An Early Start for Your Child with Autism / Sally J ROGERS

Public ISBD Titre : An Early Start for Your Child with Autism : Using Everyday Activities to Help Kids Connect, Communicate, and Learn Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; Geraldine DAWSON, Auteur ; Laurie A. VISMARA, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2012 Importance : 342 p. Format : 18,5cm x 26cm x 3cm ISBN/ISSN/EAN : 978-1-4625-0389-6 Note générale : Bibliogr., webogr, Index Langues : Anglais (eng) Index. décimale : APP-B APP-B - Modèle de Denver Résumé : Cutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorders (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190 An Early Start for Your Child with Autism : Using Everyday Activities to Help Kids Connect, Communicate, and Learn [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; Geraldine DAWSON, Auteur ; Laurie A. VISMARA, Auteur . - New-York [Etats-Unis] : Guilford Press, 2012 . - 342 p. ; 18,5cm x 26cm x 3cm. ISBN : 978-1-4625-0389-6 Bibliogr., webogr, Index Langues : Anglais (eng) Index. décimale : APP-B APP-B - Modèle de Denver Résumé : Cutting-edge research reveals that parents can play a huge role in helping toddlers and preschoolers with autism spectrum disorders (ASD) connect with others and live up to their potential. This encouraging guide from the developers of a groundbreaking early intervention program provides doable, practical strategies you can use every day. Nearly all young kids—including those with ASD—have an amazing capacity to learn. Drs. Sally Rogers, Geraldine Dawson, and Laurie Vismara make it surprisingly simple to turn daily routines like breakfast or bath time into fun and rewarding learning experiences that target crucial developmental skills. Vivid examples illustrate proven techniques for promoting play, language, and engagement. Get an early start—and give your child the tools to explore and enjoy the world. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=190

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Les abonnés qui ont emprunté ce document ont également emprunté :

La Propreté	ARDOIN, Jeanne
Social Responsiveness Scale, Second Edition (SRS-2)	CONSTANTINO, John N.
Promouvoir la relation de service en action sociale et médico-sociale	LOUBAT, Jean-René
Journal pour gérer ma colère	CASSADA LOHMANN, Raychelle
Nouvelle Revue de l'AIS (La) 60 (01/01/2013)
What Are They Thinking? ColorCards

Can one hour per week of therapy lead to lasting changes in young children with autism? / Laurie A. VISMARA in Autism, 13-1 (January 2009)  

Public ISBD [article]  inAutism > 13-1 (January 2009) . - p.93-115 Titre : Can one hour per week of therapy lead to lasting changes in young children with autism? Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; Costanza COLOMBI, Auteur ; Sally J ROGERS, Auteur Année de publication : 2009 Article en page(s) : p.93-115 Langues : Anglais (eng) Mots-clés : autism Early-Start-Denver-Model parent-education therapy Index. décimale : PER Périodiques Résumé : Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent—child education program to eight toddlers newly diagnosed with autism. Parents learned to implement naturalistic therapeutic techniques from the Early Start Denver Model, which fuses developmental- and relationship-based approaches with Applied Behavior Analysis into their ongoing family routines and parent—child play activities. Results demonstrated that parents acquired the strategies by the fifth to sixth hour and children demonstrated sustained change and growth in social communication behaviors. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism beginning immediately after the diagnosis. En ligne : http://dx.doi.org/10.1177/1362361307098516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=698 [article] Can one hour per week of therapy lead to lasting changes in young children with autism? [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; Costanza COLOMBI, Auteur ; Sally J ROGERS, Auteur . - 2009 . - p.93-115. Langues : Anglais (eng) in Autism > 13-1 (January 2009) . - p.93-115 Mots-clés : autism Early-Start-Denver-Model parent-education therapy Index. décimale : PER Périodiques Résumé : Deficits in attention, communication, imitation, and play skills reduce opportunities for children with autism to learn from natural interactive experiences that occur throughout the day. These developmental delays are already present by the time these children reach the toddler period. The current study provided a brief 12 week, 1 hour per week, individualized parent—child education program to eight toddlers newly diagnosed with autism. Parents learned to implement naturalistic therapeutic techniques from the Early Start Denver Model, which fuses developmental- and relationship-based approaches with Applied Behavior Analysis into their ongoing family routines and parent—child play activities. Results demonstrated that parents acquired the strategies by the fifth to sixth hour and children demonstrated sustained change and growth in social communication behaviors. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism beginning immediately after the diagnosis. En ligne : http://dx.doi.org/10.1177/1362361307098516 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=698

Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1636-1651 Titre : Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur ; Aubyn C. STAHMER, Auteur ; Sally J ROGERS, Auteur Année de publication : 2009 Article en page(s) : p.1636-1651 Note générale : Open Access Langues : Anglais (eng) Mots-clés : Effectiveness-trial Dissemination-learning Autism-spectrum-disorders Early-intervention Index. décimale : PER Périodiques Résumé : Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists’ skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. En ligne : http://dx.doi.org/10.1007/s10803-009-0796-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883 [article] Dissemination of Evidence-Based Practice: Can We Train Therapists from a Distance? [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; Gregory S. YOUNG, Auteur ; Elizabeth MCMAHON GRIFFITH, Auteur ; Aubyn C. STAHMER, Auteur ; Sally J ROGERS, Auteur . - 2009 . - p.1636-1651. Open Access Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1636-1651 Mots-clés : Effectiveness-trial Dissemination-learning Autism-spectrum-disorders Early-intervention Index. décimale : PER Périodiques Résumé : Although knowledge about the efficacy of behavioral interventions for children with ASD is increasing, studies of effectiveness and transportability to community settings are needed. The current study conducted an effectiveness trial to compare distance learning vs. live instruction for training community-based therapists to implement the Early Start Denver Model. Findings revealed: (a) distance learning and live instruction were equally effective for teaching therapists to both implement the model and to train parents; (b) didactic workshops and team supervision were required to improve therapists’ skill use; (c) significant child gains occurred over time and across teaching modalities; and (d) parents implemented the model more skillfully after coaching. Implications are discussed in relation to the economic and clinical utility of distance learning. En ligne : http://dx.doi.org/10.1007/s10803-009-0796-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=883

Evidence-Based Comprehensive Treatments for Early Autism / Sally J ROGERS in Journal of Clinical Child & Adolescent Psychology, 37-1 (January-March 2008)  

Public ISBD [article]  inJournal of Clinical Child & Adolescent Psychology > 37-1 (January-March 2008) . - p.8-38 Titre : Evidence-Based Comprehensive Treatments for Early Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sally J ROGERS, Auteur ; Laurie A. VISMARA, Auteur Année de publication : 2008 Article en page(s) : p.8-38 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant improvements in terms of greater independence and vocational and social functioning in adulthood is also unknown. Given the few randomized controlled treatment trials that have been carried out, the few models that have been tested, and the large differences in interventions that are being published, it is clear that the field is still very early in the process of determining (a) what kinds of interventions are most efficacious in early autism, (b) what variables moderate and mediate treatment gains and improved outcomes following intervention, and (c) the degree of both short-term and long-term improvements that can reasonably be expected. To examine these current research needs, the empirical studies of comprehensive treatments for young children with autism published since 1998 were reviewed. Lovaas's treatment meet Chambless and colleague's (Chambless et al., 1998; Chambless et al., 1996) criteria for "well-established" and no treatment meets the "probably efficacious" criteria, though three treatments meet criteria for "possibly efficacious" (Chambless & Hollon, 1998). Most studies were either Type 2 or 3 in terms of their methodological rigor based on Nathan and Gorman's (2002) criteria. Implications of these findings are also discussed in relation to practice guidelines as well as critical areas of research that have yet to be answered En ligne : http://dx.doi.org/10.1080/15374410701817808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398 [article] Evidence-Based Comprehensive Treatments for Early Autism [Texte imprimé et/ou numérique] / Sally J ROGERS, Auteur ; Laurie A. VISMARA, Auteur . - 2008 . - p.8-38. Langues : Anglais (eng) in Journal of Clinical Child & Adolescent Psychology > 37-1 (January-March 2008) . - p.8-38 Index. décimale : PER Périodiques Résumé : Early intervention for children with autism is currently a politically and scientifically complex topic. Randomized controlled trials have demonstrated positive effects in both short-term and longer term studies. The evidence suggests that early intervention programs are indeed beneficial for children with autism, often improving developmental functioning and decreasing maladaptive behaviors and symptom severity at the level of group analysis. Whether such changes lead to significant improvements in terms of greater independence and vocational and social functioning in adulthood is also unknown. Given the few randomized controlled treatment trials that have been carried out, the few models that have been tested, and the large differences in interventions that are being published, it is clear that the field is still very early in the process of determining (a) what kinds of interventions are most efficacious in early autism, (b) what variables moderate and mediate treatment gains and improved outcomes following intervention, and (c) the degree of both short-term and long-term improvements that can reasonably be expected. To examine these current research needs, the empirical studies of comprehensive treatments for young children with autism published since 1998 were reviewed. Lovaas's treatment meet Chambless and colleague's (Chambless et al., 1998; Chambless et al., 1996) criteria for "well-established" and no treatment meets the "probably efficacious" criteria, though three treatments meet criteria for "possibly efficacious" (Chambless & Hollon, 1998). Most studies were either Type 2 or 3 in terms of their methodological rigor based on Nathan and Gorman's (2002) criteria. Implications of these findings are also discussed in relation to practice guidelines as well as critical areas of research that have yet to be answered En ligne : http://dx.doi.org/10.1080/15374410701817808 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398

Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1250-1266 Titre : Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; C. E. B. MCCORMICK, Auteur ; R. SHIELDS, Auteur ; D. HESSL, Auteur Article en page(s) : p.1250-1266 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Early Start Denver Model  Early intervention  Fragile X syndrome  Parent-mediated Index. décimale : PER Périodiques Résumé : This is the first study to evaluate an autism intervention model, the parent-delivered Early Start Denver Model (P-ESDM), for young children with fragile X syndrome (FXS), a known genetic disorder associated with autism spectrum disorder. Four parent-child dyads participated in a low-intensity, parent coaching model of the P-ESDM to evaluate initial efficacy and acceptability. Parents improved in P-ESDM fidelity, implemented intervention goals to increase child learning, and found the experience moderately to highly acceptable. Visual examination and Baseline Corrected Tau effect sizes revealed mixed results across child measures. Findings suggest a potential therapeutic opportunity in need of larger, well-controlled studies of P-ESDM and other interventions for families of young children with FXS who face limited empirically-supported intervention options. En ligne : http://dx.doi.org/10.1007/s10803-018-3833-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; C. E. B. MCCORMICK, Auteur ; R. SHIELDS, Auteur ; D. HESSL, Auteur . - p.1250-1266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1250-1266 Mots-clés : Autism spectrum disorder  Early Start Denver Model  Early intervention  Fragile X syndrome  Parent-mediated Index. décimale : PER Périodiques Résumé : This is the first study to evaluate an autism intervention model, the parent-delivered Early Start Denver Model (P-ESDM), for young children with fragile X syndrome (FXS), a known genetic disorder associated with autism spectrum disorder. Four parent-child dyads participated in a low-intensity, parent coaching model of the P-ESDM to evaluate initial efficacy and acceptability. Parents improved in P-ESDM fidelity, implemented intervention goals to increase child learning, and found the experience moderately to highly acceptable. Visual examination and Baseline Corrected Tau effect sizes revealed mixed results across child measures. Findings suggest a potential therapeutic opportunity in need of larger, well-controlled studies of P-ESDM and other interventions for families of young children with FXS who face limited empirically-supported intervention options. En ligne : http://dx.doi.org/10.1007/s10803-018-3833-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

L'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS

Permalink

L'intervention précoce en autisme pour les parents avec le modèle de Denver / Sally J ROGERS

Permalink

Measuring Changes in Social Behavior During a Social Skills Intervention for Higher-Functioning Children and Adolescents with Autism Spectrum Disorder / Camilla M. MCMAHON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)  

Permalink

Methods for acquiring MRI data in children with autism spectrum disorder and intellectual impairment without the use of sedation / Christine W. NORDAHL in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

Permalink

Parent Training Interventions for Children with Autism Spectrum Disorders / Lauren BROOKMAN-FRAZEE

Permalink

Play Dates, Social Interactions, and Friendships / Grace A. WERNER

Permalink

Preliminary Findings of a Telehealth Approach to Parent Training in Autism / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 43-12 (December 2013)  

Permalink

Telehealth for Expanding the Reach of Early Autism Training to Parents / Laurie A. VISMARA in Autism Research and Treatment, (October 2012)  

Permalink

Telehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study / Laurie A. VISMARA in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)  

Permalink

The Impact of Parent-Delivered Intervention on Parents of Very Young Children with Autism / Annette ESTES in Journal of Autism and Developmental Disorders, 44-2 (February 2014)  

Permalink

---

1 2 (1 - 15 / 16) Par page : Tout afficher