Echolalia / Adriana SCHULER

Public ISBD contenu dans Communication Problems in Autism / Gary MESIBOV Titre : Echolalia Type de document : Texte imprimé et/ou numérique Auteurs : Adriana SCHULER, Auteur ; Barry M. PRIZANT, Auteur Année de publication : 1985 Importance : p.163-184 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=949 contenu dans Communication Problems in Autism / Gary MESIBOV Echolalia [Texte imprimé et/ou numérique] / Adriana SCHULER, Auteur ; Barry M. PRIZANT, Auteur . - 1985 . - p.163-184. Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=949

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Increasing Joint Attention, Play and Language through Peer Supported Play / Craig ZERCHER in Autism, 5-4 (December 2001)  

Public ISBD [article]  inAutism > 5-4 (December 2001) . - p.374-398 Titre : Increasing Joint Attention, Play and Language through Peer Supported Play Type de document : Texte imprimé et/ou numérique Auteurs : Craig ZERCHER, Auteur ; Pam HUNT, Auteur ; Adriana SCHULER, Auteur ; Janice WEBSTER, Auteur Article en page(s) : p.374-398 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209 [article] Increasing Joint Attention, Play and Language through Peer Supported Play [Texte imprimé et/ou numérique] / Craig ZERCHER, Auteur ; Pam HUNT, Auteur ; Adriana SCHULER, Auteur ; Janice WEBSTER, Auteur . - p.374-398. Langues : Anglais (eng) in Autism > 5-4 (December 2001) . - p.374-398 Index. décimale : PER Périodiques Résumé : The purpose of the present study was to examine the effects of participation in an integrated play group on the joint attention, symbolic play and language behavior of two young boys with autism. Two 6-year-old twin brothers participated in this study, along with three typically developing girls, ages 5, 9 and 11. A multiple baseline design was used with three phases: no intervention, intervention with adult coaching, and intervention without adult coaching. After being trained, the three typically developing children implemented the integrated play group techniques in 30 minute weekly play group sessions for over 16 weeks. Results indicate that participation in the integrated play group produced dramatic increases in shared attention to objects, symbolic play acts, and verbal utterances on the part of the participants with autism. These increases were maintained when adult support was withdrawn. Implications of these findings for inclusion of children with autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361301005004004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=209

La pensée hors langage / Frédérique PAPY

Public ISBD Titre : La pensée hors langage : À la rencontre d'adolescents autistes Type de document : Texte imprimé et/ou numérique Auteurs : Frédérique PAPY, Auteur ; Adriana SCHULER, Auteur ; Georges PAPY, Auteur ; Bernard GIBELLO, Préfacier, etc. Editeur : Paris [France] : Bayard Année de publication : 1995 Collection : Cogito, ISSN 1269-7443 Importance : 258 p. Présentation : ill. Format : 15cm x 22 cm x 2cm ISBN/ISSN/EAN : 978-2-227-43700-5 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : COM-C COM-C - Communication Alternative Résumé : Ce livre raconte deux expériences passionnantes – l’une en Belgique, l’autre en Californie – impliquant chacune un adolescent autiste sans langage. Dans chacun de ces cas, la pensée archaïque de l’adolescent a été ouverte à une pensée organisée par un système symbolique. Comment évaluer les troubles de la pensée pour mieux les traiter. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 La pensée hors langage : À la rencontre d'adolescents autistes [Texte imprimé et/ou numérique] / Frédérique PAPY, Auteur ; Adriana SCHULER, Auteur ; Georges PAPY, Auteur ; Bernard GIBELLO, Préfacier, etc. . - Paris [France] : Bayard, 1995 . - 258 p. : ill. ; 15cm x 22 cm x 2cm. - (Cogito, ISSN 1269-7443) . ISBN : 978-2-227-43700-5 Bibliogr. Langues : Français (fre) Index. décimale : COM-C COM-C - Communication Alternative Résumé : Ce livre raconte deux expériences passionnantes – l’une en Belgique, l’autre en Californie – impliquant chacune un adolescent autiste sans langage. Dans chacun de ces cas, la pensée archaïque de l’adolescent a été ouverte à une pensée organisée par un système symbolique. Comment évaluer les troubles de la pensée pour mieux les traiter. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0000191	COM-C PAP	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	COM - Communication	Sorti jusqu'au 28/02/2025

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Textes fondamentaux. Scolarisation des élèves en situation de handicap - Edition 2010	BENOIT, Hervé
Les exercices de lecture d'Apolline 1	AUTISME ET APPRENTISSAGES
L'enfant dyspraxique	HURON, Caroline
J’aime pas ça ! J’en veux encore !	GAGNIER, Nadia
Syndrome d'Asperger et autisme de haut niveau. Film pédagogique	BLANCHON, Yves-Claude

Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions / Pamela J. WOLFBERG

Public ISBD in Social and Communication Development in Autism Spectrum Disorders / Tony CHARMAN Titre : Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Pamela J. WOLFBERG, Auteur ; Adriana SCHULER, Auteur Année de publication : 2006 Importance : p.180-218 Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 in Social and Communication Development in Autism Spectrum Disorders / Tony CHARMAN Promoting Social Reciprocity and Symbolic Representation in Children with Autism Spectrum Disorders: Designing Quality Peer Play Interventions [Texte imprimé et/ou numérique] / Pamela J. WOLFBERG, Auteur ; Adriana SCHULER, Auteur . - 2006 . - p.180-218. Langues : Anglais (eng) Index. décimale : COM-A COM-A - Communication - Langage - Orthophonie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti / Eve MULLER in Autism, 12-2 (March 2008)  

Public ISBD [article]  inAutism > 12-2 (March 2008) . - p.173-190 Titre : Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti Type de document : Texte imprimé et/ou numérique Auteurs : Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur Année de publication : 2008 Article en page(s) : p.173-190 Langues : Anglais (eng) Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331 [article] Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabilities Social challenges and supports from the perspective of individuals with Asperger syndrome and other autism spectrum disabiliti [Texte imprimé et/ou numérique] / Eve MULLER, Auteur ; Adriana SCHULER, Auteur ; Gregory B. YATES, Auteur . - 2008 . - p.173-190. Langues : Anglais (eng) in Autism > 12-2 (March 2008) . - p.173-190 Mots-clés : Asperger-syndrome autism social-challenges social-supports Index. décimale : PER Périodiques Résumé : The study describes the perspectives of individuals with Asperger syndrome and other autism spectrum disabilities (ASDs) regarding social challenges and supports. Eighteen adults with ASDs were individually interviewed. They were asked to describe their experiences navigating their social worlds, and recommend effective social supports and strategies for improving social connectedness. Qualitative analyses of the interview transcripts revealed a number of common experiences including a profound sense of isolation, difficulty initiating social interactions, challenges relating to communication, longing for greater intimacy, desire to contribute to one's community, and effort to develop greater social/self-awareness. Commonly recommended social supports included external supports (e.g. activities based on shared interests, highly structured or scripted social activities, and small groups or dyads); communication supports (e.g. alternative modes of communication, explicit communication, and instruction in interpreting and using social cues); and self-initiated strategies for handling social anxiety (e.g. creative/improvisational outlets, physical activity, spiritual practice/organized religion, and time spent alone). En ligne : http://dx.doi.org/10.1177/1362361307086664 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=331

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