Dépouillements

Editorial in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.3-6 Titre : Editorial Type de document : Texte imprimé et/ou numérique Article en page(s) : p.3-6 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Editorial [Texte imprimé et/ou numérique] . - p.3-6. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.3-6 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

The Walsall Befriending Project: a model for developing social confidence and independence in adults with autism / Emma CROSS in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.7-13 Titre : The Walsall Befriending Project: a model for developing social confidence and independence in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Emma CROSS, Auteur ; Elisabeth HURLEY, Auteur Article en page(s) : p.7-13 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Walsall Befriending Project is a pilot project undertaken in Walsall. It was set up in September 2012 by the regional charity Autism West Midlands (AWM) and is funded by Walsall Council. It is a service available for free to adults with autism that aims to create opportunities for friendship, fun, sharing challenges and personal development. This paper by Emma Cross who led the project, and Dr Elisabeth Hurley who is a Research Officer at AWM, offers an example of how a relatively inexpensive and low level support service can enable people with autism to socialise and to become more independent, to enhance their quality of life. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The Walsall Befriending Project: a model for developing social confidence and independence in adults with autism [Texte imprimé et/ou numérique] / Emma CROSS, Auteur ; Elisabeth HURLEY, Auteur . - p.7-13. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.7-13 Index. décimale : PER Périodiques Résumé : The Walsall Befriending Project is a pilot project undertaken in Walsall. It was set up in September 2012 by the regional charity Autism West Midlands (AWM) and is funded by Walsall Council. It is a service available for free to adults with autism that aims to create opportunities for friendship, fun, sharing challenges and personal development. This paper by Emma Cross who led the project, and Dr Elisabeth Hurley who is a Research Officer at AWM, offers an example of how a relatively inexpensive and low level support service can enable people with autism to socialise and to become more independent, to enhance their quality of life. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school / Martin GORE in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.14-21 Titre : The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school Type de document : Texte imprimé et/ou numérique Auteurs : Martin GORE, Auteur Article en page(s) : p.14-21 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : At his previous school, the author was a teacher within an all-age special school with a high proportion of pupils with autism. Some of the staff and those new to the school had little or no knowledge of autism or indeed of the needs of pupils with moderate learning difficulties, in some cases, having only taught in mainstream schools. There was thus a need to enhance their knowledge and practice. The author of this paper, therefore, researched the literature on coaching and used this framework to advise and support other teachers in the school. He describes the main stages in coaching and then presents some data on how this worked in practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The implementation of coaching to enhance the classroom practice of staff in teaching pupils with autism in a generic special school [Texte imprimé et/ou numérique] / Martin GORE, Auteur . - p.14-21. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.14-21 Index. décimale : PER Périodiques Résumé : At his previous school, the author was a teacher within an all-age special school with a high proportion of pupils with autism. Some of the staff and those new to the school had little or no knowledge of autism or indeed of the needs of pupils with moderate learning difficulties, in some cases, having only taught in mainstream schools. There was thus a need to enhance their knowledge and practice. The author of this paper, therefore, researched the literature on coaching and used this framework to advise and support other teachers in the school. He describes the main stages in coaching and then presents some data on how this worked in practice. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

The understanding and perceptions of teaching assistants working with children with autism / Jenna ENGELHARDT in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.22-33 Titre : The understanding and perceptions of teaching assistants working with children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jenna ENGELHARDT, Auteur Article en page(s) : p.22-33 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper explores the understanding of five teaching assistants working individually with children with autism in a mainstream primary school. An intervention was designed where they recorded three episodes each day that made them smile (following McDonnell's work) and commented on what they had learned from this. They completed a questionnaire before and after the intervention about their knowledge of autism and their assessment of the skills of the child to ascertain whether the intervention changed these. The findings suggest that this is a novel idea that has potential to change perceptions and actions for those staff who already have some knowledge of autism. It is of interest to all those working with children in schools but the same strategy could be applied across the age span and across services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The understanding and perceptions of teaching assistants working with children with autism [Texte imprimé et/ou numérique] / Jenna ENGELHARDT, Auteur . - p.22-33. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.22-33 Index. décimale : PER Périodiques Résumé : This paper explores the understanding of five teaching assistants working individually with children with autism in a mainstream primary school. An intervention was designed where they recorded three episodes each day that made them smile (following McDonnell's work) and commented on what they had learned from this. They completed a questionnaire before and after the intervention about their knowledge of autism and their assessment of the skills of the child to ascertain whether the intervention changed these. The findings suggest that this is a novel idea that has potential to change perceptions and actions for those staff who already have some knowledge of autism. It is of interest to all those working with children in schools but the same strategy could be applied across the age span and across services. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Identification of adults on the autism spectrum: a suggested pathway and good practice principles / Nick CHOWN in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.34-46 Titre : Identification of adults on the autism spectrum: a suggested pathway and good practice principles Type de document : Texte imprimé et/ou numérique Auteurs : Nick CHOWN, Auteur ; Luke BEARDON, Auteur Article en page(s) : p.34-46 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper reports on the development of a set of principles to guide the design of identification (diagnostic) assessment pathways for adults who might have autism or Asperger syndrome. It suggests best practice in this area and puts forward a triage-based autism identification pathway. The authors suggest an innovative approach based on an assessment of the maturity of the pathway (using the 'maturity model' technique). Given the numbers involved who need a diagnostic assessment and the limited funds available, they propose that not all those seeking a diagnostic assessment need to be seen by a clinician or a multi-disciplinary team. They argue that adults seeking clarification or confirmation of an autism diagnosis, where there are no serious current issues affecting their lives, could be seen and advised by specialist autism support workers who are not clinicians. The use of specialist support will enable cost savings to be achieved but will take time to develop the necessary support resource. Clearly, funding for these services needs to be considered, but the authors do not cover this area and are setting out what should happen in an ideal world. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Identification of adults on the autism spectrum: a suggested pathway and good practice principles [Texte imprimé et/ou numérique] / Nick CHOWN, Auteur ; Luke BEARDON, Auteur . - p.34-46. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.34-46 Index. décimale : PER Périodiques Résumé : This paper reports on the development of a set of principles to guide the design of identification (diagnostic) assessment pathways for adults who might have autism or Asperger syndrome. It suggests best practice in this area and puts forward a triage-based autism identification pathway. The authors suggest an innovative approach based on an assessment of the maturity of the pathway (using the 'maturity model' technique). Given the numbers involved who need a diagnostic assessment and the limited funds available, they propose that not all those seeking a diagnostic assessment need to be seen by a clinician or a multi-disciplinary team. They argue that adults seeking clarification or confirmation of an autism diagnosis, where there are no serious current issues affecting their lives, could be seen and advised by specialist autism support workers who are not clinicians. The use of specialist support will enable cost savings to be achieved but will take time to develop the necessary support resource. Clearly, funding for these services needs to be considered, but the authors do not cover this area and are setting out what should happen in an ideal world. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

What support might help students with autism at university? / Tracy L. MASTERSON in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.47-53 Titre : What support might help students with autism at university? Type de document : Texte imprimé et/ou numérique Auteurs : Tracy L. MASTERSON, Auteur ; Lisa M. MEEKS, Auteur Article en page(s) : p.47-53 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : A growing number of able students with autism are attending university and many are provided with funded support with different aspects of their academic and daily lives. As yet, there is little research to suggest what type of support is required and valued by these students. Tracy Masterson works at John Carroll University and Lisa Meeks works at the University of California. These authors discuss the areas of university life where students might require support and suggest strategies which might be helpful. They recommend that colleges and universities in the US pool their ideas and evaluate their practice in order to further enhance the support provided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] What support might help students with autism at university? [Texte imprimé et/ou numérique] / Tracy L. MASTERSON, Auteur ; Lisa M. MEEKS, Auteur . - p.47-53. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.47-53 Index. décimale : PER Périodiques Résumé : A growing number of able students with autism are attending university and many are provided with funded support with different aspects of their academic and daily lives. As yet, there is little research to suggest what type of support is required and valued by these students. Tracy Masterson works at John Carroll University and Lisa Meeks works at the University of California. These authors discuss the areas of university life where students might require support and suggest strategies which might be helpful. They recommend that colleges and universities in the US pool their ideas and evaluate their practice in order to further enhance the support provided. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies / Eleanor LLOYD in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.54-61 Titre : Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies Type de document : Texte imprimé et/ou numérique Auteurs : Eleanor LLOYD, Auteur Article en page(s) : p.54-61 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This case study documents and analyses the behaviour of a child with autism in two mainstream settings. It shows how a relational approach enabled a non-verbal, isolated four-year-old with a passion for computers to become a verbally-fluent, sociable five-year-old willing to explore and engage with all aspects of his environment. It draws on the work of Clements and Zarkowska (2000) to demonstrate the importance of emotional and physical well-being in determining behaviour, and argues for a creative approach to challenging behaviour that develops the child's relationships. School staff, working in partnership with parents, used child-led social play sessions, individual music therapy and structured visual supports to build the relational elements of community, communication and mutual co-operation. The case study was prompted by the parents of the child concerned who wish his story to be shared with other schools. It is their hope that those who read it may be influenced to use a similar approach when experiencing a child's behaviour as challenging. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Community first: the successful reduction of challenging behaviour in a mainstream school using relationship-based strategies [Texte imprimé et/ou numérique] / Eleanor LLOYD, Auteur . - p.54-61. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.54-61 Index. décimale : PER Périodiques Résumé : This case study documents and analyses the behaviour of a child with autism in two mainstream settings. It shows how a relational approach enabled a non-verbal, isolated four-year-old with a passion for computers to become a verbally-fluent, sociable five-year-old willing to explore and engage with all aspects of his environment. It draws on the work of Clements and Zarkowska (2000) to demonstrate the importance of emotional and physical well-being in determining behaviour, and argues for a creative approach to challenging behaviour that develops the child's relationships. School staff, working in partnership with parents, used child-led social play sessions, individual music therapy and structured visual supports to build the relational elements of community, communication and mutual co-operation. The case study was prompted by the parents of the child concerned who wish his story to be shared with other schools. It is their hope that those who read it may be influenced to use a similar approach when experiencing a child's behaviour as challenging. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

The EarlyBird Plus programme: how do learning support assistants benefit from this? / Stephanie PETERS in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.62-69 Titre : The EarlyBird Plus programme: how do learning support assistants benefit from this? Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie PETERS, Auteur ; Sally SCOTT-ROBERTS, Auteur Article en page(s) : p.62-69 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Stephanie Peters is a speech and language therapist and conducted this study as part of her Masters in Special Education which was supervised by Sally Scott-Roberts, her tutor on the Autism Programme in Newport at the University of South Wales. The paper reports on an evaluation of the National Autistic Society's EarlyBird Plus programme, which is designed to support parents and staff working with newly diagnosed children with autism aged four to eight years. Several studies have been conducted on EarlyBird and EarlyBird Plus but have often focused on the parents' views on the benefits. Stephanie therefore chose to obtain the views of learning support assistants (LSAs) by asking them to complete the EarlyBird Plus Likert Scale and then by interviewing the LSA and a teacher at the school who had not attended the training. This is therefore a useful addition to the literature on parent training programmes and whilst no firm conclusions can be drawn due to the small sample size and lack of a comparison group, it is clear that LSAs felt they benefitted from their attendance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The EarlyBird Plus programme: how do learning support assistants benefit from this? [Texte imprimé et/ou numérique] / Stephanie PETERS, Auteur ; Sally SCOTT-ROBERTS, Auteur . - p.62-69. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.62-69 Index. décimale : PER Périodiques Résumé : Stephanie Peters is a speech and language therapist and conducted this study as part of her Masters in Special Education which was supervised by Sally Scott-Roberts, her tutor on the Autism Programme in Newport at the University of South Wales. The paper reports on an evaluation of the National Autistic Society's EarlyBird Plus programme, which is designed to support parents and staff working with newly diagnosed children with autism aged four to eight years. Several studies have been conducted on EarlyBird and EarlyBird Plus but have often focused on the parents' views on the benefits. Stephanie therefore chose to obtain the views of learning support assistants (LSAs) by asking them to complete the EarlyBird Plus Likert Scale and then by interviewing the LSA and a teacher at the school who had not attended the training. This is therefore a useful addition to the literature on parent training programmes and whilst no firm conclusions can be drawn due to the small sample size and lack of a comparison group, it is clear that LSAs felt they benefitted from their attendance. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Transition to secondary school: a comparison of parents and pupils' concerns / Jennifer HORSLEY in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.70-80 Titre : Transition to secondary school: a comparison of parents and pupils' concerns Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer HORSLEY, Auteur Article en page(s) : p.70-80 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Transitions can cause anxiety for any pupil (Hanewald, 2013; Howe and Richards, 2011), not just those with a diagnosis of autism. There are daily transitions around the school environment, to the major annual transitions to a new class or school. The author has worked in an all-age mainstream academy (for those aged 3–18 years) for the past three years as Head of the Autism Provision. Part of her role has been to support pupils during major transitions. This paper presents data on the anxieties felt by parents prior to their child's move to secondary school and contrasts this with the views of their children. It is a small scale study limited to the author's own school, but has value and interest for all involved with transition to secondary schools. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Transition to secondary school: a comparison of parents and pupils' concerns [Texte imprimé et/ou numérique] / Jennifer HORSLEY, Auteur . - p.70-80. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.70-80 Index. décimale : PER Périodiques Résumé : Transitions can cause anxiety for any pupil (Hanewald, 2013; Howe and Richards, 2011), not just those with a diagnosis of autism. There are daily transitions around the school environment, to the major annual transitions to a new class or school. The author has worked in an all-age mainstream academy (for those aged 3–18 years) for the past three years as Head of the Autism Provision. Part of her role has been to support pupils during major transitions. This paper presents data on the anxieties felt by parents prior to their child's move to secondary school and contrasts this with the views of their children. It is a small scale study limited to the author's own school, but has value and interest for all involved with transition to secondary schools. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs / David PREECE in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.81-90 Titre : A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs Type de document : Texte imprimé et/ou numérique Auteurs : David PREECE, Auteur Article en page(s) : p.81-90 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Dr David Preece is an academic at the University of Northampton and has a background in social care and supporting children with autism and their families. In this study, he sought to gain the views of all family members in 14 families where there was a child with autism. He argues that much data on families is based on mothers' accounts and that there is far less on the views of fathers and siblings. Like other researchers, he found that the perspective and actions of fathers was different from the mothers of the children. He concludes that services need to consider how to gain the views of fathers and siblings and that this knowledge can then be used when addressing the needs of the child and the whole family. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] A matter of perspective: the experience of daily life and support of mothers, fathers and siblings living with children on the autism spectrum with high support needs [Texte imprimé et/ou numérique] / David PREECE, Auteur . - p.81-90. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.81-90 Index. décimale : PER Périodiques Résumé : Dr David Preece is an academic at the University of Northampton and has a background in social care and supporting children with autism and their families. In this study, he sought to gain the views of all family members in 14 families where there was a child with autism. He argues that much data on families is based on mothers' accounts and that there is far less on the views of fathers and siblings. Like other researchers, he found that the perspective and actions of fathers was different from the mothers of the children. He concludes that services need to consider how to gain the views of fathers and siblings and that this knowledge can then be used when addressing the needs of the child and the whole family. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

The portrayal of autism in film, post iRainman/i / Kate HANNAM in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.91-99 Titre : The portrayal of autism in film, post iRainman/i Type de document : Texte imprimé et/ou numérique Auteurs : Kate HANNAM, Auteur Article en page(s) : p.91-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author is the lead teacher for pupils aged 11 to 14 years in a pupil referral unit, some of whom have autism. All have been coming to terms with their identity as someone on the autism spectrum or as a classmate of someone with autism. This was the driver for Kate to find a way to support her pupils in understanding and valuing the condition. As a qualified teacher of English, Kate often uses films to support learning. This led to the investigation as to whether film representations of people on the autism spectrum had changed since Rainman, which she perceived as a negative and stereotyped portrayal. This paper presents the findings of her investigation into ten recent films which have characters with autism. Although this paper discusses the portrayal and attitudes to autism in film, it makes us consider the messages we convey about autism in our own services and settings and the effects of this on those with autism, their peer group, their families and staff. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] The portrayal of autism in film, post iRainman/i [Texte imprimé et/ou numérique] / Kate HANNAM, Auteur . - p.91-99. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.91-99 Index. décimale : PER Périodiques Résumé : The author is the lead teacher for pupils aged 11 to 14 years in a pupil referral unit, some of whom have autism. All have been coming to terms with their identity as someone on the autism spectrum or as a classmate of someone with autism. This was the driver for Kate to find a way to support her pupils in understanding and valuing the condition. As a qualified teacher of English, Kate often uses films to support learning. This led to the investigation as to whether film representations of people on the autism spectrum had changed since Rainman, which she perceived as a negative and stereotyped portrayal. This paper presents the findings of her investigation into ten recent films which have characters with autism. Although this paper discusses the portrayal and attitudes to autism in film, it makes us consider the messages we convey about autism in our own services and settings and the effects of this on those with autism, their peer group, their families and staff. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Lives remembered in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.100-101 Titre : Lives remembered Type de document : Texte imprimé et/ou numérique Article en page(s) : p.100-101 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Lives remembered [Texte imprimé et/ou numérique] . - p.100-101. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.100-101 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Living with Asperger Syndrome and Autism in Ireland / Katerina KARANIKA in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.102-102 Titre : Living with Asperger Syndrome and Autism in Ireland Type de document : Texte imprimé et/ou numérique Auteurs : Katerina KARANIKA, Auteur Article en page(s) : p.102-102 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Living with Asperger Syndrome and Autism in Ireland [Texte imprimé et/ou numérique] / Katerina KARANIKA, Auteur . - p.102-102. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.102-102 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Sexuality and severe autism: a practical guide for parents, caregivers and health educators / Elaine NICHOLSON in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.103-104 Titre : Sexuality and severe autism: a practical guide for parents, caregivers and health educators Type de document : Texte imprimé et/ou numérique Auteurs : Elaine NICHOLSON, Auteur Article en page(s) : p.103-104 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Sexuality and severe autism: a practical guide for parents, caregivers and health educators [Texte imprimé et/ou numérique] / Elaine NICHOLSON, Auteur . - p.103-104. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.103-104 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Life through kaleidoscope: experiences of scotopic sensitivity syndrome #8211; memoirs of visual fragmentation / Glenys JONES in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.105-106 Titre : Life through kaleidoscope: experiences of scotopic sensitivity syndrome #8211; memoirs of visual fragmentation Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.105-106 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Life through kaleidoscope: experiences of scotopic sensitivity syndrome #8211; memoirs of visual fragmentation [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.105-106. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.105-106 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Living through haze: life on the autistic spectrum / Glenys JONES in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.107-108 Titre : Living through haze: life on the autistic spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.107-108 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Living through haze: life on the autistic spectrum [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.107-108. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.107-108 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234

Accredited courses in Autism in Good Autism Practice - GAP, 15-1 (May 2014)

Public ISBD [article]  inGood Autism Practice - GAP > 15-1 (May 2014) . - p.109-112 Titre : Accredited courses in Autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.109-112 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234 [article] Accredited courses in Autism [Texte imprimé et/ou numérique] . - p.109-112. Langues : Anglais (eng) in Good Autism Practice - GAP > 15-1 (May 2014) . - p.109-112 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=234