Individualizing Interventions for Young Children with Autism in Preschool / Erin E. BARTON in Journal of Autism and Developmental Disorders, 42-6 (June 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1205-1217 Titre : Individualizing Interventions for Young Children with Autism in Preschool Type de document : Texte imprimé et/ou numérique Auteurs : Erin E. BARTON, Auteur ; Karen LAWRENCE, Auteur ; Florien DEURLOO, Auteur Année de publication : 2012 Article en page(s) : p.1205-1217 Langues : Anglais (eng) Mots-clés : Preschool  Research to practice  Early intervention Index. décimale : PER Périodiques Résumé : Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1195-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157 [article] Individualizing Interventions for Young Children with Autism in Preschool [Texte imprimé et/ou numérique] / Erin E. BARTON, Auteur ; Karen LAWRENCE, Auteur ; Florien DEURLOO, Auteur . - 2012 . - p.1205-1217. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-6 (June 2012) . - p.1205-1217 Mots-clés : Preschool  Research to practice  Early intervention Index. décimale : PER Périodiques Résumé : Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1195-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=157

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