AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program / Emily RUBIN

Public ISBD in Autism Spectrum Disorders and AAC / Pat MIRENDA Titre : AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program Type de document : Texte imprimé et/ou numérique Auteurs : Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur Année de publication : 2009 Importance : p.195-217 Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264 in Autism Spectrum Disorders and AAC / Pat MIRENDA AAC and the SCERTS® Model: Incorporating AAC within a Comprehensive, Multidisciplinary Educational Program [Texte imprimé et/ou numérique] / Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur . - 2009 . - p.195-217. Langues : Anglais (eng) Index. décimale : COM-C COM-C - Communication Alternative Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=264

Exemplaires

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aucun exemplaire

Améliorer la communication et les habiletés socio-émotionnelles / Barry M. PRIZANT

Public ISBD contenu dans Améliorer la qualité de vie des personnes autistes / Bernadette ROGE Titre : Améliorer la communication et les habiletés socio-émotionnelles Type de document : Texte imprimé et/ou numérique Auteurs : Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy LAURENT, Auteur ; Patrick J. RYDELL, Auteur Année de publication : 2008 Importance : p.97-114 Langues : Français (fre) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 contenu dans Améliorer la qualité de vie des personnes autistes / Bernadette ROGE Améliorer la communication et les habiletés socio-émotionnelles [Texte imprimé et/ou numérique] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - 2008 . - p.97-114. Langues : Français (fre) Index. décimale : AUT-E AUT-E - L'Autisme - Accompagnement et Qualité de Vie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Exemplaires

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aucun exemplaire

Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) / Angela B. BARBER in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.2006-2012 Titre : Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) Type de document : Texte imprimé et/ou numérique Auteurs : Angela B. BARBER, Auteur ; Amy M. WETHERBY, Auteur ; Nola J. CHAMBERS, Auteur Année de publication : 2012 Article en page(s) : p.2006-2012 Langues : Anglais (eng) Mots-clés : Repetitive behavior  Typical development  Early identification  Measurement Index. décimale : PER Périodiques Résumé : The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518–1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD; n = 50) matched on developmental age, gender, and parents’ education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer© video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB. En ligne : http://dx.doi.org/10.1007/s10803-011-1434-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180 [article] Brief Report: Repetitive Behaviors in Young Children with Autism Spectrum Disorder and Developmentally Similar Peers: A Follow Up to Watt et al. (2008) [Texte imprimé et/ou numérique] / Angela B. BARBER, Auteur ; Amy M. WETHERBY, Auteur ; Nola J. CHAMBERS, Auteur . - 2012 . - p.2006-2012. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-9 (September 2012) . - p.2006-2012 Mots-clés : Repetitive behavior  Typical development  Early identification  Measurement Index. décimale : PER Périodiques Résumé : The present study extended the findings of Watt et al. (J Autism Dev Disord 38:1518–1533, 2008) by investigating repetitive and stereotyped behaviors (RSB) demonstrated by children (n = 50) and typical development (TD; n = 50) matched on developmental age, gender, and parents’ education level. RSB were coded from videotaped Communication and Symbolic Behavior Scales Behavior Samples (Wetherby and Prizant 2002) using the Noldus Pro Observer© video software. Children with ASD demonstrated significantly higher frequencies of RSB with body objects excluding categories involving banging or tapping objects or surfaces. Behaviors demonstrated by both groups indicated overlapping RSB profiles at this age. These findings highlight the significance of RSB in the early identification and support the need for future research to further determine ASD-specific RSB. En ligne : http://dx.doi.org/10.1007/s10803-011-1434-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180

Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder / Taylor N. DAY in Research in Autism Spectrum Disorders, 96 (August 2022)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 96 (August 2022) . - 101992 Titre : Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Taylor N. DAY, Auteur ; Carla A. MAZEFSKY, Auteur ; Amy M. WETHERBY, Auteur Article en page(s) : 101992 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  ASD  Toddlers  Early childhood  Emotion regulation  Emotional reactivity Index. décimale : PER Périodiques Résumé : Background Difficulties with emotion regulation (ER) underlie emotional/behavioral challenges and co-occurring psychiatric symptoms in autism spectrum disorder (ASD), yet very little is known about the early development of emotion dysregulation. The present study aimed to identify differences in positive and negative emotional reactivity and regulation strategies in toddlers with and without ASD. Method Nine tasks from the Laboratory Temperament Assessment Battery (Lab-TAB) were completed with 37 toddlers with and without ASD (22?28 months). Video-recordings of these tasks were coded by research assistants using a behavioral coding scheme tapping facial, bodily, and vocal affect and the frequency of ER strategies. Mixed model analyses were performed to examine the mean affect and total regulation strategies across each task and t-tests were conducted to assess the types of ER strategies utilized. Results Toddlers with ASD showed significantly less positive affect and greater frustration compared to non-ASD toddlers; reactivity was comparable between the groups for fear. Both groups used ER strategies in a similar pattern across tasks, with the exception that toddlers with ASD more often engaged in distraction to regulate. Effects of age and developmental level are discussed. Conclusions Toddlers with ASD were robustly characterized by greater frustration and lower joy despite frequent and age appropriate attempts to regulate their emotions. This study provides preliminary evidence that observable indicators of emotion dysregulation are present by two years of age. Clinical implications and future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2022.101992 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480 [article] Characterizing difficulties with emotion regulation in toddlers with autism spectrum disorder [Texte imprimé et/ou numérique] / Taylor N. DAY, Auteur ; Carla A. MAZEFSKY, Auteur ; Amy M. WETHERBY, Auteur . - 101992. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 96 (August 2022) . - 101992 Mots-clés : Autism spectrum disorder  ASD  Toddlers  Early childhood  Emotion regulation  Emotional reactivity Index. décimale : PER Périodiques Résumé : Background Difficulties with emotion regulation (ER) underlie emotional/behavioral challenges and co-occurring psychiatric symptoms in autism spectrum disorder (ASD), yet very little is known about the early development of emotion dysregulation. The present study aimed to identify differences in positive and negative emotional reactivity and regulation strategies in toddlers with and without ASD. Method Nine tasks from the Laboratory Temperament Assessment Battery (Lab-TAB) were completed with 37 toddlers with and without ASD (22?28 months). Video-recordings of these tasks were coded by research assistants using a behavioral coding scheme tapping facial, bodily, and vocal affect and the frequency of ER strategies. Mixed model analyses were performed to examine the mean affect and total regulation strategies across each task and t-tests were conducted to assess the types of ER strategies utilized. Results Toddlers with ASD showed significantly less positive affect and greater frustration compared to non-ASD toddlers; reactivity was comparable between the groups for fear. Both groups used ER strategies in a similar pattern across tasks, with the exception that toddlers with ASD more often engaged in distraction to regulate. Effects of age and developmental level are discussed. Conclusions Toddlers with ASD were robustly characterized by greater frustration and lower joy despite frequent and age appropriate attempts to regulate their emotions. This study provides preliminary evidence that observable indicators of emotion dysregulation are present by two years of age. Clinical implications and future research directions are discussed. En ligne : https://doi.org/10.1016/j.rasd.2022.101992 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=480

Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP). Infant-Toddler Checklist and Easy-Score / Amy M. WETHERBY

Public ISBD Titre : Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP). Infant-Toddler Checklist and Easy-Score Type de document : Texte imprimé et/ou numérique Auteurs : Amy M. WETHERBY, Auteur ; Barry M. PRIZANT, Auteur Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2003 Importance : 93 p. Format : 18,5cm x 25,5cm x 1cm Accompagnement : 1 DVD ISBN/ISSN/EAN : 978-1-55766-560-7 Note générale : Bibliogr., Index Langues : Anglais (eng) Mots-clés : Comportement symbolique  Infant Toddler Checklist (ITC) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The CSBS DP™ Infant-Toddler Checklist and Easy-Score CD-ROM with accompanying User's Guide is an easy-to-use system that allows busy clinicians to quickly screen communication skills in young children ages 6–24 months. Caregivers take 5–10 minutes to respond to 24 multiple choice questions about their child's communication, and professionals enter the responses and view the scores with the concise, step-by-step instructions in the User's Guide. The Easy-Score software tallies raw scores in seven clusters (Emotion and Eye Gaze, Communication, Gestures, Sounds, Words, Understanding, and Object Use) and three composites (Social, Speech, and Symbolic) calculates standard scores and composite percentiles based on embedded norms, so professionals can compare the child's communicative behavior to that of other children in his or her peer group provides an easy way to monitor communication development every 3 months between the ages of 6 and 24 months makes correspondence and record keeping easier by automatically generating a screening report to add to the child's health record and providing a menu of three letters clinicians can use to share personalized results and recommendations with the family With the CD-ROM and User's Guide — which includes clear instructions on using the Easy-Score program, guidelines for interpreting results, detailed technical data, and answers to frequently asked questions — clinicians, pediatricians, and Child Find programs have all the information they need to use this quick, validated screening system with young children. This product is part of CSBS DP™, an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children. CSBS DP is an ideal starting point for IFSP planning and can be used as a guide to indicate areas that need further assessment. Learn more about the whole CSBS DP system. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP). Infant-Toddler Checklist and Easy-Score [Texte imprimé et/ou numérique] / Amy M. WETHERBY, Auteur ; Barry M. PRIZANT, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2003 . - 93 p. ; 18,5cm x 25,5cm x 1cm + 1 DVD. ISBN : 978-1-55766-560-7 Bibliogr., Index Langues : Anglais (eng) Mots-clés : Comportement symbolique  Infant Toddler Checklist (ITC) Index. décimale : OUT-A OUT-A - Outils d‘Evaluation - Tests Résumé : The CSBS DP™ Infant-Toddler Checklist and Easy-Score CD-ROM with accompanying User's Guide is an easy-to-use system that allows busy clinicians to quickly screen communication skills in young children ages 6–24 months. Caregivers take 5–10 minutes to respond to 24 multiple choice questions about their child's communication, and professionals enter the responses and view the scores with the concise, step-by-step instructions in the User's Guide. The Easy-Score software tallies raw scores in seven clusters (Emotion and Eye Gaze, Communication, Gestures, Sounds, Words, Understanding, and Object Use) and three composites (Social, Speech, and Symbolic) calculates standard scores and composite percentiles based on embedded norms, so professionals can compare the child's communicative behavior to that of other children in his or her peer group provides an easy way to monitor communication development every 3 months between the ages of 6 and 24 months makes correspondence and record keeping easier by automatically generating a screening report to add to the child's health record and providing a menu of three letters clinicians can use to share personalized results and recommendations with the family With the CD-ROM and User's Guide — which includes clear instructions on using the Easy-Score program, guidelines for interpreting results, detailed technical data, and answers to frequently asked questions — clinicians, pediatricians, and Child Find programs have all the information they need to use this quick, validated screening system with young children. This product is part of CSBS DP™, an easy-to-use, norm-referenced screening and evaluation tool that helps determine the communicative competence (use of eye gaze, gestures, sounds, words, understanding, and play) of young children. CSBS DP is an ideal starting point for IFSP planning and can be used as a guide to indicate areas that need further assessment. Learn more about the whole CSBS DP system. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

Exemplaires (1)

Code-barres	Cote	Support	Localisation	Section	Disponibilité
DOC0004020	OUT-A WET	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	OUT - Outils d'évaluation - Tests	Disponible

Communication in Preschool Autistic Children / Barry M. PRIZANT

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“Communities” in Community Engagement: Lessons Learned From Autism Research in South Korea and South Africa / Roy Richard GRINKER in Autism Research, 5-3 (June 2012)  

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Coordinated social communication in toddlers with and without autism spectrum disorder during a home observation / Abigail D. DELEHANTY in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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Critical Issues in Enhancing Communication Abilities for Persons with Autism Spectrum Disorders / Barry M. PRIZANT

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CSBS DP Manual. Communication and Symbolic Behavior Scales Developmental Profile (CSBS DP), First Normed Edition / Amy M. WETHERBY

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Developmental Approaches to Treatment / Amy M. WETHERBY

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Early detection of autism spectrum disorder in young isiZulu-speaking children in South Africa / Nola J. CHAMBERS in Autism, 21-5 (July 2017)  

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Early diagnosis of autism spectrum disorder: stability and change in clinical diagnosis and symptom presentation / Whitney GUTHRIE in Journal of Child Psychology and Psychiatry, 54-5 (May 2013)  

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Early Social Interaction Project / Juliann J. WOODS

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Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism / Nicole SPARAPANI in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

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