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Détail de l'auteur
Auteur Ann M. MASTERGEORGE |
Documents disponibles écrits par cet auteur (7)
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An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders / Alison L. ZAGONA in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
[article]
Titre : An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur Article en page(s) : p.131-141 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141[article] An Empirical Review of Peer-Mediated Interventions: Implications for Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Alison L. ZAGONA, Auteur ; Ann M. MASTERGEORGE, Auteur . - p.131-141.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 33-3 (September 2018) . - p.131-141
Index. décimale : PER Périodiques Résumé : Peer-mediated instruction and intervention (PMII) is a systematic, evidence-based method for addressing the social-communication needs of children with autism spectrum disorder (ASD). Despite existing research on this practice, gaps remain in the implementation of PMII. The purpose of this empirical review was to examine recent applications of this evidence-based practice and systematically assess the quality of the analytic approaches implemented. Recent studies selected for this review included participants with ASD and targeted social-communication skills. The Scientific Merit Rating Scale (SMRS) was used to review the quality of the research studies, and the results suggest that PMII continues to be an effective practice. These results indicate that future research should focus on larger study Ns, particularly for those who are preschool-age, and include measures of generalization and maintenance as well as treatment integrity measures of peers? actions. The effectiveness of PMII relative to positive developmental outcomes is discussed. En ligne : https://doi.org/10.1177/1088357616671295 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Educational Interventions for Students with Autism / Peter C. MUNDY
Titre : Educational Interventions for Students with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur Editeur : Hoboken [Etats-Unis] : Wiley Année de publication : 2012 Collection : UC Davis Mind Institute Autism for Educators Series Importance : 309 p. Présentation : ill. Format : 17,5cm x 23,5cm x 2,4cm ISBN/ISSN/EAN : 978-0-470-58486-6 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Etudiant Attention Pratique basée sur les preuve (EBP) Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.
To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Educational Interventions for Students with Autism [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur . - Hoboken [Etats-Unis] : Wiley, 2012 . - 309 p. : ill. ; 17,5cm x 23,5cm x 2,4cm. - (UC Davis Mind Institute Autism for Educators Series) .
ISBN : 978-0-470-58486-6
Bibliogr., Index
Langues : Anglais (eng)
Mots-clés : Etudiant Attention Pratique basée sur les preuve (EBP) Pivotal Response Teaching Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : Educational Interventions for Students with Autism offers educators a vital resource for understanding and working with autistic students. Written by nationally acclaimed experts in the field and published in collaboration with the world-renowned UC Davis M.I.N.D. Institute, the book aims to deepen educators' appreciation of the challenges surrounding autism in a classroom setting and the current best practices in education for autism.
To best meet the practical needs of teachers, school administrators, and parents, the book includes integrative summaries throughout, with recommendations for real-world classroom use. Topics covered include: how autism affects student learning, autism and its impact on schools, a teacher's view of autism and the classroom, best practices and challenges of working with students with ASD in the classroom,working with high-functioning autism (HFA) in schools, successful community-school partnerships, options for teacher training, and more. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Contenu
- Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY
- Evidence-Based Instructional Interventions / Wendy MACHALICEK
- Educational Interventions for Children with Autism Spectrum Disorders / Marianne L. BARTON
- Facilitating the Use of Evidence-Based Practices in Classrooms: The National Professional Development Center Model / Ellen L. FRANZONE
- Technology for Staff Training, Collaboration, and Supervision in School-Based Programs for Children with Autism / Robyn M. CATAGNUS
- The Role of School Administrators in Working with Children and Families Affected by Autism Spectrum Disorders / Cynthia M. HERR
- Incorporating Parent Training into School Curricula for Children with Autism Spectrum Disorders / Brooke R. INGERSOLL
- Improving Educational Interventions for School-Age Children with Autism Without Intellectual Disabilities / Lynn Kern KOEGEL
- Translating Evidence-Based Practices from the Laboratory to Schools: Classroom Pivotal Response Teaching / Laura SCHREIBMAN
Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002688 APP-D MUN 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 :
Sensory Profile 2 DUNN, Winnie Principales échelles d'évaluation chez l'enfant et l'adolescent en Médecine Physique et Réadaptation GAUTHERON, V. Approche neuropsychologique des troubles des apprentissages CHOKRON, Sylvie Psychopathologie de l'enfant et de l'adolescent DUMAS, Jean E. Réapprendre à lire GARCIA, Sandrine An Early Start for Your Child with Autism ROGERS, Sally J Effects of Autism on Social Learning and Social Attention / Peter C. MUNDY
Titre : Effects of Autism on Social Learning and Social Attention Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur Année de publication : 2012 Importance : p.3-33 Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Effects of Autism on Social Learning and Social Attention [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Ann M. MASTERGEORGE, Auteur ; Nancy S. MCINTYRE, Auteur . - 2012 . - p.3-33.
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Fragile X: A Family of Disorders / Ann M. MASTERGEORGE
Titre : Fragile X: A Family of Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Ann M. MASTERGEORGE, Auteur ; Jacky W. AU, Auteur ; Randi J. HAGERMAN, Auteur Année de publication : 2010 Importance : p.170-187 Langues : Anglais (eng) Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 Fragile X: A Family of Disorders [Texte imprimé et/ou numérique] / Ann M. MASTERGEORGE, Auteur ; Jacky W. AU, Auteur ; Randi J. HAGERMAN, Auteur . - 2010 . - p.170-187.
Langues : Anglais (eng)
Index. décimale : TRO-F TRO-F - Autres Troubles Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire A parallel and distributed-processing model of joint attention, social cognition and autism / Peter C. MUNDY in Autism Research, 2-1 (February 2009)
[article]
Titre : A parallel and distributed-processing model of joint attention, social cognition and autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Lisa SULLIVAN, Auteur ; Ann M. MASTERGEORGE, Auteur Année de publication : 2009 Article en page(s) : p.2-21 Langues : Anglais (eng) Mots-clés : early-development neural-connectivity social-symptoms Index. décimale : PER Périodiques Résumé : The impaired development of joint attention is a cardinal feature of autism. Therefore, understanding the nature of joint attention is central to research on this disorder. Joint attention may be best defined in terms of an information-processing system that begins to develop by 4-6 months of age. This system integrates the parallel processing of internal information about one's own visual attention with external information about the visual attention of other people. This type of joint encoding of information about self and other attention requires the activation of a distributed anterior and posterior cortical attention network. Genetic regulation, in conjunction with self-organizing behavioral activity, guides the development of functional connectivity in this network. With practice in infancy the joint processing of self-other attention becomes automatically engaged as an executive function. It can be argued that this executive joint attention is fundamental to human learning as well as the development of symbolic thought, social cognition and social competence throughout the life span. One advantage of this parallel and distributed-processing model of joint attention is that it directly connects theory on social pathology to a range of phenomena in autism associated with neural connectivity, constructivist and connectionist models of cognitive development, early intervention, activity-dependent gene expression and atypical ocular motor control. En ligne : http://dx.doi.org/10.1002/aur.61 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=935
in Autism Research > 2-1 (February 2009) . - p.2-21[article] A parallel and distributed-processing model of joint attention, social cognition and autism [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Lisa SULLIVAN, Auteur ; Ann M. MASTERGEORGE, Auteur . - 2009 . - p.2-21.
Langues : Anglais (eng)
in Autism Research > 2-1 (February 2009) . - p.2-21
Mots-clés : early-development neural-connectivity social-symptoms Index. décimale : PER Périodiques Résumé : The impaired development of joint attention is a cardinal feature of autism. Therefore, understanding the nature of joint attention is central to research on this disorder. Joint attention may be best defined in terms of an information-processing system that begins to develop by 4-6 months of age. This system integrates the parallel processing of internal information about one's own visual attention with external information about the visual attention of other people. This type of joint encoding of information about self and other attention requires the activation of a distributed anterior and posterior cortical attention network. Genetic regulation, in conjunction with self-organizing behavioral activity, guides the development of functional connectivity in this network. With practice in infancy the joint processing of self-other attention becomes automatically engaged as an executive function. It can be argued that this executive joint attention is fundamental to human learning as well as the development of symbolic thought, social cognition and social competence throughout the life span. One advantage of this parallel and distributed-processing model of joint attention is that it directly connects theory on social pathology to a range of phenomena in autism associated with neural connectivity, constructivist and connectionist models of cognitive development, early intervention, activity-dependent gene expression and atypical ocular motor control. En ligne : http://dx.doi.org/10.1002/aur.61 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=935 Predicting Language in Children with ASD Using Spontaneous Language Samples and Standardized Measures / Rebecca P. THOMAS in Journal of Autism and Developmental Disorders, 53-10 (October 2023)
PermalinkSpeech and language disorders in childhood a neurodevelopmental perspective / Ann M. MASTERGEORGE
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