Career Training and Personal Planning for Students with Autism Spectrum Disorders / Vicki LUNDINE

Public ISBD Titre : Career Training and Personal Planning for Students with Autism Spectrum Disorders : A Practical Resource for Schools Type de document : Texte imprimé et/ou numérique Auteurs : Vicki LUNDINE, Auteur ; Catherine C. SMITH, Auteur ; Jo-Anne SEIP, Préfacier, etc. Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2006 Importance : 192 p. Présentation : ill. Format : 21cm x 29,5cm x 1,2cm ISBN/ISSN/EAN : 978-1-84310-440-7 Note générale : Bibliogr. Langues : Anglais (eng) Index. décimale : EDU-J EDU-J - Education - Transitions Résumé : This training program for teachers and carers assesses ASD students’ strengths and abilities, fears and challenges and helps them acquire the skills necessary for a smooth transition from school to employment. The authors give guidance on developing life skills for employability and independent living, for example, hygiene, time and money management, communication skills, decision-making and setting and achieving realistic goals. They also clearly define the role of parents, job coaches and employers and stress that students are empowered by appropriate support from collaborative, informed teams. The career program enables students to find out about and explore career options, know how and where to search for a job and how to understand job advertisements. The sections on career preparation include strategies for writing resumes, filling in application forms, compiling career portfolios and conduct at interviews. The authors also cover topics such as punctuality and appropriate behavior in the workplace itself. This practical teaching resource is packed with lesson plans, implementation procedures, interactive activities and photocopiable worksheets, and the course can be taught over one year or three years. Vicki Lundine is the District Career Facilitator for the Campbell River School District and a valued member of the Career Education Society of British Columbia, Canada. Catherine Smith is an Educational and Behavioral Consultant for the Provincial Outreach Program for Autism and Related Disorders in British Columbia, Canada. She has 30 years experience working with elementary and high school students, including students with autism spectrum disorders. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231 Career Training and Personal Planning for Students with Autism Spectrum Disorders : A Practical Resource for Schools [Texte imprimé et/ou numérique] / Vicki LUNDINE, Auteur ; Catherine C. SMITH, Auteur ; Jo-Anne SEIP, Préfacier, etc. . - Londres [Angleterre] : Jessica Kingsley Publishers, 2006 . - 192 p. : ill. ; 21cm x 29,5cm x 1,2cm. ISBN : 978-1-84310-440-7 Bibliogr. Langues : Anglais (eng) Index. décimale : EDU-J EDU-J - Education - Transitions Résumé : This training program for teachers and carers assesses ASD students’ strengths and abilities, fears and challenges and helps them acquire the skills necessary for a smooth transition from school to employment. The authors give guidance on developing life skills for employability and independent living, for example, hygiene, time and money management, communication skills, decision-making and setting and achieving realistic goals. They also clearly define the role of parents, job coaches and employers and stress that students are empowered by appropriate support from collaborative, informed teams. The career program enables students to find out about and explore career options, know how and where to search for a job and how to understand job advertisements. The sections on career preparation include strategies for writing resumes, filling in application forms, compiling career portfolios and conduct at interviews. The authors also cover topics such as punctuality and appropriate behavior in the workplace itself. This practical teaching resource is packed with lesson plans, implementation procedures, interactive activities and photocopiable worksheets, and the course can be taught over one year or three years. Vicki Lundine is the District Career Facilitator for the Campbell River School District and a valued member of the Career Education Society of British Columbia, Canada. Catherine Smith is an Educational and Behavioral Consultant for the Provincial Outreach Program for Autism and Related Disorders in British Columbia, Canada. She has 30 years experience working with elementary and high school students, including students with autism spectrum disorders. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=231

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000403	EDU-J LUN	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	EDU - Education - Pédagogie	Disponible

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11 Titre : The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays Type de document : Texte imprimé et/ou numérique Auteurs : David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur Année de publication : 2012 Article en page(s) : p.3-11 Langues : Anglais (eng) Mots-clés : video modeling  autism  communication  PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 [article] The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays [Texte imprimé et/ou numérique] / David F. CIHAK, Auteur ; Catherine C. SMITH, Auteur ; Ashlee CORNETT, Auteur ; Mari Beth COLEMAN, Auteur . - 2012 . - p.3-11. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 27-1 (March 2012) . - p.3-11 Mots-clés : video modeling  autism  communication  PECS Index. décimale : PER Périodiques Résumé : The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills. En ligne : http://dx.doi.org/10.1177/1088357611428426 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152

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