Dépouillements

Outdoor adventure programmes: one young man's experiences / Geoff EVANS in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.6-11 Titre : Outdoor adventure programmes: one young man's experiences Type de document : Texte imprimé et/ou numérique Auteurs : Geoff EVANS, Auteur Article en page(s) : p.6-11 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author is head of autism practice for the Options Group which provides specialist provision for individuals on the autism spectrum. Prior to this, he spent many years working at Storm House school, now Robert Ogden school in Rotherham. During his time at the school which was close to the Peak District, Geoff introduced outdoor pursuits into the curriculum and became very successful in supporting staff and students to engage in water sports, walking, climbing, ghyll scrambling and mountain biking. He argues that the benefits of such activities are huge and go far beyond the development of a particular skill. In this paper, Geoff describes the experiences of one young man and explores the value of this type of activity for individuals with autism. Since this paper was submitted, there was a BBC Radio 4 broadcast of Rambling with Clare Balding who met a group of Nordic Walkers in Nottinghamshire. They have set up Nordic walking groups for parents and their children who have a range of needs, including anxiety, and spoke very highly of the value of this activity to their physical and psychological well-being. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Outdoor adventure programmes: one young man's experiences [Texte imprimé et/ou numérique] / Geoff EVANS, Auteur . - p.6-11. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.6-11 Index. décimale : PER Périodiques Résumé : The author is head of autism practice for the Options Group which provides specialist provision for individuals on the autism spectrum. Prior to this, he spent many years working at Storm House school, now Robert Ogden school in Rotherham. During his time at the school which was close to the Peak District, Geoff introduced outdoor pursuits into the curriculum and became very successful in supporting staff and students to engage in water sports, walking, climbing, ghyll scrambling and mountain biking. He argues that the benefits of such activities are huge and go far beyond the development of a particular skill. In this paper, Geoff describes the experiences of one young man and explores the value of this type of activity for individuals with autism. Since this paper was submitted, there was a BBC Radio 4 broadcast of Rambling with Clare Balding who met a group of Nordic Walkers in Nottinghamshire. They have set up Nordic walking groups for parents and their children who have a range of needs, including anxiety, and spoke very highly of the value of this activity to their physical and psychological well-being. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

An evaluation of the Attention Autism programme for secondary aged children with autism in a mainstream setting / Leah MCKEOWN in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.12-17 Titre : An evaluation of the Attention Autism programme for secondary aged children with autism in a mainstream setting Type de document : Texte imprimé et/ou numérique Auteurs : Leah MCKEOWN, Auteur Article en page(s) : p.12-17 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The author was involved in training professionals to use the principles of the Attention Autism intervention designed by Gina Davies (www.attentionautism.com) with secondary aged youngsters on the autism spectrum. In particular, she was interested in evaluating the effect of the intervention on the students' social skills and on behaviours which were of concern to others. Social skills and 'problem behaviours' were measured on the Social Skills Improvement System (SSIS), (Gresham and Elliott, 2008). Data were gathered before the programme started and again when it was completed. There were some gains in social skills as measured on the SSIS and a reduction in the scores in the four 'problem behaviour' domains. Teaching staff were also asked to evaluate the training model and the development of their students during the research period. The sample size was small and there was no comparison group so that it is not possible to claim that it was the PPSSP intervention which led to the change in these scores but the results were in the expected direction. There is a need for more studies with larger samples, other measures and a comparison group to ascertain the effects of Attention Autism principles and practice with secondary aged youngsters with autism and it is hoped that other readers of the GAP Journal will engage in this work and report their findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] An evaluation of the Attention Autism programme for secondary aged children with autism in a mainstream setting [Texte imprimé et/ou numérique] / Leah MCKEOWN, Auteur . - p.12-17. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.12-17 Index. décimale : PER Périodiques Résumé : The author was involved in training professionals to use the principles of the Attention Autism intervention designed by Gina Davies (www.attentionautism.com) with secondary aged youngsters on the autism spectrum. In particular, she was interested in evaluating the effect of the intervention on the students' social skills and on behaviours which were of concern to others. Social skills and 'problem behaviours' were measured on the Social Skills Improvement System (SSIS), (Gresham and Elliott, 2008). Data were gathered before the programme started and again when it was completed. There were some gains in social skills as measured on the SSIS and a reduction in the scores in the four 'problem behaviour' domains. Teaching staff were also asked to evaluate the training model and the development of their students during the research period. The sample size was small and there was no comparison group so that it is not possible to claim that it was the PPSSP intervention which led to the change in these scores but the results were in the expected direction. There is a need for more studies with larger samples, other measures and a comparison group to ascertain the effects of Attention Autism principles and practice with secondary aged youngsters with autism and it is hoped that other readers of the GAP Journal will engage in this work and report their findings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Using SODA (Stop, Observe, Deliberate, Act) with a small group of elementary students on the autism spectrum / Karen HURLBUTT-EASTMAN in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.18-26 Titre : Using SODA (Stop, Observe, Deliberate, Act) with a small group of elementary students on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Karen HURLBUTT-EASTMAN, Auteur ; Laura O'MALLEY, Auteur Article en page(s) : p.18-26 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, the authors explored the use of a social-behaviour learning strategy designed to help students with autism to improve their social skills and responses in stressful situations. There are four steps to SODA: Stop, Observe, Deliberate and Act. The aim was to see whether this strategy could be implemented in a group learning environment, with some additional focus on Theory of Mind training – that is in helping them to appreciate the perspective and thoughts of others. All three students, one in particular, responded well to the strategy, and demonstrated more self-awareness and understanding of what to do in particular situations as time went on. Further work is needed across different learning environments and groups to understand which elements are most effective and how to modify SODA to suit the needs of a wider range of children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Using SODA (Stop, Observe, Deliberate, Act) with a small group of elementary students on the autism spectrum [Texte imprimé et/ou numérique] / Karen HURLBUTT-EASTMAN, Auteur ; Laura O'MALLEY, Auteur . - p.18-26. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.18-26 Index. décimale : PER Périodiques Résumé : In this study, the authors explored the use of a social-behaviour learning strategy designed to help students with autism to improve their social skills and responses in stressful situations. There are four steps to SODA: Stop, Observe, Deliberate and Act. The aim was to see whether this strategy could be implemented in a group learning environment, with some additional focus on Theory of Mind training – that is in helping them to appreciate the perspective and thoughts of others. All three students, one in particular, responded well to the strategy, and demonstrated more self-awareness and understanding of what to do in particular situations as time went on. Further work is needed across different learning environments and groups to understand which elements are most effective and how to modify SODA to suit the needs of a wider range of children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

What is autism? A content analysis of online autism information / Julia LEATHERLAND in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.27-41 Titre : What is autism? A content analysis of online autism information Type de document : Texte imprimé et/ou numérique Auteurs : Julia LEATHERLAND, Auteur ; Nick CHOWN, Auteur Article en page(s) : p.27-41 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Internet is now often the first source of information that people turn to when they want to find out about a topic which is new to them. As such, it can be a powerful influence on the attitudes and values that might develop towards the subject or phenomenon being researched. In this paper, Julia Leatherland and Nick Chown explore the content of eight different organisations to ascertain how autism is portrayed. They argue that six of the eight adopt a medical model of autism with a focus on disorder and impairment having references to treatments and cure. The other two present autism as a difference, reflecting the social model of disability where the attitudes and actions of society in general have a powerful effect on the quality of life and degree of difficulty experienced by those with autism, with adjustments to society rather than to the person required. This paper will encourage readers to consider how they present autism in their own literature and websites and in particular how autistic individuals might view that content. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] What is autism? A content analysis of online autism information [Texte imprimé et/ou numérique] / Julia LEATHERLAND, Auteur ; Nick CHOWN, Auteur . - p.27-41. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.27-41 Index. décimale : PER Périodiques Résumé : The Internet is now often the first source of information that people turn to when they want to find out about a topic which is new to them. As such, it can be a powerful influence on the attitudes and values that might develop towards the subject or phenomenon being researched. In this paper, Julia Leatherland and Nick Chown explore the content of eight different organisations to ascertain how autism is portrayed. They argue that six of the eight adopt a medical model of autism with a focus on disorder and impairment having references to treatments and cure. The other two present autism as a difference, reflecting the social model of disability where the attitudes and actions of society in general have a powerful effect on the quality of life and degree of difficulty experienced by those with autism, with adjustments to society rather than to the person required. This paper will encourage readers to consider how they present autism in their own literature and websites and in particular how autistic individuals might view that content. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Supporting staff to 'think autism' through the regular use of individual autism profiles / Sue HATTON in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.42-52 Titre : Supporting staff to 'think autism' through the regular use of individual autism profiles Type de document : Texte imprimé et/ou numérique Auteurs : Sue HATTON, Auteur Article en page(s) : p.42-52 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sue Hatton is the autism advisor for a large health and social care company. She has many years of experience working with people with autism and delivering training. Here she describes the work she did implementing the “Think Autism” method, which combines training with ongoing focus groups and reviews. The central idea is to ensure that what staff learned about autism in training was put into practice in their everyday work. Family members and the person with autism were involved in planning and reviewing plans and the emphasis is on looking at things from the point of view of the person with autism. This reduces the likelihood of misunderstandings and mistakes occurring. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Supporting staff to 'think autism' through the regular use of individual autism profiles [Texte imprimé et/ou numérique] / Sue HATTON, Auteur . - p.42-52. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.42-52 Index. décimale : PER Périodiques Résumé : Sue Hatton is the autism advisor for a large health and social care company. She has many years of experience working with people with autism and delivering training. Here she describes the work she did implementing the “Think Autism” method, which combines training with ongoing focus groups and reviews. The central idea is to ensure that what staff learned about autism in training was put into practice in their everyday work. Family members and the person with autism were involved in planning and reviewing plans and the emphasis is on looking at things from the point of view of the person with autism. This reduces the likelihood of misunderstandings and mistakes occurring. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Using the Exploring Feelings programme to address anger with two adolescents with autism / Brad HOLLAND in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.53-60 Titre : Using the Exploring Feelings programme to address anger with two adolescents with autism Type de document : Texte imprimé et/ou numérique Auteurs : Brad HOLLAND, Auteur Article en page(s) : p.53-60 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The Exploring Feelings programme is an adapted Cognitive Behaviour Therapy (CBT) programme developed by Tony Attwood (2004) and designed for children with autism. In this study, the researcher explores the effectiveness of the Exploring Feelings programme with two boys with autism aged 14 and 16. He provides valuable insight into setting up the programme, how the boys felt about it, factors affecting the effectiveness of the programme and future directions. This paper is useful for other staff seeking to set up CBT programmes with children with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Using the Exploring Feelings programme to address anger with two adolescents with autism [Texte imprimé et/ou numérique] / Brad HOLLAND, Auteur . - p.53-60. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.53-60 Index. décimale : PER Périodiques Résumé : The Exploring Feelings programme is an adapted Cognitive Behaviour Therapy (CBT) programme developed by Tony Attwood (2004) and designed for children with autism. In this study, the researcher explores the effectiveness of the Exploring Feelings programme with two boys with autism aged 14 and 16. He provides valuable insight into setting up the programme, how the boys felt about it, factors affecting the effectiveness of the programme and future directions. This paper is useful for other staff seeking to set up CBT programmes with children with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Supporting individuals with autism who self-harm: attributions, emotional response and willingness to help / Jodie WILKINSON in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.61-69 Titre : Supporting individuals with autism who self-harm: attributions, emotional response and willingness to help Type de document : Texte imprimé et/ou numérique Auteurs : Jodie WILKINSON, Auteur Article en page(s) : p.61-69 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this study, Jodie Wilkinson, an educational psychologist, examines how support workers view self-harming behaviour in people with and without autism and how this then affects their emotional response and willingness to help. Her results suggest that support workers are likely to see individuals with autism as having more control over their self-harming behaviour and perceive it as being more stable. Staff were also less likely to prioritise, allocate time and refer a person to other services, to address their self-harm if they had autism. Support staff who attribute self-harm solely to the autism may miss signs that a person also has an accompanying mental health problem. The author suggests that staff are trained in mental health issues and autism and are made aware of attribution theory and how this can impact on how they view and respond to people with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Supporting individuals with autism who self-harm: attributions, emotional response and willingness to help [Texte imprimé et/ou numérique] / Jodie WILKINSON, Auteur . - p.61-69. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.61-69 Index. décimale : PER Périodiques Résumé : In this study, Jodie Wilkinson, an educational psychologist, examines how support workers view self-harming behaviour in people with and without autism and how this then affects their emotional response and willingness to help. Her results suggest that support workers are likely to see individuals with autism as having more control over their self-harming behaviour and perceive it as being more stable. Staff were also less likely to prioritise, allocate time and refer a person to other services, to address their self-harm if they had autism. Support staff who attribute self-harm solely to the autism may miss signs that a person also has an accompanying mental health problem. The author suggests that staff are trained in mental health issues and autism and are made aware of attribution theory and how this can impact on how they view and respond to people with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

Participation in the annual reviews of statements for students with autism aged 14 years and above / Ellie HORTON in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.70-78 Titre : Participation in the annual reviews of statements for students with autism aged 14 years and above Type de document : Texte imprimé et/ou numérique Auteurs : Ellie HORTON, Auteur Article en page(s) : p.70-78 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is an increasing call to engage the young person in the decisions that are made and to gain their perspective on systems and interventions. The focus has moved from taking actions for them to taking actions with them – nothing about us without us – being a phrase often used by those with special educational needs and disabilities in this context. Traditionally, reviews of progress and planning meetings held in school have taken place without the young person present. It is now a statutory requirement for professionals and schools to invite the young person to attend such meetings and to contribute. In this paper, Ellie Horton examines the part played by four students with autism in their Year 9 annual review in two different schools. She also conducts an online survey of teaching staff in mainstream schools and analyses the responses obtained from 68 staff. From this small study, it is clear that practice varies and that work needs to be done to fully include students with autism in this process. Recommendations are given as to what to consider in order to meaningfully include a young person in his or her review. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Participation in the annual reviews of statements for students with autism aged 14 years and above [Texte imprimé et/ou numérique] / Ellie HORTON, Auteur . - p.70-78. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.70-78 Index. décimale : PER Périodiques Résumé : There is an increasing call to engage the young person in the decisions that are made and to gain their perspective on systems and interventions. The focus has moved from taking actions for them to taking actions with them – nothing about us without us – being a phrase often used by those with special educational needs and disabilities in this context. Traditionally, reviews of progress and planning meetings held in school have taken place without the young person present. It is now a statutory requirement for professionals and schools to invite the young person to attend such meetings and to contribute. In this paper, Ellie Horton examines the part played by four students with autism in their Year 9 annual review in two different schools. She also conducts an online survey of teaching staff in mainstream schools and analyses the responses obtained from 68 staff. From this small study, it is clear that practice varies and that work needs to be done to fully include students with autism in this process. Recommendations are given as to what to consider in order to meaningfully include a young person in his or her review. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

The All About Me programme: a framework for sharing the autism diagnosis with children and young people / Andrew MILLER in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.79-92 Titre : The All About Me programme: a framework for sharing the autism diagnosis with children and young people Type de document : Texte imprimé et/ou numérique Auteurs : Andrew MILLER, Auteur Article en page(s) : p.79-92 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Andrew Miller is a member of an Autism Advisory Service which supports children in mainstream and special schools. He developed a programme called All About Me based on the work of Jude Welton, a psychologist and mother of a child with Asperger syndrome. The programme is designed to explain and share the diagnosis with the child, with their parents present. Andrew has used this programme with over 200 child- ren in the last few years and on the basis of his experience feels that it works well for the majority of children. In this paper, he suggests how to identify which children might benefit from this work, outlines the content of the three sessions and then gives details on the work done with four primary-aged boys. A booklet is produced at the end of the sessions and an example of this is given in the Appendix. This paper will be of interest and value to parents and professionals wanting to share and discuss the diagnosis with children and young people on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] The All About Me programme: a framework for sharing the autism diagnosis with children and young people [Texte imprimé et/ou numérique] / Andrew MILLER, Auteur . - p.79-92. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.79-92 Index. décimale : PER Périodiques Résumé : Andrew Miller is a member of an Autism Advisory Service which supports children in mainstream and special schools. He developed a programme called All About Me based on the work of Jude Welton, a psychologist and mother of a child with Asperger syndrome. The programme is designed to explain and share the diagnosis with the child, with their parents present. Andrew has used this programme with over 200 child- ren in the last few years and on the basis of his experience feels that it works well for the majority of children. In this paper, he suggests how to identify which children might benefit from this work, outlines the content of the three sessions and then gives details on the work done with four primary-aged boys. A booklet is produced at the end of the sessions and an example of this is given in the Appendix. This paper will be of interest and value to parents and professionals wanting to share and discuss the diagnosis with children and young people on the autism spectrum. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Tomas loves / Andrea MACLEOD in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.93-93 Titre : Tomas loves Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MACLEOD, Auteur Article en page(s) : p.93-93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Tomas loves [Texte imprimé et/ou numérique] / Andrea MACLEOD, Auteur . - p.93-93. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.93-93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Decoding dating: a guide to the unwritten social rules of dating for men with Asperger syndrome / Sarah HENDRICKX in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.94-94 Titre : Decoding dating: a guide to the unwritten social rules of dating for men with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Sarah HENDRICKX, Auteur Article en page(s) : p.94-94 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Decoding dating: a guide to the unwritten social rules of dating for men with Asperger syndrome [Texte imprimé et/ou numérique] / Sarah HENDRICKX, Auteur . - p.94-94. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.94-94 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Online safety for children and teens on the autism spectrum: a parents and carer's guide / Alan SCRAGG in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.95-96 Titre : Online safety for children and teens on the autism spectrum: a parents and carer's guide Type de document : Texte imprimé et/ou numérique Auteurs : Alan SCRAGG, Auteur Article en page(s) : p.95-96 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Online safety for children and teens on the autism spectrum: a parents and carer's guide [Texte imprimé et/ou numérique] / Alan SCRAGG, Auteur . - p.95-96. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.95-96 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Navigating the world of digital social communication: a guidebook for people with autism and their families / Alan SCRAGG in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.97-98 Titre : Navigating the world of digital social communication: a guidebook for people with autism and their families Type de document : Texte imprimé et/ou numérique Auteurs : Alan SCRAGG, Auteur Article en page(s) : p.97-98 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Navigating the world of digital social communication: a guidebook for people with autism and their families [Texte imprimé et/ou numérique] / Alan SCRAGG, Auteur . - p.97-98. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.97-98 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

LEGO® Based Therapy How to build social competence through LEGO^®-Based Clubs for children with autism and related conditions / Miranda ANDRAS in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.99-100 Titre : LEGO® Based Therapy How to build social competence through LEGO®-Based Clubs for children with autism and related conditions Type de document : Texte imprimé et/ou numérique Auteurs : Miranda ANDRAS, Auteur Article en page(s) : p.99-100 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] LEGO® Based Therapy How to build social competence through LEGO®-Based Clubs for children with autism and related conditions [Texte imprimé et/ou numérique] / Miranda ANDRAS, Auteur . - p.99-100. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.99-100 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258

Accredited courses on autism in Good Autism Practice - GAP, 16-1 (May 2015)

Public ISBD [article]  inGood Autism Practice - GAP > 16-1 (May 2015) . - p.101-104 Titre : Accredited courses on autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.101-104 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 [article] Accredited courses on autism [Texte imprimé et/ou numérique] . - p.101-104. Langues : Anglais (eng) in Good Autism Practice - GAP > 16-1 (May 2015) . - p.101-104 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258