Dépouillements

Editorial in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.107-109 Titre : Editorial Type de document : Texte imprimé et/ou numérique Article en page(s) : p.107-109 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Editorial [Texte imprimé et/ou numérique] . - p.107-109. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.107-109 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

‘Here’s the Weavery Looming Up’: Verbal Humour in a Woman with High-Functioning Autism / Abigail WERTH in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.111-125 Titre : ‘Here’s the Weavery Looming Up’: Verbal Humour in a Woman with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Abigail WERTH, Auteur ; Michael PERKINS, Auteur ; Jill BOUCHER, Auteur Article en page(s) : p.111-125 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A case study of Grace, a 29-year-old woman with high- functioning autism, is presented. Grace is unusual for a person with autism in that she produces a great deal of humorous and creative word play. She is also unusual in that she writes and then audio-records ‘letters’ to her family, and produces copious cartoon-like drawings which she annotates, with the result that multiple examples of her humour are available in permanent form. We present examples of Grace’s use of puns, jokes, neologisms, ‘portmanteau’ words, irreverent humour, irony, sarcasm and word play based on her obsessional interests. The examples are used to illustrate the forms and content of Grace’s humour, and are discussed in relation to current theories of autism and of normal humour. En ligne : http://dx.doi.org/10.1177/1362361301005002002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] ‘Here’s the Weavery Looming Up’: Verbal Humour in a Woman with High-Functioning Autism [Texte imprimé et/ou numérique] / Abigail WERTH, Auteur ; Michael PERKINS, Auteur ; Jill BOUCHER, Auteur . - p.111-125. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.111-125 Index. décimale : PER Périodiques Résumé : A case study of Grace, a 29-year-old woman with high- functioning autism, is presented. Grace is unusual for a person with autism in that she produces a great deal of humorous and creative word play. She is also unusual in that she writes and then audio-records ‘letters’ to her family, and produces copious cartoon-like drawings which she annotates, with the result that multiple examples of her humour are available in permanent form. We present examples of Grace’s use of puns, jokes, neologisms, ‘portmanteau’ words, irreverent humour, irony, sarcasm and word play based on her obsessional interests. The examples are used to illustrate the forms and content of Grace’s humour, and are discussed in relation to current theories of autism and of normal humour. En ligne : http://dx.doi.org/10.1177/1362361301005002002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

What Do Medical Students Know about Autism? / Kalpna SHAH in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.127-133 Titre : What Do Medical Students Know about Autism? Type de document : Texte imprimé et/ou numérique Auteurs : Kalpna SHAH, Auteur Article en page(s) : p.127-133 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Although recent research indicates the importance of early recognition and intervention for children with autism, it is clear that many families remain very dissatisfied with the diagnostic process. In order to improve this situation, it is essential that primary care practitioners, such as GPs, are fully aware of the core symptoms of autism. The present study reports on autism awareness amongst 250 medical students at different stages of their training. Differences between first-year and fourth-year students were compared with respect to their knowledge of various aspects of autism, including diagnosis, cause, symptomatology, treatment and outcome. Fourth-year students were significantly more likely to respond correctly to questions related to diagnostic criteria and core symptoms. However no significant differences were found between first-year and fourth-year students for other aspects, such as possible causes, IQ profiles, prognosis and treatment. These findings suggest that more emphasis needs to be placed on teaching medical students about autism if diagnosis and access to intervention are to be improved. En ligne : http://dx.doi.org/10.1177/1362361301005002003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] What Do Medical Students Know about Autism? [Texte imprimé et/ou numérique] / Kalpna SHAH, Auteur . - p.127-133. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.127-133 Index. décimale : PER Périodiques Résumé : Although recent research indicates the importance of early recognition and intervention for children with autism, it is clear that many families remain very dissatisfied with the diagnostic process. In order to improve this situation, it is essential that primary care practitioners, such as GPs, are fully aware of the core symptoms of autism. The present study reports on autism awareness amongst 250 medical students at different stages of their training. Differences between first-year and fourth-year students were compared with respect to their knowledge of various aspects of autism, including diagnosis, cause, symptomatology, treatment and outcome. Fourth-year students were significantly more likely to respond correctly to questions related to diagnostic criteria and core symptoms. However no significant differences were found between first-year and fourth-year students for other aspects, such as possible causes, IQ profiles, prognosis and treatment. These findings suggest that more emphasis needs to be placed on teaching medical students about autism if diagnosis and access to intervention are to be improved. En ligne : http://dx.doi.org/10.1177/1362361301005002003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Using Tests of False Belief with Children with Autism: How Valid and Reliable are they? / Cathy M. GRANT in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.135-145 Titre : Using Tests of False Belief with Children with Autism: How Valid and Reliable are they? Type de document : Texte imprimé et/ou numérique Auteurs : Cathy M. GRANT, Auteur ; Andy GRAYSON, Auteur ; Jill BOUCHER, Auteur Article en page(s) : p.135-145 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Twenty-two children with autism were given four tests of false belief understanding: the Sally-Anne task, two variants of the deceptive box task, and the three boxes task. The overall consistency of the children’s performance was high, 77 percent of the participants either passing or failing all of the tasks. The convergent validity (across-task consistency) of the deceptive box and the three boxes paradigms was high, and the convergent validity of the three boxes and Sally-Anne tasks was also acceptable. However, a weaker level of convergent validity was found for the deceptive box and Sally-Anne tasks, suggesting that these paradigms test slightly different aspects of cognition. The reliability (within-child consistency) of the children’s performances across two versions of the deceptive box task was high. These findings are discussed in terms of their practical implications for practitioners and researchers. En ligne : http://dx.doi.org/10.1177/1362361301005002004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Using Tests of False Belief with Children with Autism: How Valid and Reliable are they? [Texte imprimé et/ou numérique] / Cathy M. GRANT, Auteur ; Andy GRAYSON, Auteur ; Jill BOUCHER, Auteur . - p.135-145. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.135-145 Index. décimale : PER Périodiques Résumé : Twenty-two children with autism were given four tests of false belief understanding: the Sally-Anne task, two variants of the deceptive box task, and the three boxes task. The overall consistency of the children’s performance was high, 77 percent of the participants either passing or failing all of the tasks. The convergent validity (across-task consistency) of the deceptive box and the three boxes paradigms was high, and the convergent validity of the three boxes and Sally-Anne tasks was also acceptable. However, a weaker level of convergent validity was found for the deceptive box and Sally-Anne tasks, suggesting that these paradigms test slightly different aspects of cognition. The reliability (within-child consistency) of the children’s performances across two versions of the deceptive box task was high. These findings are discussed in terms of their practical implications for practitioners and researchers. En ligne : http://dx.doi.org/10.1177/1362361301005002004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Theory of Mind, Causal Attribution and Paranoia in Asperger Syndrome / Alison J. BLACKSHAW in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.147-163 Titre : Theory of Mind, Causal Attribution and Paranoia in Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Alison J. BLACKSHAW, Auteur ; Peter KINDERMAN, Auteur ; Dougal Julian HARE, Auteur ; Chris HATTON, Auteur Article en page(s) : p.147-163 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Theory of mind (ToM) deficits are central to autistic spectrum disorders, including Asperger syndrome. Research in psychotic disorders has developed a cognitive model of paranoid delusions involving abnormal causal attributions for negative events. Possible aetiologies of these include deficits in social reasoning, specifically ToM. The present study investigated this attributional model of paranoia in Asperger syndrome. Participants diagnosed with Asperger syndrome scored significantly higher on a measure of paranoia and lower on a measure of ToM, compared with the control group. They did not differ in self-concept and causal attributions, contrary to the attributional model of paranoia. A regression analysis highlighted private self-consciousness as the only predictor of paranoia. The theoretical and clinical implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Theory of Mind, Causal Attribution and Paranoia in Asperger Syndrome [Texte imprimé et/ou numérique] / Alison J. BLACKSHAW, Auteur ; Peter KINDERMAN, Auteur ; Dougal Julian HARE, Auteur ; Chris HATTON, Auteur . - p.147-163. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.147-163 Index. décimale : PER Périodiques Résumé : Theory of mind (ToM) deficits are central to autistic spectrum disorders, including Asperger syndrome. Research in psychotic disorders has developed a cognitive model of paranoid delusions involving abnormal causal attributions for negative events. Possible aetiologies of these include deficits in social reasoning, specifically ToM. The present study investigated this attributional model of paranoia in Asperger syndrome. Participants diagnosed with Asperger syndrome scored significantly higher on a measure of paranoia and lower on a measure of ToM, compared with the control group. They did not differ in self-concept and causal attributions, contrary to the attributional model of paranoia. A regression analysis highlighted private self-consciousness as the only predictor of paranoia. The theoretical and clinical implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005002005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Executive Function Deficits in Non-Retarded Autistic Children / Bih-Ching SHU in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.165-174 Titre : Executive Function Deficits in Non-Retarded Autistic Children Type de document : Texte imprimé et/ou numérique Auteurs : Bih-Ching SHU, Auteur ; For-Wey LUNG, Auteur ; Allen Y. TIEN, Auteur ; Bor-Chih CHEN, Auteur Article en page(s) : p.165-174 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine differences between Taiwanese children with autism and their typically developing peers on the Wisconsin Card Sorting Test (WCST). Twenty-six children with autism of normal IQ were included, and matched for chronological age with 52 controls. The WCST scores of the typically developing children were significantly higher for categories completed and percent conceptual level than in the autism group. Scores on perseverative responses, perseverative errors, the number of trials to complete the first category and non-perseverative errors were significantly higher in the autism group. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005002006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Executive Function Deficits in Non-Retarded Autistic Children [Texte imprimé et/ou numérique] / Bih-Ching SHU, Auteur ; For-Wey LUNG, Auteur ; Allen Y. TIEN, Auteur ; Bor-Chih CHEN, Auteur . - p.165-174. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.165-174 Index. décimale : PER Périodiques Résumé : The purpose of this study was to examine differences between Taiwanese children with autism and their typically developing peers on the Wisconsin Card Sorting Test (WCST). Twenty-six children with autism of normal IQ were included, and matched for chronological age with 52 controls. The WCST scores of the typically developing children were significantly higher for categories completed and percent conceptual level than in the autism group. Scores on perseverative responses, perseverative errors, the number of trials to complete the first category and non-perseverative errors were significantly higher in the autism group. The implications of these findings are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005002006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities / Tomas TJUS in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.175-187 Titre : Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur Article en page(s) : p.175-187 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children’s language level as well as to diagnostic group. En ligne : http://dx.doi.org/10.1177/1362361301005002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Interaction Patterns Between Children and their Teachers when Using a Specific Multimedia and Communication Strategy: Observations from Children with Autism and Mixed Intellectual Disabilities [Texte imprimé et/ou numérique] / Tomas TJUS, Auteur ; Mikael HEIMANN, Auteur ; Keith E. NELSON, Auteur . - p.175-187. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.175-187 Index. décimale : PER Périodiques Résumé : This study reports on observed interaction patterns between 20 children with autism and mixed intellectual disabilities (mean chronological age = 11:4 years; language age = 4:7 years) and their nine teachers working with a specially developed multimedia program aiming to increase literacy skills. An increase in verbal expression was found over time for the total group. Children with autism also showed increased enjoyment and willingness to seek help from their teachers. Teachers for both diagnostic groups reduced their instructions on how to handle the computer during the program but the decrease was greater in the teachers for children with autism. When the total group of children was subdivided according to language age (high versus low), it appears that those with a low language age showed an increase in verbal expressiveness from start to end of training. Those with a high language age showed increased enjoyment. It is concluded that more detailed studies of the interaction patterns between teachers and children are needed, and these should be related to children’s language level as well as to diagnostic group. En ligne : http://dx.doi.org/10.1177/1362361301005002007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools / Evelyn M C GREGOR in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.189-207 Titre : The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools Type de document : Texte imprimé et/ou numérique Auteurs : Evelyn M C GREGOR, Auteur ; Elaine CAMPBELL, Auteur Article en page(s) : p.189-207 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, although they acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child. En ligne : http://dx.doi.org/10.1177/1362361301005002008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools [Texte imprimé et/ou numérique] / Evelyn M C GREGOR, Auteur ; Elaine CAMPBELL, Auteur . - p.189-207. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.189-207 Index. décimale : PER Périodiques Résumé : Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, although they acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child. En ligne : http://dx.doi.org/10.1177/1362361301005002008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Treatment of Sleep Problems in a 5-Year-Old Boy with Autism Using Behavioural Principles / Sophie WEISKOP in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.209-221 Titre : Treatment of Sleep Problems in a 5-Year-Old Boy with Autism Using Behavioural Principles Type de document : Texte imprimé et/ou numérique Auteurs : Sophie WEISKOP, Auteur ; Jan MATTHEWS, Auteur ; Amanda RICHDALE, Auteur Article en page(s) : p.209-221 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article presents a case study which is part of a larger project on sleep problems in children with autism. The successful treatment of sleep problems (night settling, night waking, and co-sleeping) in a boy of 5 years 4 months with autism is described. The intervention was based on behavioural principles and involved the parents attending an individually-run parent training programme. The programme consisted of an interview, three weekly training sessions and a review session. The parents learned how to use a bedtime routine, reinforcement, effective instructions, partner support strategies and extinction procedures. Once the techniques were implemented, the child learned how to settle himself to bed and how to sleep alone for the entire night. For this child, the results of the sleep programme were clinically significant as measured by a scale of goal achievement, and were maintained at a 3 month and a 12 month follow-up. En ligne : http://dx.doi.org/10.1177/1362361301005002009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Treatment of Sleep Problems in a 5-Year-Old Boy with Autism Using Behavioural Principles [Texte imprimé et/ou numérique] / Sophie WEISKOP, Auteur ; Jan MATTHEWS, Auteur ; Amanda RICHDALE, Auteur . - p.209-221. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.209-221 Index. décimale : PER Périodiques Résumé : This article presents a case study which is part of a larger project on sleep problems in children with autism. The successful treatment of sleep problems (night settling, night waking, and co-sleeping) in a boy of 5 years 4 months with autism is described. The intervention was based on behavioural principles and involved the parents attending an individually-run parent training programme. The programme consisted of an interview, three weekly training sessions and a review session. The parents learned how to use a bedtime routine, reinforcement, effective instructions, partner support strategies and extinction procedures. Once the techniques were implemented, the child learned how to settle himself to bed and how to sleep alone for the entire night. For this child, the results of the sleep programme were clinically significant as measured by a scale of goal achievement, and were maintained at a 3 month and a 12 month follow-up. En ligne : http://dx.doi.org/10.1177/1362361301005002009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

The Link Between Autism and Skills such as Engineering, Maths, Physics and Computing: A Reply to Jarrold and Routh, Autism,1998,2 (3):281-9 / Sally WHEELWRIGHT in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.223-227 Titre : The Link Between Autism and Skills such as Engineering, Maths, Physics and Computing: A Reply to Jarrold and Routh, Autism,1998,2 (3):281-9 Type de document : Texte imprimé et/ou numérique Auteurs : Sally WHEELWRIGHT, Auteur ; Simon BARON-COHEN, Auteur Article en page(s) : p.223-227 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the first edition of this journal, we published a paper reporting that fathers and grandfathers of children with autism were over-represented in the field of engineering (Baron-Cohen et al., 1997). This result was interpreted as providing supporting evidence for the folk-psychology/folk-physics theory of autism. After carrying out further analyses on the same data, Jarrold and Routh (1998) found that fathers of children with autism were also over-represented in accountancy and science. They suggested that these results could either provide additional support for the folk-psychology/folk-physics theory or be accounted for by an over-representation of professionals amongst the fathers of children with autism. Here we present evidence that engineers are still over-represented among fathers of children with autism, even taking into account the professional bias. En ligne : http://dx.doi.org/10.1177/1362361301005002010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] The Link Between Autism and Skills such as Engineering, Maths, Physics and Computing: A Reply to Jarrold and Routh, Autism,1998,2 (3):281-9 [Texte imprimé et/ou numérique] / Sally WHEELWRIGHT, Auteur ; Simon BARON-COHEN, Auteur . - p.223-227. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.223-227 Index. décimale : PER Périodiques Résumé : In the first edition of this journal, we published a paper reporting that fathers and grandfathers of children with autism were over-represented in the field of engineering (Baron-Cohen et al., 1997). This result was interpreted as providing supporting evidence for the folk-psychology/folk-physics theory of autism. After carrying out further analyses on the same data, Jarrold and Routh (1998) found that fathers of children with autism were also over-represented in accountancy and science. They suggested that these results could either provide additional support for the folk-psychology/folk-physics theory or be accounted for by an over-representation of professionals amongst the fathers of children with autism. Here we present evidence that engineers are still over-represented among fathers of children with autism, even taking into account the professional bias. En ligne : http://dx.doi.org/10.1177/1362361301005002010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Book Reviews / Nicola BOTTING in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.229-230 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Nicola BOTTING, Auteur Article en page(s) : p.229-230 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Book Reviews [Texte imprimé et/ou numérique] / Nicola BOTTING, Auteur . - p.229-230. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.229-230 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Book Reviews / Cathy TISSOT in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.230-231 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Cathy TISSOT, Auteur Article en page(s) : p.230-231 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Book Reviews [Texte imprimé et/ou numérique] / Cathy TISSOT, Auteur . - p.230-231. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.230-231 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Book Reviews / Mark FORSHAW in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.231 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Mark FORSHAW, Auteur Article en page(s) : p.231 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Book Reviews [Texte imprimé et/ou numérique] / Mark FORSHAW, Auteur . - p.231. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.231 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Book Reviews / Robert JONES in Autism, 5-2 (June 2001)  

Public ISBD [article]  inAutism > 5-2 (June 2001) . - p.232 Titre : Book Reviews Type de document : Texte imprimé et/ou numérique Auteurs : Robert JONES, Auteur Article en page(s) : p.232 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Book Reviews [Texte imprimé et/ou numérique] / Robert JONES, Auteur . - p.232. Langues : Anglais (eng) in Autism > 5-2 (June 2001) . - p.232 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/1362361301005002014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209