Childhood Disintegrative Disorder / Fred R. VOLKMAR

Public ISBD contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR Titre : Childhood Disintegrative Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Fred R. VOLKMAR, Auteur ; Kathleen KOENIG, Auteur ; Matthew W. STATE, Auteur Année de publication : 2005 Importance : p.70-87 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=378 contenu dans Handbook of Autism and Pervasive Developmental Disorders : Volume One / Fred R. VOLKMAR Childhood Disintegrative Disorder [Texte imprimé et/ou numérique] / Fred R. VOLKMAR, Auteur ; Kathleen KOENIG, Auteur ; Matthew W. STATE, Auteur . - 2005 . - p.70-87. Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=378

Exemplaires

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aucun exemplaire

Dr. Margaret Anne Carter, Josie Santomauro: Pirates: An Early-Years Group Program for Developing Social Understanding and Social Competence for Children with Autism Spectrum Disorders and Related Challenges / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.522 Titre : Dr. Margaret Anne Carter, Josie Santomauro: Pirates: An Early-Years Group Program for Developing Social Understanding and Social Competence for Children with Autism Spectrum Disorders and Related Challenges : Autism Asperger Publishing Company, Shawnee Mission, KS, 2007, 352 pp., $29.95 Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen KOENIG, Auteur Année de publication : 2010 Article en page(s) : p.522 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0835-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993 [article] Dr. Margaret Anne Carter, Josie Santomauro: Pirates: An Early-Years Group Program for Developing Social Understanding and Social Competence for Children with Autism Spectrum Disorders and Related Challenges : Autism Asperger Publishing Company, Shawnee Mission, KS, 2007, 352 pp., $29.95 [Texte imprimé et/ou numérique] / Kathleen KOENIG, Auteur . - 2010 . - p.522. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.522 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1007/s10803-009-0835-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=993

Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders / Susan W. WHITE in Journal of Autism and Developmental Disorders, 37-8 (September 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1403-1412 Titre : Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Susan W. WHITE, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KOENIG, Auteur Année de publication : 2007 Article en page(s) : p.1403-1412 Langues : Anglais (eng) Mots-clés : High-functioning-autism Asperger’s-disorder School Inclusion Social-skills Index. décimale : PER Périodiques Résumé : This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision. En ligne : http://dx.doi.org/10.1007/s10803-006-0281-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164 [article] Educational Placements and Service Use Patterns of Individuals with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Susan W. WHITE, Auteur ; Fred R. VOLKMAR, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Kathleen KOENIG, Auteur . - 2007 . - p.1403-1412. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-8 (September 2007) . - p.1403-1412 Mots-clés : High-functioning-autism Asperger’s-disorder School Inclusion Social-skills Index. décimale : PER Périodiques Résumé : This project was undertaken to identify child characteristics associated with educational placement and service use in high-functioning children with autism spectrum disorders. The sample of 101 (nine females) had a mean age of 12 ± 3 years (mean IQ = 101.77 ± 19.50). Results indicate that lower-cognitive ability and communication skill were associated with placement in special education. Based on parent-report, most students stayed in the same placement (regular or special education) in which they began first grade and the majority of students received special services in their schools (most often speech/language intervention). Findings highlight the emphasis placed on certain child characteristics (e.g., cognitive ability), with far less emphasis on other areas (e.g., degree of social deficit), in educational placement and service provision. En ligne : http://dx.doi.org/10.1007/s10803-006-0281-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=164

From Bayes Through Marginal Utility to Effect Sizes: A Guide to Understanding the Clinical and Statistical Significance of the Results of Autism Research Findings / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 41-2 (February 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.168-174 Titre : From Bayes Through Marginal Utility to Effect Sizes: A Guide to Understanding the Clinical and Statistical Significance of the Results of Autism Research Findings Type de document : Texte imprimé et/ou numérique Auteurs : Domenic V. CICCHETTI, Auteur ; Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Sara S. SPARROW, Auteur Année de publication : 2011 Article en page(s) : p.168-174 Langues : Anglais (eng) Mots-clés : Clinical significance in autism research Index. décimale : PER Périodiques Résumé : The objectives of this report are: (a) to trace the theoretical roots of the concept clinical significance that derives from Bayesian thinking, Marginal Utility/Diminishing Returns in Economics, and the “just noticeable difference”, in Psychophysics. These concepts then translated into: Effect Size (ES), strength of agreement, clinical significance, and related concepts, and made possible the development of Power Analysis; (b) to differentiate clinical significance from statistical significance; and (c) to demonstrate the utility of measures of ES and related concepts for enhancing the meaning of Autism research findings. These objectives are accomplished by applying criteria for estimating clinical significance, and related concepts, to a number of areas of autism research. En ligne : http://dx.doi.org/10.1007/s10803-010-1035-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117 [article] From Bayes Through Marginal Utility to Effect Sizes: A Guide to Understanding the Clinical and Statistical Significance of the Results of Autism Research Findings [Texte imprimé et/ou numérique] / Domenic V. CICCHETTI, Auteur ; Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Fred R. VOLKMAR, Auteur ; Rhea PAUL, Auteur ; Sara S. SPARROW, Auteur . - 2011 . - p.168-174. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-2 (February 2011) . - p.168-174 Mots-clés : Clinical significance in autism research Index. décimale : PER Périodiques Résumé : The objectives of this report are: (a) to trace the theoretical roots of the concept clinical significance that derives from Bayesian thinking, Marginal Utility/Diminishing Returns in Economics, and the “just noticeable difference”, in Psychophysics. These concepts then translated into: Effect Size (ES), strength of agreement, clinical significance, and related concepts, and made possible the development of Power Analysis; (b) to differentiate clinical significance from statistical significance; and (c) to demonstrate the utility of measures of ES and related concepts for enhancing the meaning of Autism research findings. These objectives are accomplished by applying criteria for estimating clinical significance, and related concepts, to a number of areas of autism research. En ligne : http://dx.doi.org/10.1007/s10803-010-1035-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=117

Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 39-8 (August 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1163-1172 Titre : Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Domenic V. CICCHETTI, Auteur ; Andres DE LOS REYES, Auteur Année de publication : 2009 Article en page(s) : p.1163-1172 Langues : Anglais (eng) Mots-clés : Autism Pervasive-developmental-disorders Social-skills-training Evidence-based-treatment Range-of-changes Group-therapy Index. décimale : PER Périodiques Résumé : A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789 [article] Group Intervention to Promote Social Skills in School-age Children with Pervasive Developmental Disorders: Reconsidering Efficacy [Texte imprimé et/ou numérique] / Kathleen KOENIG, Auteur ; Ami KLIN, Auteur ; Lawrence SCAHILL, Auteur ; Domenic V. CICCHETTI, Auteur ; Andres DE LOS REYES, Auteur . - 2009 . - p.1163-1172. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-8 (August 2009) . - p.1163-1172 Mots-clés : Autism Pervasive-developmental-disorders Social-skills-training Evidence-based-treatment Range-of-changes Group-therapy Index. décimale : PER Périodiques Résumé : A consistent result in the evaluation of group-delivered intervention to promote social reciprocity in children with PDDs is that outcome data are inconclusive. Lack of robust evidence of efficacy confounds understanding of these interventions and their value to the field. It is conceivable that the construct of impaired social reciprocity in PDD presents unique circumstances that require special consideration when evaluating the evidence base. Social reciprocity and impairment in social functioning are complex constructs, which require a multi-dimensional, multi-method approach to intervention and measurement of gains. The existing paradigm for evaluating the evidence base of intervention may need modification to permit a more intricate analysis of the extant research, and increase the sophistication of future research. En ligne : http://dx.doi.org/10.1007/s10803-009-0728-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=789

Group Social Skills Instruction for Adolescents With High-Functioning Autism Spectrum Disorders / Susan W. WHITE in Focus on Autism and Other Developmental Disabilities, 25-4 (December 2010)  

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Interpreting the Efficacy Research on Group Delivered Social Skills Intervention for Children with Autism Spectrum Disorders / Kathleen KOENIG

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Neurobiology and Genetics of Autism: A Developmental Perspective / Kathleen KOENIG

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Practical Social Skills for Autism Spectrum Disorders / Kathleen KOENIG

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Promoting Social Skill Development in Children With Pervasive Developmental Disorders: A Feasibility and Efficacy Study / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-10 (October 2010)  

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Reliability of the ADI-R: Multiple Examiners Evaluate a Single Case / Domenic V. CICCHETTI in Journal of Autism and Developmental Disorders, 38-4 (April 2008)  

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Sex and gender differences in autism spectrum disorder: summarizing evidence gaps and identifying emerging areas of priority / Alycia K. HALLADAY in Molecular Autism, (June 2015)  

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Shana Nichols, Gina Marie Moravcik, Samara Pulver Tetenbaum: Girls Growing up on the Autism Spectrum: What Parents and Professionals Should Know About the Pre-teen and Teenage Years / Kathleen KOENIG in Journal of Autism and Developmental Disorders, 40-8 (August 2010)  

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The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

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Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program / James W. TANAKA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

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