Autism spectrum disorders / Peter STURMEY

Public ISBD Titre : Autism spectrum disorders : Applied Behavior Analysis, Evidence, and Practice Type de document : Texte imprimé et/ou numérique Auteurs : Peter STURMEY, Auteur ; Adrienne FITZER, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2007 Importance : 289 p. Présentation : ill. Format : 15,2cm x 23cm x 1,9cm ISBN/ISSN/EAN : 978-1-4164-0209-1 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Thoroughly organized — precisely the reference book any undergraduate or graduate student, occupational/physical therapist, special-education teacher, behavior analyst, speech language pathologist, pediatrician, or psychiatrist needs in dealing with Applied Behavior Analysis. This text not only summarizes the science of behavior analysis and its application to people with Autism Spectrum Disorders, it also describes many of the technologies and procedures behind it. Written for those already versed with elementary concepts of ABA, Autism Spectrum Disorders: Applied Behavior Analysis, Evidence and Practice is organized into eight detailed chapters. The comprehensive information is collectively compiled by a team of authors who are currently active researchers and practitioners and leaders in the field of ABA. Hence, each chapter contains concise summaries of current research literature and explicit practitioner recommendations. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 Autism spectrum disorders : Applied Behavior Analysis, Evidence, and Practice [Texte imprimé et/ou numérique] / Peter STURMEY, Auteur ; Adrienne FITZER, Auteur . - Austin [Etats-Unis] : Pro.ed, 2007 . - 289 p. : ill. ; 15,2cm x 23cm x 1,9cm. ISBN : 978-1-4164-0209-1 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Thoroughly organized — precisely the reference book any undergraduate or graduate student, occupational/physical therapist, special-education teacher, behavior analyst, speech language pathologist, pediatrician, or psychiatrist needs in dealing with Applied Behavior Analysis. This text not only summarizes the science of behavior analysis and its application to people with Autism Spectrum Disorders, it also describes many of the technologies and procedures behind it. Written for those already versed with elementary concepts of ABA, Autism Spectrum Disorders: Applied Behavior Analysis, Evidence and Practice is organized into eight detailed chapters. The comprehensive information is collectively compiled by a team of authors who are currently active researchers and practitioners and leaders in the field of ABA. Hence, each chapter contains concise summaries of current research literature and explicit practitioner recommendations. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

Contient

• Programmatic issues / Sandra L. HARRIS
• Autism and Applied Behavior Analysis / Tristram SMITH
• Behavior analytic teaching procedures : basic principles, empirically derived practices / William H. AHEARN
• Readiness skills / Ruth Anne REHFELDT
• Self-help skills / Ruth Anne REHFELDT
• Social Behavior / Dorothea C. LERMAN
• Communication intervention / Jeff SIGAFOOS
• Functional approaches to assessment and treatment of problem behavior in persons with autism and related disabilities / Richard G. SMITH

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001263	APP-A STU	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

Focus on Autism and Other Developmental Disabilities  

Public ISBD [périodique]  Voir les bulletins disponibles Rechercher dans ce périodique  Titre : Focus on Autism and Other Developmental Disabilities Type de document : Texte imprimé et/ou numérique Editeur : Austin [Etats-Unis] : Pro.ed ISBN/ISSN/EAN : 1088-3576 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://foa.sagepub.com/ Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [périodique]  Voir les bulletins disponibles Rechercher dans ce périodique Focus on Autism and Other Developmental Disabilities [Texte imprimé et/ou numérique] . - Austin [Etats-Unis] : Pro.ed. ISSN : 1088-3576 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://foa.sagepub.com/ Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

Language and Autism / Adrienne FITZER

Public ISBD Titre : Language and Autism : Applied Behavior Analysis, Evidence, and Practice Type de document : Texte imprimé et/ou numérique Auteurs : Adrienne FITZER, Directeur de publication ; Peter STURMEY, Directeur de publication Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2009 Importance : 342 p. ISBN/ISSN/EAN : 978-1-4164-0376-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : This book is intended to provide clear guidance to practitioners in a concise format. The proposed volume is an edited work consisting of 12 chapters. Each of the 12 chapters includes a final section on practitioner recommendations. The first two chapters include behavioral theory of language acquisition; the efficacy of behavioral and other approaches commonly used interventions as applied to language. The next group of chapters addresses common targets, such as requesting, elaborated language use, reading and writing and nonsocial interventions for language acquisition. The next chapters address commonly used behavioral interventions, functional communication training and incidental teaching. The final chapter addresses decreasing inappropriate language. This volume will provide the reader with a concise overview of applied behavioral interventions for language in people with autism spectrum disorders. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 Language and Autism : Applied Behavior Analysis, Evidence, and Practice [Texte imprimé et/ou numérique] / Adrienne FITZER, Directeur de publication ; Peter STURMEY, Directeur de publication . - Austin [Etats-Unis] : Pro.ed, 2009 . - 342 p. ISBN : 978-1-4164-0376-0 Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : This book is intended to provide clear guidance to practitioners in a concise format. The proposed volume is an edited work consisting of 12 chapters. Each of the 12 chapters includes a final section on practitioner recommendations. The first two chapters include behavioral theory of language acquisition; the efficacy of behavioral and other approaches commonly used interventions as applied to language. The next group of chapters addresses common targets, such as requesting, elaborated language use, reading and writing and nonsocial interventions for language acquisition. The next chapters address commonly used behavioral interventions, functional communication training and incidental teaching. The final chapter addresses decreasing inappropriate language. This volume will provide the reader with a concise overview of applied behavioral interventions for language in people with autism spectrum disorders. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

Contient

• Language problems in autism spectrum disorders / Peter STURMEY
• Principles of Applied Behavior Analysis and language acquisition / Jessica A. BOISJOLI
• Behavioral theory and language acquisition / Claire L. POULSON
• Efficacy of interventions to promote language / Oliver C. MUDFORD
• General intervention approaches for teaching speech and its prerequisites / Jeff SIGAFOOS
• Teaching mands to individuals with autism spectrum disorders / Erik DRASGOW
• The natural language paradigm and incidental teaching / Ruth Anne REHFELDT
• Facilitating language in learners with autism: stimulus control technology / Bridget A. TAYLOR
• The formation and elaboration of stimulus classes / Robert STROMER
• Speech prosody intervention in autism / John L. BROWN
• Reducing inappropriate verbal behavior / Peter STURMEY
• Functional communication training intervention / David P. WACKER

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001266	APP-A FIT	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

No-Glamour® Social Language/Behavior Cards / Carolyn LOGIUDICE

Public ISBD Titre : No-Glamour® Social Language/Behavior Cards Type de document : Matériel, test, mallette pédagogique Auteurs : Carolyn LOGIUDICE, Auteur ; Nancy MCCONNELL, Auteur ; Margaret WARNER, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2004 Format : 16cm x 12,5cm x 8cm ISBN/ISSN/EAN : 978-0-7606-9989-8 Langues : Anglais (eng) Index. décimale : MAT-H MAT-HAB - Habiletés Sociales Résumé : Students learn to successfully manage 90 social situations in areas such as self-control, eating, emotions, solving problems, and more. Use these full-color cards to help your students learn to discriminate between appropriate and inappropriate responses. The back of each card includes a summary of the social situation and questions to stimulate discussion and develop social problem solving. The 200 cards are versatile-use them for discussion starters, role-playing, story starters, and for sharing experiences. The ten skills areas are: - In School- Students learn to spotlight and clarify the expectations for language/behavior in an academic setting. The situations include cheating, the class clown, helping others, respecting personal space, and more. - Eating- Students learn appropriate and inappropriate comments and behavior when eating and drinking in various settings. The situations include wiping your mouth, not burping, respecting others' tastes/foods, eating as a guest, and more. - Emotions- Students learn appropriate and inappropriate ways to handle emotions in situations, such as sharing, apologizing, sportsmanship, arguing, and more. - Self-Control- Students learn to control their impulses and their behaviors in socially acceptable ways in common situations, such as waiting for a turn, inappropriate laughter, nose picking, yelling, reacting to teasing, and more. - Getting Along- Students explore the similarities and differences in perspectives of all the parties in everyday situations. The situations include taking turns, telling and keeping secrets, showing appreciation, helping others, and more. - Conversations- Students learn to exchange information and to relate to the other individual in the conversation. Topics cover basic conversation skills, such as joining a group, good introductions, changing the topic too quickly, when to interrupt, and more. - Being Responsible- Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more. - Solving Problems- Students explore possible solutions and consequences to everyday problems. The situations include waiting to be picked up, anxiety about a dental checkup, being served strange food, and more. - Role-Playing- Students practice using appropriate language and behavior in a variety of contexts. The role-plays are a springboard to discussion about others' perspectives. The situations include a substitute teacher, having a party, going on a field trip, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417 No-Glamour® Social Language/Behavior Cards [Matériel, test, mallette pédagogique] / Carolyn LOGIUDICE, Auteur ; Nancy MCCONNELL, Auteur ; Margaret WARNER, Auteur . - Austin [Etats-Unis] : Pro.ed, 2004 . -  ; 16cm x 12,5cm x 8cm. ISBN : 978-0-7606-9989-8 Langues : Anglais (eng) Index. décimale : MAT-H MAT-HAB - Habiletés Sociales Résumé : Students learn to successfully manage 90 social situations in areas such as self-control, eating, emotions, solving problems, and more. Use these full-color cards to help your students learn to discriminate between appropriate and inappropriate responses. The back of each card includes a summary of the social situation and questions to stimulate discussion and develop social problem solving. The 200 cards are versatile-use them for discussion starters, role-playing, story starters, and for sharing experiences. The ten skills areas are: - In School- Students learn to spotlight and clarify the expectations for language/behavior in an academic setting. The situations include cheating, the class clown, helping others, respecting personal space, and more. - Eating- Students learn appropriate and inappropriate comments and behavior when eating and drinking in various settings. The situations include wiping your mouth, not burping, respecting others' tastes/foods, eating as a guest, and more. - Emotions- Students learn appropriate and inappropriate ways to handle emotions in situations, such as sharing, apologizing, sportsmanship, arguing, and more. - Self-Control- Students learn to control their impulses and their behaviors in socially acceptable ways in common situations, such as waiting for a turn, inappropriate laughter, nose picking, yelling, reacting to teasing, and more. - Getting Along- Students explore the similarities and differences in perspectives of all the parties in everyday situations. The situations include taking turns, telling and keeping secrets, showing appreciation, helping others, and more. - Conversations- Students learn to exchange information and to relate to the other individual in the conversation. Topics cover basic conversation skills, such as joining a group, good introductions, changing the topic too quickly, when to interrupt, and more. - Being Responsible- Students learn ways to assume responsibility, including keeping a promise, doing chores at home, delivering messages, being on time, and more. - Solving Problems- Students explore possible solutions and consequences to everyday problems. The situations include waiting to be picked up, anxiety about a dental checkup, being served strange food, and more. - Role-Playing- Students practice using appropriate language and behavior in a variety of contexts. The role-plays are a springboard to discussion about others' perspectives. The situations include a substitute teacher, having a party, going on a field trip, and more. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=417

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0005239	MAT-HAB LOG	Test	Centre d'Information et de Documentation du CRA Rhône-Alpes	MAT - Matériel Educatif / Sensoriel	Disponible

Test of Problem Solving–3: Elementary / Linda BOWERS

Public ISBD Titre : Test of Problem Solving–3: Elementary : TOPS-3 Type de document : Texte imprimé et/ou numérique Auteurs : Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2005 Format : 29cm x 25cm x 6,5cm ISBN/ISSN/EAN : 978-0-7606-0615-5 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses. TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking. While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities. The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings. Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur] Note de contenu : Boite contenant : Un manuel de l'examinateur Un Livre de stimuli Feuilles de cotation Cahier des normes révisées Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Test of Problem Solving–3: Elementary : TOPS-3 [Texte imprimé et/ou numérique] / Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur . - Austin [Etats-Unis] : Pro.ed, 2005 . -  ; 29cm x 25cm x 6,5cm. ISBN : 978-0-7606-0615-5 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses. TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking. While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities. The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings. Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur] Note de contenu : Boite contenant : Un manuel de l'examinateur Un Livre de stimuli Feuilles de cotation Cahier des normes révisées Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283

Exemplaires

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