Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Bruce L. BAKER |
Documents disponibles écrits par cet auteur (8)
Faire une suggestion Affiner la recherche
L'autonomie pas à pas / Bruce L. BAKER
Titre : L'autonomie pas à pas : enseigner les compétences quotidiennes aux enfants ayant des difficultés d'apprentissage Titre original : Steps to independence : teaching everyday skills to children with special needs Type de document : Texte imprimé et/ou numérique Auteurs : Bruce L. BAKER, Auteur ; Max ARTUSO, Traducteur ; Alan J. BRIGTMAN, Auteur Editeur : Mouans Sartoux [France] : Autisme France Diffusion Année de publication : 2007 Importance : 389 p. Présentation : ill. Format : 18,0cm x 25,5cm x 2,9cm ISBN/ISSN/EAN : 978-2-917150-06-1 Langues : Français (fre) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Cet ouvrage est destiné aux parents d'enfants qui ont un quelconque degré de retard de développement : retard mental, autisme, déficit de l'apprentissage, trouble du développement.
Il est fondé sur un a priori simple : les parents sont les premiers et les plus influents éducateurs de leurs enfants. L'objectif de ce livre est d'aider ces parents à enseigner à leur enfant tout ce qui lui permettra d'acquérir la plus grande autonomie possible dans tous les domaines de la vie quotidienne : hygiène, propreté, vie de la maison, jeu etc. Mais aussi les compétences de base de l'autonomie dans la cité : l'argent, l'heure, la compréhension des mots essentiels.
Et parce que c'est essentiel à l'autonomie et à la vie sociale, nous abordons aussi la gestion des problèmes de comportement. Basé sur plus de trente ans de travail avec les parents, illustré et plein d'humour, l'Autonomie Pas à Pas est un allié fidèle que vous garderez à portée de mains au fur à mesure que votre enfant grandira.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 L'autonomie pas à pas = Steps to independence : teaching everyday skills to children with special needs : enseigner les compétences quotidiennes aux enfants ayant des difficultés d'apprentissage [Texte imprimé et/ou numérique] / Bruce L. BAKER, Auteur ; Max ARTUSO, Traducteur ; Alan J. BRIGTMAN, Auteur . - Mouans Sartoux [France] : Autisme France Diffusion, 2007 . - 389 p. : ill. ; 18,0cm x 25,5cm x 2,9cm.
ISBN : 978-2-917150-06-1
Langues : Français (fre)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : Cet ouvrage est destiné aux parents d'enfants qui ont un quelconque degré de retard de développement : retard mental, autisme, déficit de l'apprentissage, trouble du développement.
Il est fondé sur un a priori simple : les parents sont les premiers et les plus influents éducateurs de leurs enfants. L'objectif de ce livre est d'aider ces parents à enseigner à leur enfant tout ce qui lui permettra d'acquérir la plus grande autonomie possible dans tous les domaines de la vie quotidienne : hygiène, propreté, vie de la maison, jeu etc. Mais aussi les compétences de base de l'autonomie dans la cité : l'argent, l'heure, la compréhension des mots essentiels.
Et parce que c'est essentiel à l'autonomie et à la vie sociale, nous abordons aussi la gestion des problèmes de comportement. Basé sur plus de trente ans de travail avec les parents, illustré et plein d'humour, l'Autonomie Pas à Pas est un allié fidèle que vous garderez à portée de mains au fur à mesure que votre enfant grandira.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Exemplaires (5)
Code-barres Cote Support Localisation Section Disponibilité DOC0000328 APP-A BAK Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible DOC0000760 APP-A BAK Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible DOC0000761 APP-A BAK Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible DOC0001133 APP-A BAK Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible DOC0001134 APP-A BAK 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 :
Echelle d'Evaluation des Comportements Autistiques (version révisée). ECAR BARTHELEMY, Catherine Autismes GEPNER, Bruno Je gère ! Les émotions de mon enfant PENOT, Marie-Claire Apprendre les habiletés sociales CASSE, Agnès Histoires des saisons PAHL, Simone Activités d'enseignement pour enfants autistes SCHOPLER, Eric Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? / Bruce L. BAKER in Journal of Autism and Developmental Disorders, 50-6 (June 2020)
[article]
Titre : Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.2226-2233 Langues : Anglais (eng) Mots-clés : Asd Autism spectrum disorder Behavior disorders Co-morbid ASD/ID Intellectual disability Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ?85, n?=?26). The primary question was whether youth with ASD and co-morbid ID had greater associated adjustment problems than youth with ASD-only. Youth with ASD, with or without ID, had significantly higher behavior problems and lower social skills than their TD peers. However, youth with ASD and co-morbid ID did not differ from youth with ASD-only on any variable assessed, including behavior problems, behavior disorders, social acceptance, social skills, and student teacher relationships. En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233[article] Brief Report: Behavior Disorders and Social Skills in Adolescents with Autism Spectrum Disorder: Does IQ Matter? [Texte imprimé et/ou numérique] / Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - p.2226-2233.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-6 (June 2020) . - p.2226-2233
Mots-clés : Asd Autism spectrum disorder Behavior disorders Co-morbid ASD/ID Intellectual disability Social skills Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders and social skills were assessed in 187 youth aged 13 years, with typical cognitive development (TD n?=?98), intellectual disability (ID n?=?37), autism spectrum disorder (ASD, IQ?>?=?85, n?=?26), or Autism Spectrum Disorder with ID (ASD/ID; IQ?85, n?=?26). The primary question was whether youth with ASD and co-morbid ID had greater associated adjustment problems than youth with ASD-only. Youth with ASD, with or without ID, had significantly higher behavior problems and lower social skills than their TD peers. However, youth with ASD and co-morbid ID did not differ from youth with ASD-only on any variable assessed, including behavior problems, behavior disorders, social acceptance, social skills, and student teacher relationships. En ligne : http://dx.doi.org/10.1007/s10803-019-03954-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=425 Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives / S. M. ZEEDYK in Research in Autism Spectrum Disorders, 8-9 (September 2014)
[article]
Titre : Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives Type de document : Texte imprimé et/ou numérique Auteurs : S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.1173-1183 Langues : Anglais (eng) Mots-clés : Autism Intellectual disability Bullying Adolescents Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183[article] Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives [Texte imprimé et/ou numérique] / S. M. ZEEDYK, Auteur ; G. RODRIGUEZ, Auteur ; L. A. TIPTON, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - p.1173-1183.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-9 (September 2014) . - p.1173-1183
Mots-clés : Autism Intellectual disability Bullying Adolescents Friendship Index. décimale : PER Périodiques Résumé : Abstract In-depth interviews conducted separately with 13-year-olds with autism spectrum disorder (ASD), intellectual disability (ID), or typical development (TD) and their mothers investigated the experiences of victimization in the form of bullying. Coded constructs from the interviews were utilized to compare groups on the frequency, type, and impact of victimization. Youth with ASD were victimized more frequently than their ID or TD peers, and the groups differed with regard to the type of bullying and the impact it had, with ASD youth faring the worst. Higher internalizing problems and conflict in friendships were found to be significant predictors of victimization, according to both youth- and mother-reports. These predictors were found to be more salient than ASD status alone. Implications for practice are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Collateral Effects of Youth Disruptive Behavior Disorders on Mothers' Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development / Jan BLACHER in Journal of Autism and Developmental Disorders, 49-7 (July 2019)
[article]
Titre : Collateral Effects of Youth Disruptive Behavior Disorders on Mothers' Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development Type de document : Texte imprimé et/ou numérique Auteurs : Jan BLACHER, Auteur ; Bruce L. BAKER, Auteur Article en page(s) : p.2810-2821 Langues : Anglais (eng) Mots-clés : Adolescence Autism spectrum disorder Behavior disorders Intellectual disability Mother stress and well-being Optimism Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders were assessed in 160 youth aged 13 years, with Autism Spectrum Disorder (ASD, n = 48), intellectual disability (ID, n = 28), or typical development (TD, n = 84). Mothers' reported collateral effects on their psychological adjustment were related to both youth disability status and clinical level behavior disorders. More youth with ASD or ID had clinical level behavior disorders than their TD peers, and their mothers reported significantly higher personal stress and psychological symptoms, as well as lower positive impact of the youth on the family. The youth's clinical level behavior disorders accounted for these differences more than the diagnostic status. Mothers high in dispositional optimism reported the lowest stress and psychological symptoms in relationship to youth behavior challenges. En ligne : http://dx.doi.org/10.1007/s10803-017-3347-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2810-2821[article] Collateral Effects of Youth Disruptive Behavior Disorders on Mothers' Psychological Distress: Adolescents with Autism Spectrum Disorder, Intellectual Disability, or Typical Development [Texte imprimé et/ou numérique] / Jan BLACHER, Auteur ; Bruce L. BAKER, Auteur . - p.2810-2821.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-7 (July 2019) . - p.2810-2821
Mots-clés : Adolescence Autism spectrum disorder Behavior disorders Intellectual disability Mother stress and well-being Optimism Index. décimale : PER Périodiques Résumé : Disruptive behavior disorders were assessed in 160 youth aged 13 years, with Autism Spectrum Disorder (ASD, n = 48), intellectual disability (ID, n = 28), or typical development (TD, n = 84). Mothers' reported collateral effects on their psychological adjustment were related to both youth disability status and clinical level behavior disorders. More youth with ASD or ID had clinical level behavior disorders than their TD peers, and their mothers reported significantly higher personal stress and psychological symptoms, as well as lower positive impact of the youth on the family. The youth's clinical level behavior disorders accounted for these differences more than the diagnostic status. Mothers high in dispositional optimism reported the lowest stress and psychological symptoms in relationship to youth behavior challenges. En ligne : http://dx.doi.org/10.1007/s10803-017-3347-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=402 Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence / Elizabeth BAKER in Research in Autism Spectrum Disorders, 83 (May 2021)
[article]
Titre : Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence Type de document : Texte imprimé et/ou numérique Auteurs : Elizabeth BAKER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur Article en page(s) : 101761 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Adaptive behavior Daily living skills Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101761[article] Daily living skills in adolescents with autism spectrum disorder: Implications for intervention and independence [Texte imprimé et/ou numérique] / Elizabeth BAKER, Auteur ; Katherine K. M. STAVROPOULOS, Auteur ; Bruce L. BAKER, Auteur ; Jan BLACHER, Auteur . - 101761.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 83 (May 2021) . - 101761
Mots-clés : Autism spectrum disorder Adaptive behavior Daily living skills Externalizing behavior problems Index. décimale : PER Périodiques Résumé : Background Challenges in adaptive behaviors are present in individuals with autism spectrum disorder (ASD), while variation in IQ, social skills, and comorbidities are possible influences on adaptive behaviors. However, adaptive behaviors do not consistently map onto cognitive abilities in ASD, as high IQ is not protective against challenges in adaptive behaviors. Additionally, individuals with both ASD and elevated levels of externalizing problem behaviors experience even worse adaptive behaviors. Identifying factors that contribute to the variance in adaptive behaviors, particularly daily living skills (DLS), may inform strategies to improve adaptive behaviors necessary for independence in adulthood. Method Adolescents with typical cognitive development (TD, n = 84), intellectual disability (ID, n = 30), or ASD (n = 45) were included in this study to examine group differences in adaptive behaviors, identify relations between IQ and DLS, and determine factors that contribute to variance in DLS at youth age 13. The Vineland Adaptive Behavior Scales, 2nd Edition (VABS-II) was used to measure adaptive behaviors. Results All domains of adaptive behavior were significantly higher in TD groups compared to ASD and ID youth. Significant positive correlations were observed between IQ and DLS in the ASD and ID groups. In the ASD youth group, higher externalizing behavior problems explained the most variance in DLS. Conclusions DLS are below age-expected levels in young adolescents with ASD, in part because of the higher externalizing behavior problems in this group. Incorporating adaptive skills training and behavior management strategies into current interventions may serve to prepare adolescents and families for the transition to adulthood. En ligne : https://doi.org/10.1016/j.rasd.2021.101761 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Mental Disorders in Five-Year-Old Children With or Without Developmental Delay: Focus on ADHD / Bruce L. BAKER in Journal of Clinical Child & Adolescent Psychology, 39-4 (July-August 2010)
PermalinkPlay and Developmental Outcomes in Infant Siblings of Children with Autism / Lisa CHRISTENSEN in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
PermalinkSyndrome Specificity and Mother–Child Interactions: Examining Positive and Negative Parenting Across Contexts and Time / Jan BLACHER in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
Permalink