Dépouillements

Editorial / Glenys JONES in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.5-7 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.5-7 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Editorial [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.5-7. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.5-7 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Exploring the diagnosis of Asperger syndrome with a primary-aged pupil: resources, issues and strategies / Ingrid FLETCHER in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.8-22 Titre : Exploring the diagnosis of Asperger syndrome with a primary-aged pupil: resources, issues and strategies Type de document : Texte imprimé et/ou numérique Auteurs : Ingrid FLETCHER, Auteur Article en page(s) : p.8-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reviews the literature on what is known about sharing the diagnosis with children with Asperger syndrome and then suggests a framework on how this might be done. Given the importance of the topic there is relatively little written to guide professionals and parents in this work. The author makes many pertinent points and stresses the need for the child to be at the centre of the work. Taking a template from a text or resource pack is not recommended. Each child is different and how the discussions on this are framed and which materials are used needs to be tailored to that child. That said, there are several principles and key points which need to be borne in mind for all and this paper is very useful in identifying these for those who plan to engage in this work and in reviewing some of the key literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Exploring the diagnosis of Asperger syndrome with a primary-aged pupil: resources, issues and strategies [Texte imprimé et/ou numérique] / Ingrid FLETCHER, Auteur . - p.8-22. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.8-22 Index. décimale : PER Périodiques Résumé : This paper reviews the literature on what is known about sharing the diagnosis with children with Asperger syndrome and then suggests a framework on how this might be done. Given the importance of the topic there is relatively little written to guide professionals and parents in this work. The author makes many pertinent points and stresses the need for the child to be at the centre of the work. Taking a template from a text or resource pack is not recommended. Each child is different and how the discussions on this are framed and which materials are used needs to be tailored to that child. That said, there are several principles and key points which need to be borne in mind for all and this paper is very useful in identifying these for those who plan to engage in this work and in reviewing some of the key literature. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Adult interactive style and autism: reviewing the literature to inform school practice / Lila KOSSYVAKI in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.23-32 Titre : Adult interactive style and autism: reviewing the literature to inform school practice Type de document : Texte imprimé et/ou numérique Auteurs : Lila KOSSYVAKI, Auteur Article en page(s) : p.23-32 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In the past, much attention was paid to the changes in the child both professionals and parents wanted to effect and attention was focused very much on what the child needed to do to develop skills and understandings. More recently, there has been much more of a focus on thinking about how the behaviour and interactions of the adults involved with the child affects and facilitates their development. In recognition of this, some practitioners suggest that a child's education plan should have a section (perhaps entitled, Targets for adults) which states what the adults need to do to enable the child to achieve the targets listed. This paper considers what some of the major and current interventions have to say about adult interactive style and the degree of emphasis placed on this. It then shows how a set of principles (AISI) the author devised draws on the advice given by the proponents of current interventions. This illustrates how many of the interventions recommend similar practice in relation to this, despite their different rationales. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Adult interactive style and autism: reviewing the literature to inform school practice [Texte imprimé et/ou numérique] / Lila KOSSYVAKI, Auteur . - p.23-32. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.23-32 Index. décimale : PER Périodiques Résumé : In the past, much attention was paid to the changes in the child both professionals and parents wanted to effect and attention was focused very much on what the child needed to do to develop skills and understandings. More recently, there has been much more of a focus on thinking about how the behaviour and interactions of the adults involved with the child affects and facilitates their development. In recognition of this, some practitioners suggest that a child's education plan should have a section (perhaps entitled, Targets for adults) which states what the adults need to do to enable the child to achieve the targets listed. This paper considers what some of the major and current interventions have to say about adult interactive style and the degree of emphasis placed on this. It then shows how a set of principles (AISI) the author devised draws on the advice given by the proponents of current interventions. This illustrates how many of the interventions recommend similar practice in relation to this, despite their different rationales. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

The Autism Champions Project: strengthening capacity within and across schools / Paula MILLER in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.33-37 Titre : The Autism Champions Project: strengthening capacity within and across schools Type de document : Texte imprimé et/ou numérique Auteurs : Paula MILLER, Auteur ; Morag HANDS, Auteur ; Nick GORE, Auteur ; Serena BRADY, Auteur Article en page(s) : p.33-37 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper presents a model of support to staff which was developed by an educational outreach team. The model aims to improve knowledge and resources within mainstream schools to better support pupils on the autism spectrum. Key members of staff (champions) from each school were selected and given a seven session training programme. Following this, they were mentored and supported to develop individual projects within their school. Examples of these projects included developing lunchtime clubs, creating pupil profiles and establishing a parent support group. This resulted in an increase in staff confidence and skills, a reduction in challenging behaviour and improved outcomes for students. Case study examples are given to support the findings and a second implementation phase with a new cohort of champions and a formal evaluation is planned. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] The Autism Champions Project: strengthening capacity within and across schools [Texte imprimé et/ou numérique] / Paula MILLER, Auteur ; Morag HANDS, Auteur ; Nick GORE, Auteur ; Serena BRADY, Auteur . - p.33-37. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.33-37 Index. décimale : PER Périodiques Résumé : This paper presents a model of support to staff which was developed by an educational outreach team. The model aims to improve knowledge and resources within mainstream schools to better support pupils on the autism spectrum. Key members of staff (champions) from each school were selected and given a seven session training programme. Following this, they were mentored and supported to develop individual projects within their school. Examples of these projects included developing lunchtime clubs, creating pupil profiles and establishing a parent support group. This resulted in an increase in staff confidence and skills, a reduction in challenging behaviour and improved outcomes for students. Case study examples are given to support the findings and a second implementation phase with a new cohort of champions and a formal evaluation is planned. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Transdisciplinary intervention for children on the autism spectrum / Fiona MCCAFFREY in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.38-50 Titre : Transdisciplinary intervention for children on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Fiona MCCAFFREY, Auteur ; Sheila CROSS, Auteur ; Lorraine SCOTT, Auteur ; Suzanne MCCANNEY, Auteur Article en page(s) : p.38-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Middletown Centre for Autism (MCA) located in the Republic of Ireland is jointly funded by the Department of Education in Northern Ireland and the Department of Education and Skills in the Republic of Ireland. It was established as a hub to share and disseminate good practice in autism and to work with children and young people whose needs could not be met by local services. The centre also has a research function. The team within the MCA has professionals from a range of different disciplines including education, speech and language therapy, occupational therapy and behaviour support. Together they have developed a transdisciplinary model where they all work as a team in a coordinated way to assess and address identified needs across all settings. This paper describes a case study of a 12 year old boy, named Sean, to illustrate the type of work in which the staff engage with schools and families. The benefits of working in this way are highlighted together with some potential drawbacks. Parents and carers often state that support is not well coordinated which can cause confusion and repetition or mean that areas where support is needed are missed. This model serves to combat this by using a case coordinator who acts as the key worker and has an overview and direct responsibility for the work done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Transdisciplinary intervention for children on the autism spectrum [Texte imprimé et/ou numérique] / Fiona MCCAFFREY, Auteur ; Sheila CROSS, Auteur ; Lorraine SCOTT, Auteur ; Suzanne MCCANNEY, Auteur . - p.38-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.38-50 Index. décimale : PER Périodiques Résumé : The Middletown Centre for Autism (MCA) located in the Republic of Ireland is jointly funded by the Department of Education in Northern Ireland and the Department of Education and Skills in the Republic of Ireland. It was established as a hub to share and disseminate good practice in autism and to work with children and young people whose needs could not be met by local services. The centre also has a research function. The team within the MCA has professionals from a range of different disciplines including education, speech and language therapy, occupational therapy and behaviour support. Together they have developed a transdisciplinary model where they all work as a team in a coordinated way to assess and address identified needs across all settings. This paper describes a case study of a 12 year old boy, named Sean, to illustrate the type of work in which the staff engage with schools and families. The benefits of working in this way are highlighted together with some potential drawbacks. Parents and carers often state that support is not well coordinated which can cause confusion and repetition or mean that areas where support is needed are missed. This model serves to combat this by using a case coordinator who acts as the key worker and has an overview and direct responsibility for the work done. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Of Mice and Men: issues for students on the autism spectrum when studying GCSE English Literature / Cary CANAVAN in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.51-58 Titre : Of Mice and Men: issues for students on the autism spectrum when studying GCSE English Literature Type de document : Texte imprimé et/ou numérique Auteurs : Cary CANAVAN, Auteur Article en page(s) : p.51-58 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many students with autism will take tests and exams in a variety of subjects during their educational career. The questions asked are often in written form and have the potential to confuse and mislead these students. There is a particular challenge when studying English Literature as the texts studied are often full of language that has several meanings and is highly dependent on context. Reading well is not solely related to the words written on the page but to their context and authors may also use idioms, metaphors, similes and dialect words – which need to be interpreted correctly for the meaning to be correctly understood. In this paper, Cary Canavan, analyses the text of the novel Of Mice and Men to identify the aspects which might cause problems for students with autism. She argues that many are likely to under-achieve in English exams as they misinterpret the questions and text. She suggests that assessment of their language comprehension skills is undertaken in primary schools and then they are taught the skills necessary to read for meaning. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Of Mice and Men: issues for students on the autism spectrum when studying GCSE English Literature [Texte imprimé et/ou numérique] / Cary CANAVAN, Auteur . - p.51-58. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.51-58 Index. décimale : PER Périodiques Résumé : Many students with autism will take tests and exams in a variety of subjects during their educational career. The questions asked are often in written form and have the potential to confuse and mislead these students. There is a particular challenge when studying English Literature as the texts studied are often full of language that has several meanings and is highly dependent on context. Reading well is not solely related to the words written on the page but to their context and authors may also use idioms, metaphors, similes and dialect words – which need to be interpreted correctly for the meaning to be correctly understood. In this paper, Cary Canavan, analyses the text of the novel Of Mice and Men to identify the aspects which might cause problems for students with autism. She argues that many are likely to under-achieve in English exams as they misinterpret the questions and text. She suggests that assessment of their language comprehension skills is undertaken in primary schools and then they are taught the skills necessary to read for meaning. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences / Gemma Maria GRIFFITH in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.59-68 Titre : Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences Type de document : Texte imprimé et/ou numérique Auteurs : Gemma Maria GRIFFITH, Auteur ; Elin WALKER-JONES, Auteur ; Helen FITZPATRICK, Auteur ; Lesley GOODSON, Auteur ; Nia PICKERING, Auteur ; Dawn WIMPORY, Auteur ; Ela CERNYW, Auteur ; Richard Patrick HASTINGS, Auteur Article en page(s) : p.59-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Having a child assessed for a possible diagnosis on the autism spectrum is a significant challenge for parents and it is important that research continues to be conducted to evaluate how parents feel about the process and what might be done to enhance this. National guidance on diagnostic assessment and autism have been produced (eg NAPC, 2003 and SIGN, 2007) and the National Institute of Clinical Excellence has also very recently published guidance on this. This paper explores the experiences of eight families living in North Wales on the diagnostic assessment process they experienced by two different teams. They were interviewed two years after the assessment which created the opportunity to ascertain how they felt about the support which followed too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Receiving an assessment and a potential diagnosis on the autism spectrum: a thematic content analysis of parental experiences [Texte imprimé et/ou numérique] / Gemma Maria GRIFFITH, Auteur ; Elin WALKER-JONES, Auteur ; Helen FITZPATRICK, Auteur ; Lesley GOODSON, Auteur ; Nia PICKERING, Auteur ; Dawn WIMPORY, Auteur ; Ela CERNYW, Auteur ; Richard Patrick HASTINGS, Auteur . - p.59-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.59-68 Index. décimale : PER Périodiques Résumé : Having a child assessed for a possible diagnosis on the autism spectrum is a significant challenge for parents and it is important that research continues to be conducted to evaluate how parents feel about the process and what might be done to enhance this. National guidance on diagnostic assessment and autism have been produced (eg NAPC, 2003 and SIGN, 2007) and the National Institute of Clinical Excellence has also very recently published guidance on this. This paper explores the experiences of eight families living in North Wales on the diagnostic assessment process they experienced by two different teams. They were interviewed two years after the assessment which created the opportunity to ascertain how they felt about the support which followed too. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

The story of a journey: 20 years of self-discovery in the performing arts / Sara CLETHERO in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.69-75 Titre : The story of a journey: 20 years of self-discovery in the performing arts Type de document : Texte imprimé et/ou numérique Auteurs : Sara CLETHERO, Auteur ; Eve MATTHEWS, Auteur ; Elizabeth ATTFIELD, Auteur Article en page(s) : p.69-75 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, Sara Clethero and her colleagues explore the value to adults with autism and their carers of the performance arts of drama and singing and the benefits of the Alexander Technique. She has worked with the same group of adults with autism for 20 years and so has a huge base and experience on which to reflect. She argues that: We have no right to expect that people with autism should fit into our concept of humanity. We have to learn to see them as they are. And a platform for their creative work seems to be the obvious vehicle for this. If we can make space for their imaginative responses to the world, it would seem that we have a much better chance of understanding them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] The story of a journey: 20 years of self-discovery in the performing arts [Texte imprimé et/ou numérique] / Sara CLETHERO, Auteur ; Eve MATTHEWS, Auteur ; Elizabeth ATTFIELD, Auteur . - p.69-75. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.69-75 Index. décimale : PER Périodiques Résumé : In this paper, Sara Clethero and her colleagues explore the value to adults with autism and their carers of the performance arts of drama and singing and the benefits of the Alexander Technique. She has worked with the same group of adults with autism for 20 years and so has a huge base and experience on which to reflect. She argues that: We have no right to expect that people with autism should fit into our concept of humanity. We have to learn to see them as they are. And a platform for their creative work seems to be the obvious vehicle for this. If we can make space for their imaginative responses to the world, it would seem that we have a much better chance of understanding them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Using virtual learning environments (VLEs) with adults on the autism spectrum: issues and benefits / Nathan POOLE in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.76-81 Titre : Using virtual learning environments (VLEs) with adults on the autism spectrum: issues and benefits Type de document : Texte imprimé et/ou numérique Auteurs : Nathan POOLE, Auteur Article en page(s) : p.76-81 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author works in a specialist college for people with disabilities as an Information Technology tutor. Some of the students studying IT are on the autism spectrum. In this paper, the potential benefits of VLEs are explored for this group as well as the potential disadvantages. Nathan makes the point that as yet there is little research in this area and much focuses on children with autism. The Editors of the GAP Journal would be keen to have more papers on the use of IT with children and adults on the autism spectrum on how this can be used to best effect and how possible issues and problems might be addressed and avoided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Using virtual learning environments (VLEs) with adults on the autism spectrum: issues and benefits [Texte imprimé et/ou numérique] / Nathan POOLE, Auteur . - p.76-81. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.76-81 Index. décimale : PER Périodiques Résumé : The author works in a specialist college for people with disabilities as an Information Technology tutor. Some of the students studying IT are on the autism spectrum. In this paper, the potential benefits of VLEs are explored for this group as well as the potential disadvantages. Nathan makes the point that as yet there is little research in this area and much focuses on children with autism. The Editors of the GAP Journal would be keen to have more papers on the use of IT with children and adults on the autism spectrum on how this can be used to best effect and how possible issues and problems might be addressed and avoided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Does attending an NAS EarlyBird or EarlyBird Plus programme make a difference? / Jo STEVENS in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.82-89 Titre : Does attending an NAS EarlyBird or EarlyBird Plus programme make a difference? Type de document : Texte imprimé et/ou numérique Auteurs : Jo STEVENS, Auteur ; Jane SHIELDS, Auteur Article en page(s) : p.82-89 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper presents data from a survey of parents/carers and professionals who attended either the EarlyBird programme or the EarlyBird Plus programme developed by the National Autistic Society. These programmes are designed for parents and carers of newly diagnosed children on the autism spectrum. Participants completed a short rating scale to assess their knowledge and understanding of autism and the strategies they used before and after attending the eight-week training sessions. All parents/carers and professionals reported positive changes across a range of areas showing that the aims of the programmes were met. The authors give details of which aspects appeared to show the most change and which the least. They comment on the value of parents and carers being trained together to exchange issues and ideas and both programmes offer home visits to the family to customise information for individual families in addition to the group training sessions. The two programmes have been evaluated from the start and changes made to the content and order of delivery as a result. All those engaged in training or about to develop a training programme will find this paper of value and interest. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Does attending an NAS EarlyBird or EarlyBird Plus programme make a difference? [Texte imprimé et/ou numérique] / Jo STEVENS, Auteur ; Jane SHIELDS, Auteur . - p.82-89. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.82-89 Index. décimale : PER Périodiques Résumé : This paper presents data from a survey of parents/carers and professionals who attended either the EarlyBird programme or the EarlyBird Plus programme developed by the National Autistic Society. These programmes are designed for parents and carers of newly diagnosed children on the autism spectrum. Participants completed a short rating scale to assess their knowledge and understanding of autism and the strategies they used before and after attending the eight-week training sessions. All parents/carers and professionals reported positive changes across a range of areas showing that the aims of the programmes were met. The authors give details of which aspects appeared to show the most change and which the least. They comment on the value of parents and carers being trained together to exchange issues and ideas and both programmes offer home visits to the family to customise information for individual families in addition to the group training sessions. The two programmes have been evaluated from the start and changes made to the content and order of delivery as a result. All those engaged in training or about to develop a training programme will find this paper of value and interest. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism / Mick CONNELLY in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.90-91 Titre : The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Mick CONNELLY, Auteur Article en page(s) : p.90-91 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] The Reason I Jump: The Inner Voice of a Thirteen-Year-Old Boy with Autism [Texte imprimé et/ou numérique] / Mick CONNELLY, Auteur . - p.90-91. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.90-91 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Exploring Emotions for Young Children with High-Functioning Autism or Asperger's Disorder: The Stamp Treatment Manual / Mick CONNELLY in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.92-93 Titre : Exploring Emotions for Young Children with High-Functioning Autism or Asperger's Disorder: The Stamp Treatment Manual Type de document : Texte imprimé et/ou numérique Auteurs : Mick CONNELLY, Auteur Article en page(s) : p.92-93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Exploring Emotions for Young Children with High-Functioning Autism or Asperger's Disorder: The Stamp Treatment Manual [Texte imprimé et/ou numérique] / Mick CONNELLY, Auteur . - p.92-93. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.92-93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219

Autism: The NICE guideline on recognition, referral, diagnosis and management of adults on the autism spectrum (National Clinical Guideline, 142) / Glenys JONES in Good Autism Practice - GAP, 14-2 (October 2013)

Public ISBD [article]  inGood Autism Practice - GAP > 14-2 (October 2013) . - p.94-99 Titre : Autism: The NICE guideline on recognition, referral, diagnosis and management of adults on the autism spectrum (National Clinical Guideline, 142) Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.94-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219 [article] Autism: The NICE guideline on recognition, referral, diagnosis and management of adults on the autism spectrum (National Clinical Guideline, 142) [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.94-99. Langues : Anglais (eng) in Good Autism Practice - GAP > 14-2 (October 2013) . - p.94-99 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=219