and researchers, which could support a more integrated approach to research. We reflect on the strengths and challenges of this as well as outcomes achieved so far. En ligne : http://dx.doi.org/10.1177/1362361312472068 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention / David S. MANDELL in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.281-295 Titre : The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention Type de document : Texte imprimé et/ou numérique Auteurs : David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Sujie SHIN, Auteur ; Ming XIE, Auteur ; Erica REISINGER, Auteur ; Steven C. MARCUS, Auteur Article en page(s) : p.281-295 Langues : Anglais (eng) Mots-clés : autism  fidelity  implementation science  randomized trials  school-based intervention Index. décimale : PER Périodiques Résumé : This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5–8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings. En ligne : http://dx.doi.org/10.1177/1362361312473666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention [Texte imprimé et/ou numérique] / David S. MANDELL, Auteur ; Aubyn C. STAHMER, Auteur ; Sujie SHIN, Auteur ; Ming XIE, Auteur ; Erica REISINGER, Auteur ; Steven C. MARCUS, Auteur . - p.281-295. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.281-295 Mots-clés : autism  fidelity  implementation science  randomized trials  school-based intervention Index. décimale : PER Périodiques Résumé : This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5–8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs 5.5 points and 11.3 vs 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings. En ligne : http://dx.doi.org/10.1177/1362361312473666 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools / Lynsey CALDER in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.296-316 Titre : ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools Type de document : Texte imprimé et/ou numérique Auteurs : Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur Article en page(s) : p.296-316 Langues : Anglais (eng) Mots-clés : friendships  peer relationships  mainstream school  theory of mind  social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] ‘Sometimes I want to play by myself’: Understanding what friendship means to children with autism in mainstream primary schools [Texte imprimé et/ou numérique] / Lynsey CALDER, Auteur ; Vivian HILL, Auteur ; Elizabeth PELLICANO, Auteur . - p.296-316. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.296-316 Mots-clés : friendships  peer relationships  mainstream school  theory of mind  social skills Index. décimale : PER Périodiques Résumé : Research has shown that friendship impacts the overall experience of mainstream school for autistic children. Using a unique combination of quantitative, qualitative and social network methods, we investigated the extent and nature of autistic children’s friendships from their perspective and from those of their mothers, teachers and classroom peers. Consistent with previous research, children with autism (n = 12), aged between 9 and 11 years, rated their friendships to be of poorer quality than their non-autistic classroom peers (n = 11). There was, however, much variability in autistic children’s ratings, which, unexpectedly, was related to neither children’s cognitive ability nor their theory of mind ability. Encouragingly, the children generally reported satisfaction with their friendships, and although no child was socially isolated, the degree of inclusion in friendship networks varied widely. Furthermore, autistic children’s social motivation emerged as a key factor in parents’ and teachers’ reports in determining both the nature and extent of their friendships. Adults played an active role in supporting children’s friendships, but this sometimes conflicted with what the children wanted. These findings highlight the need to ascertain the perspectives of young people with autism on their friendships and to consider the social and ethical implications of when and how to intervene. En ligne : http://dx.doi.org/10.1177/1362361312467866 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment / Nirit BAUMINGER-ZVIELY in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.317-339 Titre : Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment Type de document : Texte imprimé et/ou numérique Auteurs : Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur Article en page(s) : p.317-339 Langues : Anglais (eng) Mots-clés : children with high-functioning autism spectrum disorder  cognitive behavioral therapy  social engagement  technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment [Texte imprimé et/ou numérique] / Nirit BAUMINGER-ZVIELY, Auteur ; Sigal EDEN, Auteur ; Massimo ZANCANARO, Auteur ; Patrice L. WEISS, Auteur ; Eynat GAL, Auteur . - p.317-339. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.317-339 Mots-clés : children with high-functioning autism spectrum disorder  cognitive behavioral therapy  social engagement  technology Index. décimale : PER Périodiques Résumé : This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: “Join-In” to teach collaboration and “No-Problem” to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children’s social engagement. Results demonstrated improvement in the socio-cognitive area with children providing more active social solutions to social problems and revealing more appropriate understanding of collaboration and social conversation after intervention, with some improvement in Theory of Mind. Improvement in actual social engagement was more scattered. En ligne : http://dx.doi.org/10.1177/1362361312472989 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study / Connie S. WONG in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.340-357 Titre : A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study Type de document : Texte imprimé et/ou numérique Auteurs : Connie S. WONG, Auteur Article en page(s) : p.340-357 Langues : Anglais (eng) Mots-clés : autism  intervention  joint attention  joint engagement  play  preschool  teachers Index. décimale : PER Périodiques Résumé : The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. En ligne : http://dx.doi.org/10.1177/1362361312474723 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study [Texte imprimé et/ou numérique] / Connie S. WONG, Auteur . - p.340-357. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.340-357 Mots-clés : autism  intervention  joint attention  joint engagement  play  preschool  teachers Index. décimale : PER Périodiques Résumé : The aim of this study was to pilot test a classroom-based intervention focused on facilitating play and joint attention for young children with autism in self-contained special education classrooms. Thirty-three children with autism between the ages of 3 and 6 years participated in the study with their classroom teachers (n = 14). The 14 preschool special education teachers were randomly assigned to one of three groups: (1) symbolic play then joint attention intervention, (2) joint attention then symbolic intervention, and (3) wait-list control period then further randomized to either group 1 or group 2. In the intervention, teachers participated in eight weekly individualized 1-h sessions with a researcher that emphasized embedding strategies targeting symbolic play and joint attention into their everyday classroom routines and activities. The main child outcome variables of interest were collected through direct classroom observations. Findings indicate that teachers can implement an intervention to significantly improve joint engagement of young children with autism in their classrooms. Furthermore, multilevel analyses showed significant increases in joint attention and symbolic play skills. Thus, these pilot data emphasize the need for further research and implementation of classroom-based interventions targeting play and joint attention skills for young children with autism. En ligne : http://dx.doi.org/10.1177/1362361312474723 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Adapted shared reading at school for minimally verbal students with autism / Charlotte A. MUCCHETTI in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.358-372 Titre : Adapted shared reading at school for minimally verbal students with autism Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte A. MUCCHETTI, Auteur Article en page(s) : p.358-372 Langues : Anglais (eng) Mots-clés : autism  engagement  literacy  school-based intervention  shared reading  single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Adapted shared reading at school for minimally verbal students with autism [Texte imprimé et/ou numérique] / Charlotte A. MUCCHETTI, Auteur . - p.358-372. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.358-372 Mots-clés : autism  engagement  literacy  school-based intervention  shared reading  single-case research design Index. décimale : PER Périodiques Résumé : Almost nothing is known about the capacity of minimally verbal students with autism to develop literacy skills. Shared reading is a regular practice in early education settings and is widely thought to encourage language and literacy development. There is some evidence that children with severe disabilities can be engaged in adapted shared reading activities. The current study examines the impact of teacher-led adapted shared reading activities on engagement and story comprehension in minimally verbal 5–6-year-old children with autism using a multiple baseline/alternating treatment design. Four students and three teachers participated. Teachers conducted adapted shared reading activities with modified books (visual supports, three-dimensional objects, simplified text) and used specific strategies for increasing student engagement. Student performance during adapted activities was compared to performance during standard shared reading sessions. Results: All four students showed increased story comprehension and engagement during adapted shared reading. Average percentage of session engaged was 87%–100% during adapted sessions, compared with 41%–52% during baseline. Average number of correct responses to story comprehension questions was 4.2–4.8 out of 6 during adapted sessions compared with 1.2–2 during baseline. Visual supports, tactile objects, and specific teaching strategies offer ways for minimally verbal students to meaningfully participate in literacy activities. Future research should investigate adapted shared reading activities implemented classroomwide as well as joint engagement, language, and literacy outcomes after using such activities over time. En ligne : http://dx.doi.org/10.1177/1362361312470495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200

Lay Abstracts in Autism, 17-3 (May 2013)  

Public ISBD [article]  inAutism > 17-3 (May 2013) . - p.373-376 Titre : Lay Abstracts Type de document : Texte imprimé et/ou numérique Article en page(s) : p.373-376 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313488541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200 [article] Lay Abstracts [Texte imprimé et/ou numérique] . - p.373-376. Langues : Anglais (eng) in Autism > 17-3 (May 2013) . - p.373-376 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361313488541 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=200