Dépouillements

Editorial / Glenys JONES in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.2-5 Titre : Editorial Type de document : Texte imprimé et/ou numérique Auteurs : Glenys JONES, Auteur Article en page(s) : p.2-5 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Editorial [Texte imprimé et/ou numérique] / Glenys JONES, Auteur . - p.2-5. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.2-5 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Why supporting self-awareness for autistic people is of mutual benefit / Sue HATTON in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.6-12 Titre : Why supporting self-awareness for autistic people is of mutual benefit Type de document : Texte imprimé et/ou numérique Auteurs : Sue HATTON, Auteur ; Pamela HIRSCH, Auteur Article en page(s) : p.6-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Sue Hatton is an experienced teacher and adviser on autism, latterly working in adult residential social care settings. Sue met Pamela Hirsch, 20 years ago and has been part of Pamela's Circle of Support for 15 years. In 2003, they wrote a book together detailing some of Pamela's experiences, entitled Conversations in Autism (Hatton and Johnston, 2003). Pamela was late diagnosed as having Asperger syndrome when she was 46 years old. In this paper, she and Sue discuss some of the events in Pamela's life and explain how her autistic thinking and actions have influenced her decisions and actions, at times for good and at other times, placing her in risky situations. Now at the age of 72, Pamela continues to appreciate the support of her Circle of Support and members of her Circle have gained so much from listening to Pamela. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Why supporting self-awareness for autistic people is of mutual benefit [Texte imprimé et/ou numérique] / Sue HATTON, Auteur ; Pamela HIRSCH, Auteur . - p.6-12. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.6-12 Index. décimale : PER Périodiques Résumé : Sue Hatton is an experienced teacher and adviser on autism, latterly working in adult residential social care settings. Sue met Pamela Hirsch, 20 years ago and has been part of Pamela's Circle of Support for 15 years. In 2003, they wrote a book together detailing some of Pamela's experiences, entitled Conversations in Autism (Hatton and Johnston, 2003). Pamela was late diagnosed as having Asperger syndrome when she was 46 years old. In this paper, she and Sue discuss some of the events in Pamela's life and explain how her autistic thinking and actions have influenced her decisions and actions, at times for good and at other times, placing her in risky situations. Now at the age of 72, Pamela continues to appreciate the support of her Circle of Support and members of her Circle have gained so much from listening to Pamela. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Quiet voices: using creative research methods to increase participation and the voice of learners often overlooked / Helen EVANS in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.13-23 Titre : Quiet voices: using creative research methods to increase participation and the voice of learners often overlooked Type de document : Texte imprimé et/ou numérique Auteurs : Helen EVANS, Auteur Article en page(s) : p.13-23 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Gaining the perspective of pupils, students, and adults on their experiences of school, college and university and other forms of provision is now considered essential, both ethically and logically to design, modify and create effective policy and practice. Ways of obtaining these views are still in their infancy though and much work needs to be done, not least with individuals whom providers find it hard to engage and communicate with effectively. In this small scale study, Helen Evans, works collaboratively with two autistic students to elicit the views of eight fellow learners at a specialist Further Education College. Walking maps, photo elicitation and other creative research methods are developed and data collected on the type of support given and the benefits of the project to all concerned. The Editor would welcome other papers that give practical ideas on how the voice of those who often remain silent can be heard and acted upon. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Quiet voices: using creative research methods to increase participation and the voice of learners often overlooked [Texte imprimé et/ou numérique] / Helen EVANS, Auteur . - p.13-23. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.13-23 Index. décimale : PER Périodiques Résumé : Gaining the perspective of pupils, students, and adults on their experiences of school, college and university and other forms of provision is now considered essential, both ethically and logically to design, modify and create effective policy and practice. Ways of obtaining these views are still in their infancy though and much work needs to be done, not least with individuals whom providers find it hard to engage and communicate with effectively. In this small scale study, Helen Evans, works collaboratively with two autistic students to elicit the views of eight fellow learners at a specialist Further Education College. Walking maps, photo elicitation and other creative research methods are developed and data collected on the type of support given and the benefits of the project to all concerned. The Editor would welcome other papers that give practical ideas on how the voice of those who often remain silent can be heard and acted upon. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

To what extent does the 'Double Empathy Problem' impact on the assessment and grading of autistic students' creative writing? / Isabelle FINN-KELCEY in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.24-37 Titre : To what extent does the 'Double Empathy Problem' impact on the assessment and grading of autistic students' creative writing? Type de document : Texte imprimé et/ou numérique Auteurs : Isabelle FINN-KELCEY, Auteur Article en page(s) : p.24-37 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this paper, the author explores potential reasons for the difference in marks given to autistic students, relative to their typical peers. As an English teacher, she had noticed that the grades given to autistic students at GCSE were generally lower and suggests this may be due to the fact that assessors do not value some aspects of their written work. She conducted a small scale study where she compared the creative writing of 11 autistic students with 11 non autistic students matched for cognitive ability. The findings suggest that teaching staff and examiners need to develop their understanding of the different attributes demonstrated by autistic authors to reflect these in the grades given. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] To what extent does the 'Double Empathy Problem' impact on the assessment and grading of autistic students' creative writing? [Texte imprimé et/ou numérique] / Isabelle FINN-KELCEY, Auteur . - p.24-37. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.24-37 Index. décimale : PER Périodiques Résumé : In this paper, the author explores potential reasons for the difference in marks given to autistic students, relative to their typical peers. As an English teacher, she had noticed that the grades given to autistic students at GCSE were generally lower and suggests this may be due to the fact that assessors do not value some aspects of their written work. She conducted a small scale study where she compared the creative writing of 11 autistic students with 11 non autistic students matched for cognitive ability. The findings suggest that teaching staff and examiners need to develop their understanding of the different attributes demonstrated by autistic authors to reflect these in the grades given. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

An evaluation of sensory diets and the impact on sensory processing, engagement and the wellbeing of autistic children / Bethany BARNSLEY in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.38-58 Titre : An evaluation of sensory diets and the impact on sensory processing, engagement and the wellbeing of autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Bethany BARNSLEY, Auteur ; Lucy BATES, Auteur Article en page(s) : p.38-58 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The sensory challenges for autistic children and adults alike can seriously affect their wellbeing and their ability to access and benefit from experiences. Over recent years, there has been an increasing focus on how sensory needs can be ascertained and then how these might be addressed to lessen their effects. In this small study within a resource base in a mainstream primary school, the author worked with a specialist occupational therapist (OT) and parents to devise a sensory diet for five autistic children. The Autism Education Trust (AET) Progression Framework was used to monitor change. While it is not possible to claim it was this work that led to some of the improvements seen, the study does provide some good ideas on sensory assessment and on ways to support children who are over or under sensitive to sensory stimuli. Developing the knowledge of the whole staff of the school and working closely with the children's parents were key aspects so that experiences and ideas are shared and built upon and future children can benefit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] An evaluation of sensory diets and the impact on sensory processing, engagement and the wellbeing of autistic children [Texte imprimé et/ou numérique] / Bethany BARNSLEY, Auteur ; Lucy BATES, Auteur . - p.38-58. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.38-58 Index. décimale : PER Périodiques Résumé : The sensory challenges for autistic children and adults alike can seriously affect their wellbeing and their ability to access and benefit from experiences. Over recent years, there has been an increasing focus on how sensory needs can be ascertained and then how these might be addressed to lessen their effects. In this small study within a resource base in a mainstream primary school, the author worked with a specialist occupational therapist (OT) and parents to devise a sensory diet for five autistic children. The Autism Education Trust (AET) Progression Framework was used to monitor change. While it is not possible to claim it was this work that led to some of the improvements seen, the study does provide some good ideas on sensory assessment and on ways to support children who are over or under sensitive to sensory stimuli. Developing the knowledge of the whole staff of the school and working closely with the children's parents were key aspects so that experiences and ideas are shared and built upon and future children can benefit. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

An evaluation of a tool, based on spoon theory, to promote self-regulation and avoidance of burnout in autistic children and young people / Karen MCGUINNESS in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.59-72 Titre : An evaluation of a tool, based on spoon theory, to promote self-regulation and avoidance of burnout in autistic children and young people Type de document : Texte imprimé et/ou numérique Auteurs : Karen MCGUINNESS, Auteur Article en page(s) : p.59-72 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is well established that autistic children and adults alike experience more stress and are more prone to burnout and mental health problems than the general population. It is therefore important to consider how this might be addressed. In this paper, the author describes a tool she developed, based on spoon theory, to help children and young people become more aware of their emotions and their capacity to take steps to reduce the likelihood of burnout. In so doing, their parents also enhance their understanding and knowledge of how to regulate their child's emotional state and energy levels. Karen makes the point that autistic people's stress is often caused and exacerbated by trying to mimic and fit in with what is considered acceptable and 'normal' and so it is vital that other people take responsibility and accept and adapt to neurodiversity to reduce the stress experienced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] An evaluation of a tool, based on spoon theory, to promote self-regulation and avoidance of burnout in autistic children and young people [Texte imprimé et/ou numérique] / Karen MCGUINNESS, Auteur . - p.59-72. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.59-72 Index. décimale : PER Périodiques Résumé : It is well established that autistic children and adults alike experience more stress and are more prone to burnout and mental health problems than the general population. It is therefore important to consider how this might be addressed. In this paper, the author describes a tool she developed, based on spoon theory, to help children and young people become more aware of their emotions and their capacity to take steps to reduce the likelihood of burnout. In so doing, their parents also enhance their understanding and knowledge of how to regulate their child's emotional state and energy levels. Karen makes the point that autistic people's stress is often caused and exacerbated by trying to mimic and fit in with what is considered acceptable and 'normal' and so it is vital that other people take responsibility and accept and adapt to neurodiversity to reduce the stress experienced. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Misdiagnoses and late diagnosis of autism in adulthood: Ruth's reflections with her therapist / Ruth [S.N.] in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.73-77 Titre : Misdiagnoses and late diagnosis of autism in adulthood: Ruth's reflections with her therapist Type de document : Texte imprimé et/ou numérique Auteurs : Ruth [S.N.], Auteur ; Elin [S.N.], Auteur Année de publication : 2021 Article en page(s) : p.73-77 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : In this opinion piece, Ruth, a Registered Manager in Adult Social Care, and Elin (a psychologist and therapist), consider the impact on Ruth of not being identified as autistic until the age of 46. Prior to this, several mental health professionals had viewed Ruth variously as psychotic or as having a personality disorder. She was put on high doses of anti-psychotic medication for some years. This short piece does not include the perspective of the professionals who have assessed Ruth in the past, so it is not possible to establish how they reached their conclusions and missed autism. Ruth and Elin suggest possible reasons for this. These include the fact that Ruth had experienced abuse and trauma in her young life (not uncommon in autism); and that she had significant sensory processing issues. In addition, they argue that many mental health professionals lack an understanding of the presentation of autism in girls and women and so look for different explanations and may rely on the previous conceptualisations of their colleagues rather than taking a fresh look at the person before them. They end this paper by reflecting on the impact of late diagnosis and how life might have been different. While all those involved in the field of autism know many autistic people, like Ruth, who have been misdiagnosed and given inappropriate or ineffective treatments, it is the hope that as autism becomes a compulsory part of the initial training in health, education and social care that the proportion of those who reach adulthood and who require support, meet professionals who understand their needs and work effectively together with them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Misdiagnoses and late diagnosis of autism in adulthood: Ruth's reflections with her therapist [Texte imprimé et/ou numérique] / Ruth [S.N.], Auteur ; Elin [S.N.], Auteur . - 2021 . - p.73-77. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.73-77 Index. décimale : PER Périodiques Résumé : In this opinion piece, Ruth, a Registered Manager in Adult Social Care, and Elin (a psychologist and therapist), consider the impact on Ruth of not being identified as autistic until the age of 46. Prior to this, several mental health professionals had viewed Ruth variously as psychotic or as having a personality disorder. She was put on high doses of anti-psychotic medication for some years. This short piece does not include the perspective of the professionals who have assessed Ruth in the past, so it is not possible to establish how they reached their conclusions and missed autism. Ruth and Elin suggest possible reasons for this. These include the fact that Ruth had experienced abuse and trauma in her young life (not uncommon in autism); and that she had significant sensory processing issues. In addition, they argue that many mental health professionals lack an understanding of the presentation of autism in girls and women and so look for different explanations and may rely on the previous conceptualisations of their colleagues rather than taking a fresh look at the person before them. They end this paper by reflecting on the impact of late diagnosis and how life might have been different. While all those involved in the field of autism know many autistic people, like Ruth, who have been misdiagnosed and given inappropriate or ineffective treatments, it is the hope that as autism becomes a compulsory part of the initial training in health, education and social care that the proportion of those who reach adulthood and who require support, meet professionals who understand their needs and work effectively together with them. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

An evaluation of Chinese Orff Music Therapy for children with autism in China / Wolfgang MASTNAK in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.78-86 Titre : An evaluation of Chinese Orff Music Therapy for children with autism in China Type de document : Texte imprimé et/ou numérique Auteurs : Wolfgang MASTNAK, Auteur ; Rong GUO, Auteur Article en page(s) : p.78-86 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The authors are based at the University of Music and Performing Arts in Munich. Wolfgang Mastnak is also Professor at Beijing Normal University (BNU) in China and Director of the BNU Research Centre of Arts Therapies. He designed this small scale study with Rong Guo. She conducted the therapy in Shanghai as part of her PhD thesis. They set out to evaluate the benefits of Orff music therapy with children aged from 5 to 11 years within a special school setting. Each child had a 35 minute weekly session for over 6 months. Parents and staff rated the effects of this by completing a pre and post questionnaire. Clear benefits are claimed for some children. The conclusions are limited due to the fact there was no comparison group and the raters were not blind to the approach, but the study has value to highlight the complex nature of approaches in China and the challenges of introducing ideas from the West to a vast country which has over 55 different ethnic groups with their own culture and language and often very different views and attitudes towards autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] An evaluation of Chinese Orff Music Therapy for children with autism in China [Texte imprimé et/ou numérique] / Wolfgang MASTNAK, Auteur ; Rong GUO, Auteur . - p.78-86. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.78-86 Index. décimale : PER Périodiques Résumé : The authors are based at the University of Music and Performing Arts in Munich. Wolfgang Mastnak is also Professor at Beijing Normal University (BNU) in China and Director of the BNU Research Centre of Arts Therapies. He designed this small scale study with Rong Guo. She conducted the therapy in Shanghai as part of her PhD thesis. They set out to evaluate the benefits of Orff music therapy with children aged from 5 to 11 years within a special school setting. Each child had a 35 minute weekly session for over 6 months. Parents and staff rated the effects of this by completing a pre and post questionnaire. Clear benefits are claimed for some children. The conclusions are limited due to the fact there was no comparison group and the raters were not blind to the approach, but the study has value to highlight the complex nature of approaches in China and the challenges of introducing ideas from the West to a vast country which has over 55 different ethnic groups with their own culture and language and often very different views and attitudes towards autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

The pros and cons of being an autistic parent / Shona MURPHY in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.87-96 Titre : The pros and cons of being an autistic parent Type de document : Texte imprimé et/ou numérique Auteurs : Shona MURPHY, Auteur Article en page(s) : p.87-96 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Many parents of autistic children are autistic themselves and yet there has been relatively little research on what this experience is like for the parents. In this paper, Shona Murphy who is autistic and has two autistic children, interviewed five autistic mothers and one autistic father to explore their experiences. The literature on this topic often shows that parents with a disability are unfairly judged and stigmatised and not given the support they seek. Other literature suggests that having similar issues to your child can mean that parents are more empathic and able to understand and meet their child's needs more effectively than other parents. Although the sample is small and the parents might have opted in because they were dissatisfied with services, their accounts suggest, and Shona concludes, that there is a need to help professionals appreciate that parenting might look different when one or both parents is autistic, in order to avoid making negative judgements which might lead to further distress rather than being helpful. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] The pros and cons of being an autistic parent [Texte imprimé et/ou numérique] / Shona MURPHY, Auteur . - p.87-96. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.87-96 Index. décimale : PER Périodiques Résumé : Many parents of autistic children are autistic themselves and yet there has been relatively little research on what this experience is like for the parents. In this paper, Shona Murphy who is autistic and has two autistic children, interviewed five autistic mothers and one autistic father to explore their experiences. The literature on this topic often shows that parents with a disability are unfairly judged and stigmatised and not given the support they seek. Other literature suggests that having similar issues to your child can mean that parents are more empathic and able to understand and meet their child's needs more effectively than other parents. Although the sample is small and the parents might have opted in because they were dissatisfied with services, their accounts suggest, and Shona concludes, that there is a need to help professionals appreciate that parenting might look different when one or both parents is autistic, in order to avoid making negative judgements which might lead to further distress rather than being helpful. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Neurodiversity, autism and sexual violence / Susy RIDOUT in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.97-98 Titre : Neurodiversity, autism and sexual violence Type de document : Texte imprimé et/ou numérique Auteurs : Susy RIDOUT, Auteur ; Shona MURPHY, 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=460 [article] Neurodiversity, autism and sexual violence [Texte imprimé et/ou numérique] / Susy RIDOUT, Auteur ; Shona MURPHY, Auteur . - p.97-98. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.97-98 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Queerly autistic: the ultimate geode for LGBTQIA+ Teens on the spectrum / Erin EKINS in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.99-99 Titre : Queerly autistic: the ultimate geode for LGBTQIA+ Teens on the spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Erin EKINS, Auteur ; Glenys JONES, Auteur Article en page(s) : p.99-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Queerly autistic: the ultimate geode for LGBTQIA+ Teens on the spectrum [Texte imprimé et/ou numérique] / Erin EKINS, Auteur ; Glenys JONES, Auteur . - p.99-99. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.99-99 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Accredited courses in autism in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.100-104 Titre : Accredited courses in autism Type de document : Texte imprimé et/ou numérique Article en page(s) : p.100-104 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460 [article] Accredited courses in autism [Texte imprimé et/ou numérique] . - p.100-104. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.100-104 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460

Notes for authors in Good Autism Practice - GAP, 22-1 (May 2021)

Public ISBD [article]  inGood Autism Practice - GAP > 22-1 (May 2021) . - p.107-108 Titre : Notes for authors Type de document : Texte imprimé et/ou numérique 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=460 [article] Notes for authors [Texte imprimé et/ou numérique] . - p.107-108. Langues : Anglais (eng) in Good Autism Practice - GAP > 22-1 (May 2021) . - p.107-108 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=460