Dépouillements

Understanding the Special Interests of Individuals With Asperger Syndrome: Introduction to the Special Series / Brenda SMITH MYLES in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.66 Titre : Understanding the Special Interests of Individuals With Asperger Syndrome: Introduction to the Special Series Type de document : Texte imprimé et/ou numérique Auteurs : Brenda SMITH MYLES, Auteur ; Sheila SMITH, Auteur Année de publication : 2007 Article en page(s) : p.66 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 [article] Understanding the Special Interests of Individuals With Asperger Syndrome: Introduction to the Special Series [Texte imprimé et/ou numérique] / Brenda SMITH MYLES, Auteur ; Sheila SMITH, Auteur . - 2007 . - p.66. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.66 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020601 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143

How Far Can Brian Ride the Daylight 4449 Express? A Strength-Based Model of Asperger Syndrome Based on Special Interest Areas / Mary Ann WINTER-MESSIERS in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.67-79 Titre : How Far Can Brian Ride the Daylight 4449 Express? A Strength-Based Model of Asperger Syndrome Based on Special Interest Areas Type de document : Texte imprimé et/ou numérique Auteurs : Mary Ann WINTER-MESSIERS, Auteur ; Cynthia M HERR, Auteur ; Casey E. WOOD, Auteur ; Amy P. BROOKS, Auteur ; Mary Anne M. GATES, Auteur ; Tasker L. HOUSTON, Auteur ; Kelly I. TINGSTAD, Auteur Année de publication : 2007 Article en page(s) : p.67-79 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article presents one of the principal theories to emerge from a larger exploratory study. The research team conducted interviews about special interests with 23 participants with Asperger syndrome (AS), ages 7 to 21, who were eligible for services under autism and enrolled in an extended school year program. The authors also obtained written surveys from 18 parents. A strong positive relationship was found between engagement in special interest areas and individual strengths in areas typically seen as AS deficits, including communication, social, emotional, sensory, fine-motor, executive function, and academic skills. A review of the strength-based model of AS and special interests is followed by practical ideas for effectively incorporating special interest areas into school, home, and community. En ligne : http://dx.doi.org/10.1177/10883576070220020701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143 [article] How Far Can Brian Ride the Daylight 4449 Express? A Strength-Based Model of Asperger Syndrome Based on Special Interest Areas [Texte imprimé et/ou numérique] / Mary Ann WINTER-MESSIERS, Auteur ; Cynthia M HERR, Auteur ; Casey E. WOOD, Auteur ; Amy P. BROOKS, Auteur ; Mary Anne M. GATES, Auteur ; Tasker L. HOUSTON, Auteur ; Kelly I. TINGSTAD, Auteur . - 2007 . - p.67-79. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.67-79 Index. décimale : PER Périodiques Résumé : This article presents one of the principal theories to emerge from a larger exploratory study. The research team conducted interviews about special interests with 23 participants with Asperger syndrome (AS), ages 7 to 21, who were eligible for services under autism and enrolled in an extended school year program. The authors also obtained written surveys from 18 parents. A strong positive relationship was found between engagement in special interest areas and individual strengths in areas typically seen as AS deficits, including communication, social, emotional, sensory, fine-motor, executive function, and academic skills. A review of the strength-based model of AS and special interests is followed by practical ideas for effectively incorporating special interest areas into school, home, and community. En ligne : http://dx.doi.org/10.1177/10883576070220020701 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=143

The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties / Scott BELLINI in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.80-87 Titre : The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties Type de document : Texte imprimé et/ou numérique Auteurs : Scott BELLINI, Auteur ; Andrea HOPF, Auteur Année de publication : 2007 Article en page(s) : p.80-87 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors. En ligne : http://dx.doi.org/10.1177/10883576070220020801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] The Development of the Autism Social Skills Profile: A Preliminary Analysis of Psychometric Properties [Texte imprimé et/ou numérique] / Scott BELLINI, Auteur ; Andrea HOPF, Auteur . - 2007 . - p.80-87. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.80-87 Index. décimale : PER Périodiques Résumé : There is currently a critical need to develop reliable and valid social skills assessment tools for children and adolescents with autism spectrum disorders (ASD). The Autism Social Skills Profile (ASSP) is a new assessment tool that provides a comprehensive measure of social functioning in children and adolescents with ASD. The ASSP was designed to assist with intervention planning and to provide a measure of intervention outcomes. This study provided a preliminary analysis of the psychometric properties of the ASSP to determine the underlying structure, or subscales, of the instrument. Results indicate that the ASSP has excellent psychometric properties with respect to internal consistency, test-retest reliability, and concurrent validity. Results suggest that the ASSP contains three subscales, labeled Social Reciprocity, Social Participation/Avoidance, and Detrimental Social Behaviors. En ligne : http://dx.doi.org/10.1177/10883576070220020801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

The Impact of Social-Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students With Asperger Syndrome / Marjorie A. BOCK in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.88-95 Titre : The Impact of Social-Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Marjorie A. BOCK, Auteur Année de publication : 2007 Article en page(s) : p.88-95 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities, play organized sport games, and visit with their peers during lunch. A multiple-baseline-across-settings design (Tawney & Gast, 1984) was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during fourth- or fifth-grade social studies cooperative learning activities, noon recess, and lunch. Maintenance probes occurred once a month for 5 months following completion of the intervention. The participants benefited from the SODA intervention. They presented increased percentages of time spent learning cooperatively, playing organized sport games, and visiting during lunch when SODA training began. When SODA training discontinued, they maintained high performance across all study conditions, nearly matching those achieved by 4 peers without disabilities. In addition, the participants presented long-term memory of SODA 1 month after maintenance. En ligne : http://dx.doi.org/10.1177/10883576070220020901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] The Impact of Social-Behavioral Learning Strategy Training on the Social Interaction Skills of Four Students With Asperger Syndrome [Texte imprimé et/ou numérique] / Marjorie A. BOCK, Auteur . - 2007 . - p.88-95. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.88-95 Index. décimale : PER Périodiques Résumé : This study examined the effect of a social-behavioral learning strategy intervention (SODA) on the social interaction skills of 4 elementary school children with Asperger syndrome (AS). More specifically, the study investigated the effect of SODA training on the abilities of 4 children with AS to participate in cooperative learning activities, play organized sport games, and visit with their peers during lunch. A multiple-baseline-across-settings design (Tawney & Gast, 1984) was used to analyze social behavior without SODA (baseline) and with SODA (intervention) during fourth- or fifth-grade social studies cooperative learning activities, noon recess, and lunch. Maintenance probes occurred once a month for 5 months following completion of the intervention. The participants benefited from the SODA intervention. They presented increased percentages of time spent learning cooperatively, playing organized sport games, and visiting during lunch when SODA training began. When SODA training discontinued, they maintained high performance across all study conditions, nearly matching those achieved by 4 peers without disabilities. In addition, the participants presented long-term memory of SODA 1 month after maintenance. En ligne : http://dx.doi.org/10.1177/10883576070220020901 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Using a Personal Digital Assistant to Improve the Recording of Homework Assignments by an Adolescent With Asperger Syndrome / Brenda SMITH MYLES in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.96-99 Titre : Using a Personal Digital Assistant to Improve the Recording of Homework Assignments by an Adolescent With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Brenda SMITH MYLES, Auteur ; Heather FERGUSON, Auteur ; Taku HAGIWARA, Auteur Année de publication : 2007 Article en page(s) : p.96-99 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether the use of a personal digital assistant (PDA) would facilitate the recording of homework by an adolescent boy with Asperger syndrome (AS). A multiple-baseline-across-settings design was used in the student's history, English, and science classes to determine the accuracy with which he recorded (a) the subject in which the homework was assigned, (b) the date the assignment was due, and (c) qualifying details of the assignment (e.g., problem numbers, chapter questions). Results of the study revealed a marked increase in recording of homework assignments from baseline to intervention phases. En ligne : http://dx.doi.org/10.1177/10883576070220021001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Using a Personal Digital Assistant to Improve the Recording of Homework Assignments by an Adolescent With Asperger Syndrome [Texte imprimé et/ou numérique] / Brenda SMITH MYLES, Auteur ; Heather FERGUSON, Auteur ; Taku HAGIWARA, Auteur . - 2007 . - p.96-99. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.96-99 Index. décimale : PER Périodiques Résumé : The purpose of this study was to determine whether the use of a personal digital assistant (PDA) would facilitate the recording of homework by an adolescent boy with Asperger syndrome (AS). A multiple-baseline-across-settings design was used in the student's history, English, and science classes to determine the accuracy with which he recorded (a) the subject in which the homework was assigned, (b) the date the assignment was due, and (c) qualifying details of the assignment (e.g., problem numbers, chapter questions). Results of the study revealed a marked increase in recording of homework assignments from baseline to intervention phases. En ligne : http://dx.doi.org/10.1177/10883576070220021001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Using a Self-as-Model Video Combined With Social Stories™ to Help a Child With Asperger Syndrome Understand Emotions / Susana BERNAD-RIPOLL in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.100-106 Titre : Using a Self-as-Model Video Combined With Social Stories™ to Help a Child With Asperger Syndrome Understand Emotions Type de document : Texte imprimé et/ou numérique Auteurs : Susana BERNAD-RIPOLL, Auteur Année de publication : 2007 Article en page(s) : p.100-106 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Using an AB design with generalization, this study sought to determine the effectiveness of presenting videotaped emotions and Social Stories™ to teach a 9-year-old child with Asperger syndrome to recognize and understand emotions in himself and to generalize them to other situations in his home. Data collected in the child's home showed an improvement between baseline and intervention in the child's ability to recognize emotions and understand their occurrence. En ligne : http://dx.doi.org/10.1177/10883576070220020101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Using a Self-as-Model Video Combined With Social Stories™ to Help a Child With Asperger Syndrome Understand Emotions [Texte imprimé et/ou numérique] / Susana BERNAD-RIPOLL, Auteur . - 2007 . - p.100-106. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.100-106 Index. décimale : PER Périodiques Résumé : Using an AB design with generalization, this study sought to determine the effectiveness of presenting videotaped emotions and Social Stories™ to teach a 9-year-old child with Asperger syndrome to recognize and understand emotions in himself and to generalize them to other situations in his home. Data collected in the child's home showed an improvement between baseline and intervention in the child's ability to recognize emotions and understand their occurrence. En ligne : http://dx.doi.org/10.1177/10883576070220020101 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Outcomes of a Social and Vocational Skills Support Group for Adolescents and Young Adults on the Autism Spectrum / Ashleigh HILLIER in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.107-115 Titre : Outcomes of a Social and Vocational Skills Support Group for Adolescents and Young Adults on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Ashleigh HILLIER, Auteur ; Tom FISH, Auteur ; Patricia CLOPPERT, Auteur ; David Q. BEVERSDORF, Auteur Année de publication : 2007 Article en page(s) : p.107-115 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Adolescents and young adults with autism spectrum disorders (ASD) frequently experience social isolation and vocational failure. Although social skills groups are vital, relatively few model programs have been developed for this age group. This article reviews the model and evaluation of the Aspirations program, an 8-week social and vocational skills support group for adolescents and young adults with ASD. Self-report measures, including appraisal of peer relations and empathy, were completed pre- and post-Aspirations. Data from structured observations were also examined for changes in frequency of contributions made by group members over the course of the program. In addition, notes taken during staff meetings and feedback sessions with group members, and separately with their parents, were reviewed for further evidence of the program's success. The results from these measures support the efficacy of the Aspirations program and provide insight into implementing a successful model for this population. En ligne : http://dx.doi.org/10.1177/10883576070220020201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Outcomes of a Social and Vocational Skills Support Group for Adolescents and Young Adults on the Autism Spectrum [Texte imprimé et/ou numérique] / Ashleigh HILLIER, Auteur ; Tom FISH, Auteur ; Patricia CLOPPERT, Auteur ; David Q. BEVERSDORF, Auteur . - 2007 . - p.107-115. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.107-115 Index. décimale : PER Périodiques Résumé : Adolescents and young adults with autism spectrum disorders (ASD) frequently experience social isolation and vocational failure. Although social skills groups are vital, relatively few model programs have been developed for this age group. This article reviews the model and evaluation of the Aspirations program, an 8-week social and vocational skills support group for adolescents and young adults with ASD. Self-report measures, including appraisal of peer relations and empathy, were completed pre- and post-Aspirations. Data from structured observations were also examined for changes in frequency of contributions made by group members over the course of the program. In addition, notes taken during staff meetings and feedback sessions with group members, and separately with their parents, were reviewed for further evidence of the program's success. The results from these measures support the efficacy of the Aspirations program and provide insight into implementing a successful model for this population. En ligne : http://dx.doi.org/10.1177/10883576070220020201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Outcomes in Adults With Asperger Syndrome / Gena P. BARNHILL in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.116-126 Titre : Outcomes in Adults With Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Gena P. BARNHILL, Auteur Année de publication : 2007 Article en page(s) : p.116-126 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This article explores the current research literature on adult outcomes of individuals with Asperger syndrome (AS). Specific areas addressed are the characteristics associated with adulthood AS, including employment issues, comorbid mental and physical health conditions, neurological issues, possible problems with the legal system, mortality rates, and treatment. The article interweaves the author's experiences as a parent of an adult son with AS and discusses recommendations and future directions. En ligne : http://dx.doi.org/10.1177/10883576070220020301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Outcomes in Adults With Asperger Syndrome [Texte imprimé et/ou numérique] / Gena P. BARNHILL, Auteur . - 2007 . - p.116-126. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.116-126 Index. décimale : PER Périodiques Résumé : This article explores the current research literature on adult outcomes of individuals with Asperger syndrome (AS). Specific areas addressed are the characteristics associated with adulthood AS, including employment issues, comorbid mental and physical health conditions, neurological issues, possible problems with the legal system, mortality rates, and treatment. The article interweaves the author's experiences as a parent of an adult son with AS and discusses recommendations and future directions. En ligne : http://dx.doi.org/10.1177/10883576070220020301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Crossing the Bridge: From Best Practices to Software Packages / Jonathan W. KIMBALL in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.131-134 Titre : Crossing the Bridge: From Best Practices to Software Packages Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan W. KIMBALL, Auteur ; Karl SMITH, Auteur Année de publication : 2007 Article en page(s) : p.131-134 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144 [article] Crossing the Bridge: From Best Practices to Software Packages [Texte imprimé et/ou numérique] / Jonathan W. KIMBALL, Auteur ; Karl SMITH, Auteur . - 2007 . - p.131-134. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.131-134 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020501 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=144

Book Review: The Development of Autism: A Self-Regulatory Perspective / Melanie D. HARMS in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.127-128 Titre : Book Review: The Development of Autism: A Self-Regulatory Perspective : Whitman, T. L. (2004). New York, NY: Jessica Kingsley, $24.95 (paperback), 256 pp., ISBN 184310735X Type de document : Texte imprimé et/ou numérique Auteurs : Melanie D. HARMS, Auteur Année de publication : 2007 Article en page(s) : p.127-128 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book Review: The Development of Autism: A Self-Regulatory Perspective : Whitman, T. L. (2004). New York, NY: Jessica Kingsley, $24.95 (paperback), 256 pp., ISBN 184310735X [Texte imprimé et/ou numérique] / Melanie D. HARMS, Auteur . - 2007 . - p.127-128. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.127-128 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020401 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167

Book Review: Making Peace With Autism: One Family's Story of Struggle, Discovery, and Unexpected Gifts / Joung Min KIM in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.128-129 Titre : Book Review: Making Peace With Autism: One Family's Story of Struggle, Discovery, and Unexpected Gifts : Senator, S. (2005). Boston: Trumpeter, $22.95 (hardcover), 240 pp., ISBN 1590302443 Type de document : Texte imprimé et/ou numérique Auteurs : Joung Min KIM, Auteur Année de publication : 2007 Article en page(s) : p.128-129 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020402 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book Review: Making Peace With Autism: One Family's Story of Struggle, Discovery, and Unexpected Gifts : Senator, S. (2005). Boston: Trumpeter, $22.95 (hardcover), 240 pp., ISBN 1590302443 [Texte imprimé et/ou numérique] / Joung Min KIM, Auteur . - 2007 . - p.128-129. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.128-129 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020402 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167

Book Review: Parenting a Child With Asperger Syndrome: 200 Tips and Strategies / Kai-Chien TIEN in Focus on Autism and Other Developmental Disabilities, 22-2 (Summer 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.129-130 Titre : Book Review: Parenting a Child With Asperger Syndrome: 200 Tips and Strategies : Boyd, B. (2003). New York: Jessica Kingsley, $18.95 (paperback), 192 pp., ISBN 1843101378 Type de document : Texte imprimé et/ou numérique Auteurs : Kai-Chien TIEN, Auteur Année de publication : 2007 Article en page(s) : p.129-130 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167 [article] Book Review: Parenting a Child With Asperger Syndrome: 200 Tips and Strategies : Boyd, B. (2003). New York: Jessica Kingsley, $18.95 (paperback), 192 pp., ISBN 1843101378 [Texte imprimé et/ou numérique] / Kai-Chien TIEN, Auteur . - 2007 . - p.129-130. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-2 (Summer 2007) . - p.129-130 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1177/10883576070220020403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=167