AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program / Emily RUBIN

Public ISBD in Autism Spectrum Disorders and AAC / Pat MIRENDA Titre : AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program Type de document : texte imprimé Auteurs : Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur Année de publication : 2009 Importance : p.195-217 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 in Autism Spectrum Disorders and AAC / Pat MIRENDA AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program [texte imprimé] / Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur . - 2009 . - p.195-217. Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

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Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming / Wendy D. MARANS

Public ISBD contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Titre : Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming Type de document : texte imprimé Auteurs : Wendy D. MARANS, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur Année de publication : 2005 Importance : p.977-1002 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=382 contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming [texte imprimé] / Wendy D. MARANS, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur . - 2005 . - p.977-1002. 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=382

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Améliorer la communication et les habiletés socio-émotionnelles / Barry M. PRIZANT

Public ISBD contenu dans Améliorer la qualité de vie des personnes autistes / Bernadette ROGE Titre : Améliorer la communication et les habiletés socio-émotionnelles Type de document : texte imprimé Auteurs : Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur Année de publication : 2008 Importance : p.97-114 Langues : Français (fre) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 contenu dans Améliorer la qualité de vie des personnes autistes / Bernadette ROGE Améliorer la communication et les habiletés socio-émotionnelles [texte imprimé] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - 2008 . - p.97-114. Langues : Français (fre) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

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Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents / Amy C. LAURENT in Journal of Autism and Developmental Disorders, 48-4 (April 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260 Titre : Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents Type de document : texte imprimé Auteurs : Amy C. LAURENT, Auteur ; Kyle GORMAN, Auteur Article en page(s) : p.1249-1260 Langues : Anglais (eng) Mots-clés : Autism  Emotional self-regulation  Parent behaviors  Sensory processing  Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352 [article] Development of Emotion Self-Regulation Among Young Children with Autism Spectrum Disorders: The Role of Parents [texte imprimé] / Amy C. LAURENT, Auteur ; Kyle GORMAN, Auteur . - p.1249-1260. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-4 (April 2018) . - p.1249-1260 Mots-clés : Autism  Emotional self-regulation  Parent behaviors  Sensory processing  Social communication Index. décimale : PER Périodiques Résumé : Emotional self-regulation (ESR) challenges are well-documented in the diagnostic profiles of children with Autism; however, less is known about the development of ESR and the role of parents in ESR development for this population. Thirty-seven young children with autism and one of their parents participated in a home-based, observational study exploring the associations between the children's social communication and sensory processing characteristics and their parents' behaviors associated with ESR development. Findings revealed that parent use of physical and language behaviors were associated with child social communication abilities. No associations between child sensory processing and parent behaviors were found. Understanding the interactive processes between parents and children with ASD has implications for the development of parent-based interventions that increase child ESR. En ligne : http://dx.doi.org/10.1007/s10803-017-3430-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=352

The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / Barry M. PRIZANT

Public ISBD Titre : The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment Type de document : texte imprimé Auteurs : Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2006 Importance : 334 p. Format : 21,5cm x 28cm x 1,7cm ISBN/ISSN/EAN : 978-1-55766-689-5 Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal). With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention. Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment [texte imprimé] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2006 . - 334 p. ; 21,5cm x 28cm x 1,7cm. ISBN : 978-1-55766-689-5 Bibliogr. Langues : Anglais (eng) Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal). With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention. Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0003780	APP-D PRI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / Barry M. PRIZANT

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