Child-directed play with mothers of young autistic children: a study on the benefits of the approach / Filippa ANDREASSON in Good Autism Practice - GAP, 24-1 (May 2023)

Public ISBD [article]  inGood Autism Practice - GAP > 24-1 (May 2023) . - p.54-65 Titre : Child-directed play with mothers of young autistic children: a study on the benefits of the approach Type de document : Texte imprimé et/ou numérique Auteurs : Filippa ANDREASSON, Auteur ; Axel D'ANGELO GENTILE, Auteur ; Anna BACKMAN, Auteur ; Lars KLINTWALL, Auteur Article en page(s) : p.54-65 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper from Sweden written by a Clinical Psychologist (LK) and colleagues from the Karolinska Institute and Stockholm University describes a short study with six mothers of young autistic children. The authors contend that the usual approaches to play do not work so well. The mothers were given details on CDP and asked to consider which aspects of their interactions with their child they would like to change. The play took place in their homes and supervision sessions were held to problem-solve. All parents felt they could parent more in accordance with their values, and said they had achieved the outcomes they wished. The paper focuses on what the mothers wanted to achieve. It would be useful in future studies if parents could be asked to consider what they thought their children would like to achieve and to consider the degree of congruence or conflict with their own interactive style. CDP described here has much in common with other approaches, including that developed in the UK by Jane Gurnett and Tessa Morton who developed ACT for Autism (2021), detailing ways in which to connect and communicate with autistic children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540 [article] Child-directed play with mothers of young autistic children: a study on the benefits of the approach [Texte imprimé et/ou numérique] / Filippa ANDREASSON, Auteur ; Axel D'ANGELO GENTILE, Auteur ; Anna BACKMAN, Auteur ; Lars KLINTWALL, Auteur . - p.54-65. Langues : Anglais (eng) in Good Autism Practice - GAP > 24-1 (May 2023) . - p.54-65 Index. décimale : PER Périodiques Résumé : This paper from Sweden written by a Clinical Psychologist (LK) and colleagues from the Karolinska Institute and Stockholm University describes a short study with six mothers of young autistic children. The authors contend that the usual approaches to play do not work so well. The mothers were given details on CDP and asked to consider which aspects of their interactions with their child they would like to change. The play took place in their homes and supervision sessions were held to problem-solve. All parents felt they could parent more in accordance with their values, and said they had achieved the outcomes they wished. The paper focuses on what the mothers wanted to achieve. It would be useful in future studies if parents could be asked to consider what they thought their children would like to achieve and to consider the degree of congruence or conflict with their own interactive style. CDP described here has much in common with other approaches, including that developed in the UK by Jane Gurnett and Tessa Morton who developed ACT for Autism (2021), detailing ways in which to connect and communicate with autistic children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=540

Discrete Trial Teaching and Discrimination Training / Svein EIKESETH

Public ISBD in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Titre : Discrete Trial Teaching and Discrimination Training Type de document : Texte imprimé et/ou numérique Auteurs : Svein EIKESETH, Auteur ; Dean P. SMITH, Auteur ; Lars KLINTWALL, Auteur Année de publication : 2014 Importance : p.229-253 Langues : Anglais (eng) Mots-clés : Discrete trial training  Prompting  Discrimination 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=265 in Handbook of Early Intervention for Autism Spectrum Disorders / Jonathan TARBOX Discrete Trial Teaching and Discrimination Training [Texte imprimé et/ou numérique] / Svein EIKESETH, Auteur ; Dean P. SMITH, Auteur ; Lars KLINTWALL, Auteur . - 2014 . - p.229-253. Langues : Anglais (eng) Mots-clés : Discrete trial training  Prompting  Discrimination 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=265

Exemplaires

Code-barres	Cote	Support	Localisation	Section	Disponibilité
aucun exemplaire

Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition / Lars KLINTWALL in Autism, 19-8 (November 2015)  

Public ISBD [article]  inAutism > 19-8 (November 2015) . - p.925-933 Titre : Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition Type de document : Texte imprimé et/ou numérique Auteurs : Lars KLINTWALL, Auteur ; Suzanne MACARI, Auteur ; Svein EIKESETH, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.925-933 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  behavioral measurement  interventions—psychosocial/behavioral  development Index. décimale : PER Périodiques Résumé : Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2?years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3?years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9?months, were scored using Interest Level Scoring for Autism, quantifying toddlers’ interest in toys, social routines, and activities that could serve as reinforcers in an intervention. Adaptive level and mental age were measured concurrently (Time 1) and again after a mean of 16.3?months of treatment (Time 2). Interest Level Scoring for Autism score, Autism Diagnostic Observation Schedule score, adaptive age equivalent, verbal and nonverbal mental age, and intensity of intervention were entered into regression models to predict rates of skill acquisition. Interest level at Time 1 predicted subsequent acquisition rate of adaptive skills (R2?=?0.36) and verbal mental age (R2?=?0.30), above and beyond the effects of Time 1 verbal and nonverbal mental ages and Autism Diagnostic Observation Schedule scores. Interest level at Time 1 also contributed (R2?=?0.30), with treatment intensity, to variance in development of nonverbal mental age. En ligne : http://dx.doi.org/10.1177/1362361314555376 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Interest level in 2-year-olds with autism spectrum disorder predicts rate of verbal, nonverbal, and adaptive skill acquisition [Texte imprimé et/ou numérique] / Lars KLINTWALL, Auteur ; Suzanne MACARI, Auteur ; Svein EIKESETH, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.925-933. Langues : Anglais (eng) in Autism > 19-8 (November 2015) . - p.925-933 Mots-clés : autism spectrum disorders  behavioral measurement  interventions—psychosocial/behavioral  development Index. décimale : PER Périodiques Résumé : Recent studies have suggested that skill acquisition rates for children with autism spectrum disorders receiving early interventions can be predicted by child motivation. We examined whether level of interest during an Autism Diagnostic Observation Schedule assessment at 2?years predicts subsequent rates of verbal, nonverbal, and adaptive skill acquisition to the age of 3?years. A total of 70 toddlers with autism spectrum disorder, mean age of 21.9?months, were scored using Interest Level Scoring for Autism, quantifying toddlers’ interest in toys, social routines, and activities that could serve as reinforcers in an intervention. Adaptive level and mental age were measured concurrently (Time 1) and again after a mean of 16.3?months of treatment (Time 2). Interest Level Scoring for Autism score, Autism Diagnostic Observation Schedule score, adaptive age equivalent, verbal and nonverbal mental age, and intensity of intervention were entered into regression models to predict rates of skill acquisition. Interest level at Time 1 predicted subsequent acquisition rate of adaptive skills (R2?=?0.36) and verbal mental age (R2?=?0.30), above and beyond the effects of Time 1 verbal and nonverbal mental ages and Autism Diagnostic Observation Schedule scores. Interest level at Time 1 also contributed (R2?=?0.30), with treatment intensity, to variance in development of nonverbal mental age. En ligne : http://dx.doi.org/10.1177/1362361314555376 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Jouer · Parler · Manger / Lars KLINTWALL

Public ISBD Titre : Jouer · Parler · Manger : Exercices pour les enfants ayant des besoins spécifiques Type de document : Texte imprimé et/ou numérique Auteurs : Lars KLINTWALL, Auteur ; Maria OLOFSGÅRD JEGEUS, Auteur ; Marilou CASSAR, Traducteur ; Hélène ABDELNOUR, Traducteur Editeur : La-Colle-sur-Loup [France] : ABA Online Année de publication : 2024 Importance : 158 p. Présentation : ill. Format : 16,5cm x 24cm x 1cm ISBN/ISSN/EAN : 978-2-9581352-3-2 Note générale : Bibliogr. Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Nous avons tous besoin de conseils et d'aide dans notre vie. Ce besoin est particulièrement important lorsqu’il s’agit d’aider et de prendre soin de ceux que nous aimons et dont nous sommes responsables. Il est courant de ne pas savoir quoi faire et de ne pas se sentir à la hauteur. Pour les parents, ce sentiment d’impuissance peut être très fort, surtout si le développement de l’enfant a pris du retard ou est atypique. Ce livre fournit des conseils aux parents, à l’équipe soignante et aux éducateurs qui souhaitent aider les enfants ayant des besoins particuliers à avoir davantage de possibilités d’apprentissage. Ce livre veut inciter les parents et les spécialistes à être plus conscients de leurs efforts et à utiliser des stratégies plus cohérentes et dont l’efficacité a été prouvée. Aussi, les auteurs de ce livre soulignent l’importance de s’autoriser à ressentir des doutes et de la tristesse, de ne pas se surmener et d’oser demander et recevoir de l’aide. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 Jouer · Parler · Manger : Exercices pour les enfants ayant des besoins spécifiques [Texte imprimé et/ou numérique] / Lars KLINTWALL, Auteur ; Maria OLOFSGÅRD JEGEUS, Auteur ; Marilou CASSAR, Traducteur ; Hélène ABDELNOUR, Traducteur . - La-Colle-sur-Loup [France] : ABA Online, 2024 . - 158 p. : ill. ; 16,5cm x 24cm x 1cm. ISBN : 978-2-9581352-3-2 Bibliogr. Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Nous avons tous besoin de conseils et d'aide dans notre vie. Ce besoin est particulièrement important lorsqu’il s’agit d’aider et de prendre soin de ceux que nous aimons et dont nous sommes responsables. Il est courant de ne pas savoir quoi faire et de ne pas se sentir à la hauteur. Pour les parents, ce sentiment d’impuissance peut être très fort, surtout si le développement de l’enfant a pris du retard ou est atypique. Ce livre fournit des conseils aux parents, à l’équipe soignante et aux éducateurs qui souhaitent aider les enfants ayant des besoins particuliers à avoir davantage de possibilités d’apprentissage. Ce livre veut inciter les parents et les spécialistes à être plus conscients de leurs efforts et à utiliser des stratégies plus cohérentes et dont l’efficacité a été prouvée. Aussi, les auteurs de ce livre soulignent l’importance de s’autoriser à ressentir des doutes et de la tristesse, de ne pas se surmener et d’oser demander et recevoir de l’aide. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Exemplaires (3)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0007427	APP-A KLI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Sorti jusqu'au 31/01/2025
DOC0007428	APP-A KLI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Sorti jusqu'au 21/01/2025
DOC0007429	APP-A KLI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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Se laver les mains pour une fille	AUTISME ET APPRENTISSAGES
L’AFLS : Evaluation des Compétences Fonctionnelles de Vie – Compétences de Participation à la Communauté	PARTINGTON, James W.
TTAP (Profil d'évaluation de la transition vers la vie adulte - TEACCH)	MESIBOV, Gary
Et si on faisait un contrat !	DARDIG, Jill C.
The Assessment of Functional Living Skills Guide. The AFLS	PARTINGTON, James W.
Les cartes des actions	AUTISME ET APPRENTISSAGES

Narrowing the gap: Effects of intervention on developmental trajectories in autism / Lars KLINTWALL in Autism, 19-1 (January 2015)  

Public ISBD [article]  inAutism > 19-1 (January 2015) . - p.53-63 Titre : Narrowing the gap: Effects of intervention on developmental trajectories in autism Type de document : Texte imprimé et/ou numérique Auteurs : Lars KLINTWALL, Auteur ; Sigmund ELDEVIK, Auteur ; Svein EIKESETH, Auteur Année de publication : 2015 Article en page(s) : p.53-63 Langues : Anglais (eng) Mots-clés : autism  behavioral intervention  developmental trajectories  Early and Intensive Behavioral Intervention  early intervention Index. décimale : PER Périodiques Résumé : Although still a matter of some debate, there is a growing body of research supporting Early and Intensive Behavioral Intervention as the intervention of choice for children with autism. Learning rate is an alternative to change in standard scores as an outcome measure in studies of early intervention. Learning rates can be displayed graphically as developmental trajectories, which are easy to understand and avoid some of the counter-intuitive properties of changes in standard scores. The data used in this analysis were from 453 children with autism, previously described by Eldevik et al. Children receiving Early and Intensive Behavioral Intervention exhibited significantly steeper developmental trajectories than children in the control group, in both intelligence and adaptive behaviors. However, there was a considerable variability in individual learning rates within the group receiving Early and Intensive Behavioral Intervention. This variability could partly be explained by the intensity of the treatment, partly by children’s intake intelligence quotient age-equivalents. Age at intake did not co-vary with learning rate. En ligne : http://dx.doi.org/10.1177/1362361313510067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245 [article] Narrowing the gap: Effects of intervention on developmental trajectories in autism [Texte imprimé et/ou numérique] / Lars KLINTWALL, Auteur ; Sigmund ELDEVIK, Auteur ; Svein EIKESETH, Auteur . - 2015 . - p.53-63. Langues : Anglais (eng) in Autism > 19-1 (January 2015) . - p.53-63 Mots-clés : autism  behavioral intervention  developmental trajectories  Early and Intensive Behavioral Intervention  early intervention Index. décimale : PER Périodiques Résumé : Although still a matter of some debate, there is a growing body of research supporting Early and Intensive Behavioral Intervention as the intervention of choice for children with autism. Learning rate is an alternative to change in standard scores as an outcome measure in studies of early intervention. Learning rates can be displayed graphically as developmental trajectories, which are easy to understand and avoid some of the counter-intuitive properties of changes in standard scores. The data used in this analysis were from 453 children with autism, previously described by Eldevik et al. Children receiving Early and Intensive Behavioral Intervention exhibited significantly steeper developmental trajectories than children in the control group, in both intelligence and adaptive behaviors. However, there was a considerable variability in individual learning rates within the group receiving Early and Intensive Behavioral Intervention. This variability could partly be explained by the intensity of the treatment, partly by children’s intake intelligence quotient age-equivalents. Age at intake did not co-vary with learning rate. En ligne : http://dx.doi.org/10.1177/1362361313510067 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=245

Number and controllability of reinforcers as predictors of individual outcome for children with autism receiving early and intensive behavioral intervention: A preliminary study / Lars KLINTWALL in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)  

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Outcome for children with autism receiving early and intensive behavioral intervention in mainstream preschool and kindergarten settings / Svein EIKESETH in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)  

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The Efficacy of Intensive Behavioral Intervention for Children with Autism: A Matter of Allegiance? / Lars KLINTWALL in Journal of Autism and Developmental Disorders, 42-1 (January 2012)  

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