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Test of Problem Solving–3: Elementary / Linda BOWERS
Titre : Test of Problem Solving–3: Elementary : TOPS-3 Type de document : Texte imprimé et/ou numérique Auteurs : Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur Editeur : Austin [Etats-Unis] : Pro.ed Année de publication : 2005 Format : 29cm x 25cm x 6,5cm ISBN/ISSN/EAN : 978-0-7606-0615-5 Langues : Anglais (eng) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Test of Problem Solving–3: Elementary : TOPS-3 [Texte imprimé et/ou numérique] / Linda BOWERS, Auteur ; Rosemary HUISINGH, Auteur ; Carolyn LOGIUDICE, Auteur . - Austin [Etats-Unis] : Pro.ed, 2005 . - ; 29cm x 25cm x 6,5cm.
ISBN : 978-0-7606-0615-5
Langues : Anglais (eng)
Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The TOPS 3: Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses.
TOPS 3: Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3: Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.
While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3: Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities.
The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings.
Although the skills tested on the TOPS 3: Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. [Résumé d'Auteur/Editeur]Note de contenu : Boite contenant :
Un manuel de l'examinateur
Un Livre de stimuli
Feuilles de cotation
Cahier des normes réviséesPermalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=283 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Les tests d'intelligence sociale / M. O'SULLIVAN
Titre : Les tests d'intelligence sociale Type de document : Texte imprimé et/ou numérique Auteurs : M. O'SULLIVAN, Auteur ; Joy Paul GUILFORD, Auteur Editeur : Paris [France] : ECPA - Editions du Centre de Psychologie Appliquée Année de publication : 1978 Importance : 35 p. Format : 15,5cm x 24cm x 0,3cm Note générale : Bibliogr. Langues : Français (fre) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : La connaissance du comportement d'autrui est un des aspects de l'intelligence sociale qui détermine les relations interindividuelles. Elle permet par le biais de l'empathie, de la sensibilité sociale, de notre façon de percevoir autrui, de comprendre ce qu'il est, ce qu'il désire et ce qu'il va faire. Les quatre tests présentés ici, constituent une approche globale de la connaissance du comportement en permettant d'appréhender le niveau de compréhension des expressions, des attitudes et des situations sociales. Le premier test "Histoires à conclure" mesure la connaissance des implications de comportement (aptitude à prévoir les conséquences des attitudes des personnages en situation à partir d'informations données). Il s'agit donc d'extrapoler en prédisant ce qui va se passer ultérieurement. Le deuxième test "Groupes d'expressions" mesure la connaissance des classes de comportement (aptitude à extraire des caractéristiques communes de comportements ou d'expressions). Il faut ici reconnaître les propriétés communes des stimulus. Le troisième test "Expressions verbales" mesure la connaissance des transformations de comportement (aptitude à discerner les sens différents que peut prendre une même information dans des contextes différents). Le dernier test "Histoires à compléter" mesure la connaissance des systèmes de comportement (aptitude à reconnaître la structure de situations sociales). Application : adultes. Passation individuelle ou collective. Temps de passation : environ 1h15 pour les 4 tests. Temps de correction : rapide. [Résumé d'Auteur/Editeur] Note de contenu : 1 feuille de réponse, 1 grille de correction. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 Les tests d'intelligence sociale [Texte imprimé et/ou numérique] / M. O'SULLIVAN, Auteur ; Joy Paul GUILFORD, Auteur . - Paris [France] : ECPA - Editions du Centre de Psychologie Appliquée, 1978 . - 35 p. ; 15,5cm x 24cm x 0,3cm.
Bibliogr.
Langues : Français (fre)
Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : La connaissance du comportement d'autrui est un des aspects de l'intelligence sociale qui détermine les relations interindividuelles. Elle permet par le biais de l'empathie, de la sensibilité sociale, de notre façon de percevoir autrui, de comprendre ce qu'il est, ce qu'il désire et ce qu'il va faire. Les quatre tests présentés ici, constituent une approche globale de la connaissance du comportement en permettant d'appréhender le niveau de compréhension des expressions, des attitudes et des situations sociales. Le premier test "Histoires à conclure" mesure la connaissance des implications de comportement (aptitude à prévoir les conséquences des attitudes des personnages en situation à partir d'informations données). Il s'agit donc d'extrapoler en prédisant ce qui va se passer ultérieurement. Le deuxième test "Groupes d'expressions" mesure la connaissance des classes de comportement (aptitude à extraire des caractéristiques communes de comportements ou d'expressions). Il faut ici reconnaître les propriétés communes des stimulus. Le troisième test "Expressions verbales" mesure la connaissance des transformations de comportement (aptitude à discerner les sens différents que peut prendre une même information dans des contextes différents). Le dernier test "Histoires à compléter" mesure la connaissance des systèmes de comportement (aptitude à reconnaître la structure de situations sociales). Application : adultes. Passation individuelle ou collective. Temps de passation : environ 1h15 pour les 4 tests. Temps de correction : rapide. [Résumé d'Auteur/Editeur] Note de contenu : 1 feuille de réponse, 1 grille de correction. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. / James W. PARTINGTON
Titre : The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 Type de document : Texte imprimé et/ou numérique Auteurs : James W. PARTINGTON, Auteur Editeur : Walnut Creek [USA] : Behavior Analysts, Inc. Année de publication : 2010 Importance : 94 p. Format : Spiralé, 21cm x 29,7cm x 1cm ISBN/ISSN/EAN : 978-0-9745151-9-9 Langues : Anglais (eng) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The Assessment of Basic Language and Learning Skills - ABLLS ®-R Protocol. : An Assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities - Version 3.2 [Texte imprimé et/ou numérique] / James W. PARTINGTON, Auteur . - Walnut Creek [USA] : Behavior Analysts, Inc., 2010 . - 94 p. ; Spiralé, 21cm x 29,7cm x 1cm.
ISBN : 978-0-9745151-9-9
Langues : Anglais (eng)
Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Les abonnés qui ont emprunté ce document ont également emprunté :
Nouveau livre de scénarios sociaux GRAY, Carol Accompagnement à la vie affective et sexuelle - Guide pratique pour l'animation des groupes de parole HANDICAP INTERNATIONAL Adultes autistes, une vie "normale" pour eux aussi LARCHEZ, Michèle Les thérapies comportementales et cognitives MONESTES, Jean-Louis Les mathématiques du primaire Tome 5 : Les classes des nombres BAROLET, Anouk Qu'arrive-t-il à Elsa REYNOLDS, Kate E. The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide / James W. PARTINGTON
Titre : The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide : The ABLLS®-R Guide - Version 3.2 Type de document : Texte imprimé et/ou numérique Auteurs : James W. PARTINGTON, Auteur Editeur : Walnut Creek [USA] : Behavior Analysts, Inc. Année de publication : 2010 Importance : 148 p. Format : Spiralé, 21cm x 29,7cm x 1cm ISBN/ISSN/EAN : 978-0-9745151-5-1 Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 The Assessment of Basic Language and Learning Skills (The ABLLS®-R) - Scoring Instructions and IEP Development Guide : The ABLLS®-R Guide - Version 3.2 [Texte imprimé et/ou numérique] / James W. PARTINGTON, Auteur . - Walnut Creek [USA] : Behavior Analysts, Inc., 2010 . - 148 p. ; Spiralé, 21cm x 29,7cm x 1cm.
ISBN : 978-0-9745151-5-1
Bibliogr.
Langues : Anglais (eng)
Mots-clés : Assessment of Basic Language and Learning Skills - ABLLS®-R Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : Developed by Dr. Partington, the ABLLS®-R system is an assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with autism or other developmental disabilities. This practical and parent-friendly tool can be used to facilitate the identification of skills needed by your child to effectively communicate and learn from everyday experiences.
The ABLLS-R provides a comprehensive review of 544 skills from 25 skill areas including language, social interaction, self-help, academic and motor skills that most typically developing children acquire prior to entering kindergarten. The task items within each skill area are arranged from simpler to more complex tasks. Expressive language skills are assessed based upon the behavioral analysis of language as presented by Dr. B.F. Skinner in his book, Verbal Behavior (1957).
The assessment results allow parents and professionals to pinpoint obstacles that have been preventing a child from acquiring new skills and to develop a comprehensive, highly personalized, language-based curriculum.
The 2006 version of the ABLLS incorporates many new task items and provides a more specific sequence in the developmental order of items within the various skill areas. Significant changes were made in the revised version of the vocal imitation section with input from Denise Senick-Pirri, SLP-CCC. Additional improvements were made to incorporate items associated with social interaction skills, motor imitation and other joint attention skills, and to ensure the fluent use of established skills.
The ABLLS-R is comprised of two documents:
1. The ABLLS-R Protocol is used to score a child's performance on the task items and provides 15 appendices that allow for the tracking of a variety of specific skills that are included in the assessment. The Protocol includes a set of grids that comprise a skills-tracking system that makes it possible to observe and document a child's progress in the acquisition of critical skills.
2. The ABLLS-R Guide provides information about the features of the ABLLS-R, how to correctly score items, and how to develop Individualized Education Program (IEP) goals and objectives that clearly define and target the learning needs of a student. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Les abonnés qui ont emprunté ce document ont également emprunté :
Parlons des émotions CARDON, Teresa A. Tasks Galore - Making groups meaningful ECKENRODE, Laurie L'Asperger au féminin SIMONE, Rudy Tasks Galore ECKENRODE, Laurie Activités d'enseignement pour enfants autistes SCHOPLER, Eric L'examen clinique de l'intelligence de l'adulte GREGOIRE, Jacques The Assessment of Functional Living Skills Guide. The AFLS / James W. PARTINGTON
Titre : The Assessment of Functional Living Skills Guide. The AFLS : Essential skills For Independence at Home, School, and in the Community Type de document : Texte imprimé et/ou numérique Auteurs : James W. PARTINGTON, Auteur ; Michael MUELLER, Auteur Editeur : Walnut Creek CA [Etats-Unis] : Partington Behavior Analysts Année de publication : 2016 Importance : 60 p. Format : spiralé : 22,5cm x 28cm x 0,4cm ISBN/ISSN/EAN : 978-0-9847048-0-4 Note générale : Bibliogr. Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : The Assessment of Functional Living Skills (AFLS) has the ease, look, and familiarity of the ABLLS-R extended to necessary skills of independence in Home, School, and Community Settings.
The Assessment of Functional Living Skills (AFLS) consists of:
The AFLS Guide- A teaching companion that contains task analyses, teaching suggestions, and prompting strategies
Six individually available assessment protocols including Basic Living Skills, Home Skills and Community Participation Skills, School Skills, Independent Living Skills and Vocational Skills
The AFLS is comprised of The AFLS Guide and assessment protocols that assess functional, practical, and essential skills of everyday life. Although each assessment protocol can be used as a standalone assessment, we conceptualize all protocols as being different modules of an extended assessment that exists on a continuum spanning throughout a learner’s life in home, school, and community settings. Each module is different yet each is connected by unifying themes and overarching goals for maximizing a learner’s freedom, independence, and opportunities. Bundle multiple modules and customize the perfect assessment for your setting and situation. The Original AFLS Bundle Set includes Basic Living Skills, Home Skills and Community Participation Skills. The School Skills, Independent Living Skills and Vocational Skills Protocols are sold separately. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 The Assessment of Functional Living Skills Guide. The AFLS : Essential skills For Independence at Home, School, and in the Community [Texte imprimé et/ou numérique] / James W. PARTINGTON, Auteur ; Michael MUELLER, Auteur . - Walnut Creek CA [Etats-Unis] : Partington Behavior Analysts, 2016 . - 60 p. ; spiralé : 22,5cm x 28cm x 0,4cm.
ISBN : 978-0-9847048-0-4
Bibliogr.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : The Assessment of Functional Living Skills (AFLS) has the ease, look, and familiarity of the ABLLS-R extended to necessary skills of independence in Home, School, and Community Settings.
The Assessment of Functional Living Skills (AFLS) consists of:
The AFLS Guide- A teaching companion that contains task analyses, teaching suggestions, and prompting strategies
Six individually available assessment protocols including Basic Living Skills, Home Skills and Community Participation Skills, School Skills, Independent Living Skills and Vocational Skills
The AFLS is comprised of The AFLS Guide and assessment protocols that assess functional, practical, and essential skills of everyday life. Although each assessment protocol can be used as a standalone assessment, we conceptualize all protocols as being different modules of an extended assessment that exists on a continuum spanning throughout a learner’s life in home, school, and community settings. Each module is different yet each is connected by unifying themes and overarching goals for maximizing a learner’s freedom, independence, and opportunities. Bundle multiple modules and customize the perfect assessment for your setting and situation. The Original AFLS Bundle Set includes Basic Living Skills, Home Skills and Community Participation Skills. The School Skills, Independent Living Skills and Vocational Skills Protocols are sold separately. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=388 Exemplaires (2)
Code-barres Cote Support Localisation Section Disponibilité DOC0004829 APP-A PAR Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible DOC0004830 APP-A PAR Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible Les abonnés qui ont emprunté ce document ont également emprunté :
Fais-moi penser 1 LEMIRE, Karine Je m'ennuie CHIEN CHOW CHINE, Aurélie L’AFLS : Evaluation des Compétences Fonctionnelles de Vie – Compétences à Domicile PARTINGTON, James W. L'esprit des autres 2 MONFORT, Marc PEP-3 Profil psycho-éducatif SCHOPLER, Eric L’AFLS : Evaluation des Compétences Fonctionnelles de Vie – Compétences de Base PARTINGTON, James W. The Assessment of Functional Living Skills. The AFLS. Basic Living Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe Assessment of Functional Living Skills. The AFLS. Community Participation Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe Assessment of Functional Living Skills. The AFLS. Home Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe Assessment of Functional Living Skills. The AFLS. Independent Living Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe Assessment of Functional Living Skills. The AFLS. School Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe Assessment of Functional Living Skills. The AFLS. Vocational Skills. Assessment Protocol / James W. PARTINGTON
PermalinkThe KIDSCREEN questionnaires / THE KIDSCREEN GROUP EUROPE
PermalinkThe PEERS Curriculum for School-Based Professionals / Elizabeth LAUGESON
PermalinkThe Twenty-First Mental Measurements Yearbook / Janet F. CARLSON
PermalinkTools for assessment of the cognitive and behavioural phenotype / Francesca NICHELLI
PermalinkTraité de neuropsychologie clinique de l'adulte. Tome 1, Évaluation / Hélène AMIEVA
PermalinkTraité de Neuropsychologie de l'Enfant / Martine PONCELET
PermalinkTraiter l'anxiété / Stéphane RUSINEK
PermalinkTraiter les troubles anxieux chez l'enfant et l'adolescent / Hélène DENIS
PermalinkTranslation and validation of the developmental, dimensional and diagnostic interview (3Di) for diagnosis of autism spectrum disorder in Thai children / Jariya CHUTHAPISITH in Autism, 16-4 (July 2012)
PermalinkTroubles des apprentissages / Bernard JUMEL
PermalinkTroubles de la rétention à court terme / Steve MAJERUS
PermalinkTroubles du spectre de l'autisme chez l'enfant / Sophie CARLIER
PermalinkLes troubles du spectre de l'autisme et leurs évolutions / Jean-Yves CHAGNON
PermalinkTTAP (Profil d'évaluation de la transition vers la vie adulte - TEACCH) / Gary MESIBOV
Permalink