An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources / Barry WRIGHT in Autism - Open Access, 6-4 ([01/07/2016])  

Public ISBD [article]  inAutism - Open Access > 6-4 [01/07/2016] . - 7 p. Titre : An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Chris WILLIAMS, Auteur ; Robert SMITH, Auteur ; Sally SMITH, Auteur ; Sam BEESON, Auteur ; Catherine PORTER, Auteur ; Penny TAYLOR, Auteur ; Marcella SYKES, Auteur ; Bridget NICHOLAS, Auteur ; Ann MCKELVEY, Auteur ; Lauren BRIDGES, Auteur ; Danielle VARLEY, Auteur Article en page(s) : 7 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Mental health  Children and young people  Intervention planning Index. décimale : PER Périodiques Résumé : Increasing numbers of young people are coming forward for assessment of autism spectrum disorders (ASD). Staff from pediatrics and child health services need to work together closely with Local Authority staff and child and adolescent mental health services (CAMHS). This paper describes the functioning of an ASD Forum, which allows for careful use of resources whilst providing comprehensive assessment and intervention planning services in an integrated way. En ligne : https://dx.doi.org/10.4172/2165-7890.1000186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410 [article] An Autism Spectrum Disorders Forum: A Model for the Effective Use of Multidisciplinary Assessment and Intervention Planning with Limited Clinical Resources [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Chris WILLIAMS, Auteur ; Robert SMITH, Auteur ; Sally SMITH, Auteur ; Sam BEESON, Auteur ; Catherine PORTER, Auteur ; Penny TAYLOR, Auteur ; Marcella SYKES, Auteur ; Bridget NICHOLAS, Auteur ; Ann MCKELVEY, Auteur ; Lauren BRIDGES, Auteur ; Danielle VARLEY, Auteur . - 7 p. Langues : Anglais (eng) in Autism - Open Access > 6-4 [01/07/2016] . - 7 p. Mots-clés : Autism spectrum disorder  ASD  Mental health  Children and young people  Intervention planning Index. décimale : PER Périodiques Résumé : Increasing numbers of young people are coming forward for assessment of autism spectrum disorders (ASD). Staff from pediatrics and child health services need to work together closely with Local Authority staff and child and adolescent mental health services (CAMHS). This paper describes the functioning of an ASD Forum, which allows for careful use of resources whilst providing comprehensive assessment and intervention planning services in an integrated way. En ligne : https://dx.doi.org/10.4172/2165-7890.1000186 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=410

Cognitive and Behavioral Complications of Deafness / Barry WRIGHT

Public ISBD in Cognitive and Behavioral Abnormalities of Pediatric Diseases / Ruth D. NASS Titre : Cognitive and Behavioral Complications of Deafness Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur Année de publication : 2010 Importance : p.544-562 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 in Cognitive and Behavioral Abnormalities of Pediatric Diseases / Ruth D. NASS Cognitive and Behavioral Complications of Deafness [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur . - 2010 . - p.544-562. Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study / Christine WILLIAMS in Autism, 6-1 (March 2002)  

Public ISBD [article]  inAutism > 6-1 (March 2002) . - p.71-91 Titre : Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study Type de document : Texte imprimé et/ou numérique Auteurs : Christine WILLIAMS, Auteur ; Barry WRIGHT, Auteur ; Gillian CALLAGHAN, Auteur ; Brian COUGHLAN, Auteur Article en page(s) : p.71-91 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. All of the children spent more time on task in the computer condition than in the book condition. By the end of the study after computer assisted learning, five of the eight children could reliably identify at least three words. It was found that children with autism spent more time on reading material when they accessed it through a computer and were less resistant to its use. En ligne : http://dx.doi.org/10.1177/1362361302006001006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Do Children with Autism Learn to Read more Readily by Computer Assisted Instruction or Traditional Book Methods?: A Pilot Study [Texte imprimé et/ou numérique] / Christine WILLIAMS, Auteur ; Barry WRIGHT, Auteur ; Gillian CALLAGHAN, Auteur ; Brian COUGHLAN, Auteur . - p.71-91. Langues : Anglais (eng) in Autism > 6-1 (March 2002) . - p.71-91 Index. décimale : PER Périodiques Résumé : The study evaluates the progress of eight children aged 3-5 years with autism attending a specialist teaching unit in their development of reading skills in two conditions: computer instructed learning and book based learning. The authors developed a direct observation schedule to monitor autistic behaviours using computerized techniques. The children were matched by age, severity of autistic symptomatology and number of spoken words. They were initially randomly allocated to the computer or book condition and crossed over at 10 weeks. All of the children spent more time on task in the computer condition than in the book condition. By the end of the study after computer assisted learning, five of the eight children could reliably identify at least three words. It was found that children with autism spent more time on reading material when they accessed it through a computer and were less resistant to its use. En ligne : http://dx.doi.org/10.1177/1362361302006001006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders / Barry WRIGHT in Autism, 12-6 (November 2008)  

Public ISBD [article]  inAutism > 12-6 (November 2008) . - p.607-626 Titre : Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2008 Article en page(s) : p.607-626 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643 [article] Emotion recognition in faces and the use of visual context Vo in young people with high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Barry WRIGHT, Auteur ; Jeremy N.V. MILES, Auteur ; Kate NATION, Auteur ; Natalie CLARKE, Auteur ; JO JORDAN, Auteur ; Andrew W. YOUNG, Auteur ; Leesa CLARKE, Auteur ; Christine WILLIAMS, Auteur ; Paula J. CLARKE, Auteur . - 2008 . - p.607-626. Langues : Anglais (eng) in Autism > 12-6 (November 2008) . - p.607-626 Mots-clés : Asperger-syndrome autism central-coherence emotion-recognition facial-expression visual-context Index. décimale : PER Périodiques Résumé : We compared young people with high-functioning autism spectrum disorders (ASDs) with age, sex and IQ matched controls on emotion recognition of faces and pictorial context. Each participant completed two tests of emotion recognition. The first used Ekman series faces. The second used facial expressions in visual context. A control task involved identifying occupations using visual context. The ability to recognize emotions in faces (with or without context) and the ability to identify occupations from context was positively correlated with both increasing age and IQ score. Neither a diagnosis of ASD nor a measure of severity (Autism Quotient score) affected these abilities, except that the participants with ASD were significantly worse at recognizing angry and happy facial expressions. Unlike the control group, most participants with ASD mirrored the facial expression before interpreting it. Test conditions may lead to results different from everyday life. Alternatively, deficits in emotion recognition in high-functioning ASD may be less marked than previously thought. En ligne : http://dx.doi.org/10.1177/1362361308097118 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=643

A Guide to Writing Social Stories™ / Chris WILLIAMS

Public ISBD Titre : A Guide to Writing Social Stories™ : Step-by-Step Guidelines for Parents and Professionals Type de document : Texte imprimé et/ou numérique Auteurs : Chris WILLIAMS, Auteur ; Barry WRIGHT, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2016 Importance : 141 p. Format : 17,3cm x 24,6cm x 0,9cm ISBN/ISSN/EAN : 978-1-78592-121-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Social Stories™ are a widely used and highly effective intervention for supporting children on the autism spectrum, but it can feel overwhelming to follow all the rules put in place to create personalised stories. Developed with the input of parents and professionals, and informed by new Social Stories research, this is a comprehensive, clear, easy step-by-step guide to writing effective personalised Social Stories™ that give children social information, creating many benefits for them. The book includes many examples of real Social Stories created for children by parents and teachers working together, and handy downloadable checklists that highlight the essential components of a Social Story, helping to ensure that each story you write achieves the best possible results. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 A Guide to Writing Social Stories™ : Step-by-Step Guidelines for Parents and Professionals [Texte imprimé et/ou numérique] / Chris WILLIAMS, Auteur ; Barry WRIGHT, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2016 . - 141 p. ; 17,3cm x 24,6cm x 0,9cm. ISBN : 978-1-78592-121-6 Bibliogr., Index Langues : Anglais (eng) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Résumé : Social Stories™ are a widely used and highly effective intervention for supporting children on the autism spectrum, but it can feel overwhelming to follow all the rules put in place to create personalised stories. Developed with the input of parents and professionals, and informed by new Social Stories research, this is a comprehensive, clear, easy step-by-step guide to writing effective personalised Social Stories™ that give children social information, creating many benefits for them. The book includes many examples of real Social Stories created for children by parents and teachers working together, and handy downloadable checklists that highlight the essential components of a Social Story, helping to ensure that each story you write achieves the best possible results. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0005607	HAB-A WIL	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	HAB - Habiletés Sociales	Disponible

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Ben et les habiletés sociales. Les émotions	LEMARIE, Sophie
Vineland-II	SPARROW, Sara S.
Sensory Profile School Companion	DUNN, Winnie
Le CHAT (CHecklist for Autism Toddlers)	DE KIMPE, Violaine
De l'éducation des autistes déficitaires	LAXER, Gloria
Infant/Toddler Sensory Profile	DUNN, Winnie

I-SOCIALISE: Results from a cluster randomised controlled trial investigating the social competence and isolation of children with autism taking part in LEGO® based therapy ('Play Brick Therapy') clubs in school environments / Barry WRIGHT in Autism, 27-8 (November 2023)  

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Intervention and Support for Parents and Carers of Children and Young People on the Autism Spectrum / Barry WRIGHT

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Melatonin Versus Placebo in Children with Autism Spectrum Conditions and Severe Sleep Problems Not Amenable to Behaviour Management Strategies: A Randomised Controlled Crossover Trial / Barry WRIGHT in Journal of Autism and Developmental Disorders, 41-2 (February 2011)  

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A mixed methods evaluation of the acceptability of therapy using LEGO® bricks (LEGO® based therapy) in mainstream primary and secondary education / Amy BARR in Autism Research, 15-7 (July 2022)  

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One session treatment (OST) is equivalent to multi-session cognitive behavioral therapy (CBT) in children with specific phobias (ASPECT): results from a national non-inferiority randomized controlled trial / Barry WRIGHT in Journal of Child Psychology and Psychiatry, 64-1 (January 2023)  

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Vivre avec le trouble du spectre de l'autisme / Chris WILLIAMS

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