Behavioral Interventions / Joel D. BREGMAN

Public ISBD contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Titre : Behavioral Interventions Type de document : Texte imprimé et/ou numérique Auteurs : Joel D. BREGMAN, Auteur ; Dianne ZAGER, Auteur ; John GERDTZ, Auteur Année de publication : 2005 Importance : p.897-924 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=381 contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Behavioral Interventions [Texte imprimé et/ou numérique] / Joel D. BREGMAN, Auteur ; Dianne ZAGER, Auteur ; John GERDTZ, Auteur . - 2005 . - p.897-924. 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=381

Exemplaires

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aucun exemplaire

College-Based Inclusion Programming for Transition-Age Students With Autism / Dianne ZAGER in Focus on Autism and Other Developmental Disabilities, 25-3 (September 2010)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Titre : College-Based Inclusion Programming for Transition-Age Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur Année de publication : 2010 Article en page(s) : p.151-157 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 [article] College-Based Inclusion Programming for Transition-Age Students With Autism [Texte imprimé et/ou numérique] / Dianne ZAGER, Auteur ; Carol S. ALPERN, Auteur . - 2010 . - p.151-157. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 25-3 (September 2010) . - p.151-157 Index. décimale : PER Périodiques Résumé : Considerations for college-based programming for transition-age students with autism spectrum disorders (ASD) are addressed in this article, with particular attention to social communication supports necessary to facilitate student success. An overview of current literature related to college-based programming and support for students with ASD in the area of social communication is presented, along with a preliminary survey of the perceptions of youth regarding their social communication competency. The need for support in this area is highlighted based on student evaluations of their ability and needs as well as on information gathered through an examination of current literature. Recommendations are offered for enhancing development of social communication skills for students with ASD in college-based programs. En ligne : http://dx.doi.org/10.1177/1088357610371331 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108

Effective Secondary Education and Transition for Adolescents with Autism Spectrum Disorders / Michael L. WEHMEYER

Public ISBD in Autism Spectrum Disorders in Adolescents and Adults / Matt TINCANI Titre : Effective Secondary Education and Transition for Adolescents with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael L. WEHMEYER, Auteur ; Dianne ZAGER, Auteur Année de publication : 2014 Importance : p.47-68 Langues : Anglais (eng) Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 in Autism Spectrum Disorders in Adolescents and Adults / Matt TINCANI Effective Secondary Education and Transition for Adolescents with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael L. WEHMEYER, Auteur ; Dianne ZAGER, Auteur . - 2014 . - p.47-68. Langues : Anglais (eng) Index. décimale : ADU-A ADU-A - Adultes - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

Exemplaires

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aucun exemplaire

Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism / Christine L. EMMONS in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.120-128 Titre : Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Christine L. EMMONS, Auteur ; Dianne ZAGER, Auteur Article en page(s) : p.120-128 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators? change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ? .006. The size of the effect of the program on participants? self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse?Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts. En ligne : https://doi.org/10.1177/1088357616686312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363 [article] Increasing Collaboration Self-Efficacy to Improve Educational Programming for Students With Autism [Texte imprimé et/ou numérique] / Christine L. EMMONS, Auteur ; Dianne ZAGER, Auteur . - p.120-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 33-2 (June 2018) . - p.120-128 Index. décimale : PER Périodiques Résumé : Collaborative teaming among specialists can enhance educational success by leveraging resources and building capacity to maximize effectiveness. Special educators? change in perceptions of their efficacy as collaborators in the education of students with autism spectrum disorder (ASD) was studied before and after completing a year-long federally funded graduate certificate program in autism. Self-perceptions of collaborative expertise were examined in eight cohorts of educators over 7 years. Analysis of the results indicated a significant increase in perceptions of efficacy level in six of the cohorts at ? .006. The size of the effect of the program on participants? self-perceptions of their efficacy in working collaboratively with other school personnel was large for seven of the cohorts and medium for one. Most importantly, results from Greenhouse?Geisser analysis showed that the posttest scores on collaboration efficacy level were significantly higher than the pretest scores across all cohorts, and that the pattern of change in pretest to posttest scores was similar across all eight cohorts. En ligne : https://doi.org/10.1177/1088357616686312 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=363

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