Building Social Relationships / Scott BELLINI

Public ISBD Titre : Building Social Relationships : A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents With Autism Spectrum Disorders and Other Social Difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Scott BELLINI, Auteur Editeur : Shawnee Mission KS [Etats-Unis] : Autism Asperger Publishing Company - AAPC Année de publication : 2006 Importance : 315 p. Présentation : ill. Format : 21cm x 29,7cm x 2cm ISBN/ISSN/EAN : 978-1-934575-05-5 Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as “where do we start” and “what strategies do we use?” This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals – it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 Building Social Relationships : A Systematic Approach to Teaching Social Interaction Skills to Children and Adolescents With Autism Spectrum Disorders and Other Social Difficulties [Texte imprimé et/ou numérique] / Scott BELLINI, Auteur . - Shawnee Mission KS [Etats-Unis] : Autism Asperger Publishing Company - AAPC, 2006 . - 315 p. : ill. ; 21cm x 29,7cm x 2cm. ISBN : 978-1-934575-05-5 Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Parents and professionals often ask how to teach social skills and how to design social skills programs for children with ASD. Often they are seeking answers to basic questions such as “where do we start” and “what strategies do we use?” This book addresses the need for social programming for children and adolescents with ASD by providing a comprehensive five-step model. The model incorporates the following five steps: assess social functioning, distinguish between skill acquisition and performance deficits, select intervention strategies, implement intervention, and evaluate and monitor progress. This model will also show you how to organize and make sense of the myriad of social skills strategies and resources currently available to parents and professionals – it is not meant to replace other resources or strategies, but synthesize them into one comprehensive program. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0001265	HAB-A BEL	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	HAB - Habiletés Sociales	Sorti jusqu'au 31/03/2025

Les abonnés qui ont emprunté ce document ont également emprunté :

Techniques d'impact pour grandir	BEAULIEU, Danie
La langue des signes française au service des personnes avec autisme	SANCHO, Geneviève
Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders	GERHARDT, Peter F.
Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism	VIVANTI, Giacomo
The Assessment of Functional Living Skills. The AFLS. Basic Living Skills. Assessment Protocol	PARTINGTON, James W.
Se faire un film	BLANCHON, Yves-Claude

Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder / R. B. DRILL in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Titre : Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. B. DRILL, Auteur ; Scott BELLINI, Auteur Article en page(s) : p.1-15 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Combining Readers Theater, Story Mapping and Video Self-Modeling Interventions to Improve Narrative Reading Comprehension in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. B. DRILL, Auteur ; Scott BELLINI, Auteur . - p.1-15. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.1-15 Mots-clés : Autism Spectrum Disorder/therapy  Child  Comprehension  Humans  Learning  Narration  Reading  Asd  Autism  Narrative reading comprehension intervention  Readers Theater  Self-modeling  Story mapping  Video Index. décimale : PER Périodiques Résumé : Individuals with Autism Spectrum Disorder (ASD) demonstrate atypical development, resulting in significant deficits in perspective-taking and observational learning. Children with ASD tend to have challenges in social interactions and academic performance, such as comprehending narrative texts, which heavily rely on accurate understanding of the thoughts and feelings of others. However, the current literature provides limited information on effective interventions to address these areas. The present study expands the existing research base by combining Readers Theater, story mapping, and video self-modeling, three separate research-based interventions, into an intervention package for children with ASD. A multiple-baseline across participants design was utilized. Overall, the results indicate that the intervention package successfully improved reading comprehension. Implications and suggestions for future research are discussed. En ligne : http://dx.doi.org/10.1007/s10803-021-04908-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties / Scott BELLINI in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.80-87 Titre : The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties Type de document : Texte imprimé et/ou numérique Auteurs : Scott BELLINI, Auteur ; Andrea HOPF, Auteur Année de publication : 2007 Article en page(s) : p.80-87 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors. En ligne : http://dx.doi.org/10.1177/10883576070220020801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties [Texte imprimé et/ou numérique] / Scott BELLINI, Auteur ; Andrea HOPF, Auteur . - 2007 . - p.80-87. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.80-87 Index. décimale : PER Périodiques Résumé : There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors. En ligne : http://dx.doi.org/10.1177/10883576070220020801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

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