Functional Behavior Assessment for People with Autism / Beth GLASBERG

Public ISBD Titre : Functional Behavior Assessment for People with Autism : Making Sense of Seemingly Senseless Behavior Type de document : Texte imprimé et/ou numérique Auteurs : Beth GLASBERG, Auteur ; Robert H. LARUE, Auteur Mention d'édition : 2nd Ed. Editeur : Bethesda MD [Etats-Unis] : Woodbine House Année de publication : 2015 Collection : Topics in autism Importance : 171 p. Format : 14cm x 21,5cm x 1,2cm ISBN/ISSN/EAN : 978-1-60613-204-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Evaluation Fonctionnelle du Comportement (Fonctiunal Behavior Assessment) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Many children and adolescents with autism engage at least occasionally in behavior that doesn’t make sense – behavior that can alienate them from peers or limit their participation in school or family activities. This book is the one-stop guide to functional behavior assessment (FBA), the “gold-standard” approach used to identify and address factors contributing to problem behavior. It provides step-by-step instructions for conducting FBAs, and includes strategies for their use outside of the clinic – in home, school, and community settings. The latest research about FBAs, forms to record data, and an overview on how to turn assessment results into effective intervention plans are included. With this book, parents, educators, and therapists will find that they don’t have to be experts to use FBAs to unlock an unwanted behavior’s purpose, and then change it. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265 Functional Behavior Assessment for People with Autism : Making Sense of Seemingly Senseless Behavior [Texte imprimé et/ou numérique] / Beth GLASBERG, Auteur ; Robert H. LARUE, Auteur  . -  2nd Ed. . - Bethesda MD [Etats-Unis] : Woodbine House, 2015 . - 171 p. ; 14cm x 21,5cm x 1,2cm. - (Topics in autism) . ISBN : 978-1-60613-204-3 Bibliogr., Index Langues : Anglais (eng) Mots-clés : Evaluation Fonctionnelle du Comportement (Fonctiunal Behavior Assessment) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Many children and adolescents with autism engage at least occasionally in behavior that doesn’t make sense – behavior that can alienate them from peers or limit their participation in school or family activities. This book is the one-stop guide to functional behavior assessment (FBA), the “gold-standard” approach used to identify and address factors contributing to problem behavior. It provides step-by-step instructions for conducting FBAs, and includes strategies for their use outside of the clinic – in home, school, and community settings. The latest research about FBAs, forms to record data, and an overview on how to turn assessment results into effective intervention plans are included. With this book, parents, educators, and therapists will find that they don’t have to be experts to use FBAs to unlock an unwanted behavior’s purpose, and then change it. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=265

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0003403	APP-A GLA	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Les abonnés qui ont emprunté ce document ont également emprunté :

Motivation et renforcement	SCHRAMM, Robert
Intervention comportementale clinique	MAGEROTTE, Ghislain

Indirect Behavioral Assessments: Interviews and Rating Scales / Michael E. KELLEY

Public ISBD in Handbook of Applied Behavior Analysis / Wayne FISHER Titre : Indirect Behavioral Assessments: Interviews and Rating Scales Type de document : Texte imprimé et/ou numérique Auteurs : Michael E. KELLEY, Auteur ; Robert H. LARUE, Auteur ; Henry S. ROANE, Auteur ; Dana M. GADAIRE, Auteur Année de publication : 2011 Importance : p.1832-190 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153 in Handbook of Applied Behavior Analysis / Wayne FISHER Indirect Behavioral Assessments: Interviews and Rating Scales [Texte imprimé et/ou numérique] / Michael E. KELLEY, Auteur ; Robert H. LARUE, Auteur ; Henry S. ROANE, Auteur ; Dana M. GADAIRE, Auteur . - 2011 . - p.1832-190. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=153

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Programmatic issues / Sandra L. HARRIS

Public ISBD contenu dans Autism spectrum disorders / Peter STURMEY Titre : Programmatic issues Type de document : Texte imprimé et/ou numérique Auteurs : Sandra L. HARRIS, Auteur ; Robert H. LARUE, Auteur ; Mary Jane WEISS, Auteur Année de publication : 2007 Importance : p.235-264 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 contenu dans Autism spectrum disorders / Peter STURMEY Programmatic issues [Texte imprimé et/ou numérique] / Sandra L. HARRIS, Auteur ; Robert H. LARUE, Auteur ; Mary Jane WEISS, Auteur . - 2007 . - p.235-264. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

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Social Skills and Autism: Understanding and Addressing the Deficits / Mary Jane WEISS

Public ISBD contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Titre : Social Skills and Autism: Understanding and Addressing the Deficits Type de document : Texte imprimé et/ou numérique Auteurs : Mary Jane WEISS, Auteur ; Robert H. LARUE, Auteur ; Andrea NEWCOMER, Auteur Année de publication : 2009 Importance : p.129-144 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 contenu dans Applied Behavior Analysis for Children with Autism Spectrum Disorders / Johnny L. MATSON Social Skills and Autism: Understanding and Addressing the Deficits [Texte imprimé et/ou numérique] / Mary Jane WEISS, Auteur ; Robert H. LARUE, Auteur ; Andrea NEWCOMER, Auteur . - 2009 . - p.129-144. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

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The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 [article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661 Mots-clés : Autism  Discrete trial teaching  Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199

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