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Détail de l'auteur
Auteur Adel C. NAJDOWSKI |
Documents disponibles écrits par cet auteur (11)



Titre : Clinical Supervision Type de document : Texte imprimé et/ou numérique Auteurs : Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur Année de publication : 2014 Importance : p.389-416 Langues : Anglais (eng) Mots-clés : autism clinical supervision behavioral intervention prioritization caseload treatment program Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) model of clinical supervision for behavioral intervention for children with ASD. Practical guidance is provided on topics such as how many lessons can be targeted in a learner’s treatment program, which lessons to prioritize based on age, treatment intensity, and other variables, as well as how many learners one supervisor can reasonably manage at a top level of quality. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00019-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Clinical Supervision [Texte imprimé et/ou numérique] / Jonathan TARBOX, Auteur ; Adel C. NAJDOWSKI, Auteur . - 2014 . - p.389-416.
Langues : Anglais (eng)
Mots-clés : autism clinical supervision behavioral intervention prioritization caseload treatment program Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) model of clinical supervision for behavioral intervention for children with ASD. Practical guidance is provided on topics such as how many lessons can be targeted in a learner’s treatment program, which lessons to prioritize based on age, treatment intensity, and other variables, as well as how many learners one supervisor can reasonably manage at a top level of quality. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00019-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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Titre : Cognition Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur Année de publication : 2014 Importance : p.317-353 Langues : Anglais (eng) Mots-clés : autism teaching perspective-taking skills Theory of Mind (ToM) private event applied behavior analysis Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) to identify and respond appropriately to their own and others’ private events, that is, perspective-taking skills. The traditional cognitive terms that encompass these behaviors include metacognition (knowledge about one’s own mental states) and social cognition (knowledge about others’ mental states). Using the Theory of Mind (ToM) framework of basic types of “mental states,” or what behavior analysts refer to as “private events,” combined with the principles and procedures of applied behavior analysis (ABA), this chapter describes strategies for teaching perspective-taking skills across 11 major areas: 1) desires, 2) preferences, 3) emotions, 4) physical states, 5) sensory perspective taking, 6) knowledge, 7) beliefs, 8) deception, 9) thoughts, 10) sarcasm, and 11) intentions. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Cognition [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur . - 2014 . - p.317-353.
Langues : Anglais (eng)
Mots-clés : autism teaching perspective-taking skills Theory of Mind (ToM) private event applied behavior analysis Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) to identify and respond appropriately to their own and others’ private events, that is, perspective-taking skills. The traditional cognitive terms that encompass these behaviors include metacognition (knowledge about one’s own mental states) and social cognition (knowledge about others’ mental states). Using the Theory of Mind (ToM) framework of basic types of “mental states,” or what behavior analysts refer to as “private events,” combined with the principles and procedures of applied behavior analysis (ABA), this chapter describes strategies for teaching perspective-taking skills across 11 major areas: 1) desires, 2) preferences, 3) emotions, 4) physical states, 5) sensory perspective taking, 6) knowledge, 7) beliefs, 8) deception, 9) thoughts, 10) sarcasm, and 11) intentions. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00017-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
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Titre : Designing Curriculum Programs for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Evelyn R. GOULD, Auteur ; Taira M. LANAGAN, Auteur ; Michele R. BISHOP, Auteur Année de publication : 2014 Importance : p.179-204 Langues : Anglais (eng) Mots-clés : Assessment Curriculum Treatment planning 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 Designing Curriculum Programs for Children with Autism [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Evelyn R. GOULD, Auteur ; Taira M. LANAGAN, Auteur ; Michele R. BISHOP, Auteur . - 2014 . - p.179-204.
Langues : Anglais (eng)
Mots-clés : Assessment Curriculum Treatment planning 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 Evaluation of the concurrent validity of a skills assessment for autism treatment / Angela PERSICKE in Research in Autism Spectrum Disorders, 8-3 (March 2014)
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Titre : Evaluation of the concurrent validity of a skills assessment for autism treatment Type de document : Texte imprimé et/ou numérique Auteurs : Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur Article en page(s) : p.281-285 Langues : Anglais (eng) Mots-clés : Skills assessment Curriculum Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285[article] Evaluation of the concurrent validity of a skills assessment for autism treatment [Texte imprimé et/ou numérique] / Angela PERSICKE, Auteur ; Michele R. BISHOP, Auteur ; Christine M. COFFMAN, Auteur ; Adel C. NAJDOWSKI, Auteur ; Jonathan TARBOX, Auteur ; Kellee CHI, Auteur ; Dennis R. DIXON, Auteur ; Doreen GRANPEESHEH, Auteur ; Amanda N. ADAMS, Auteur ; Jina JANG, Auteur ; Jennifer RANICK, Auteur ; Megan ST. CLAIR, Auteur ; Amy KENZER, Auteur ; Sara S. SHARAF, Auteur ; Amanda DEERING, Auteur . - p.281-285.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-3 (March 2014) . - p.281-285
Mots-clés : Skills assessment Curriculum Validity Index. décimale : PER Périodiques Résumé : Abstract Accurate assessment is a critical prerequisite to meaningful curriculum programming for skill acquisition with children with autism spectrum disorder. The purpose of this study was to determine the validity of an indirect skills assessment. Concurrent validity of the assessment was evaluated by contrasting parent responses to participants’ abilities, as indicated by direct observation of those skills. The degree to which parent report and direct observation were in agreement was measured by Pearson correlation coefficient for each curriculum area. Results indicated moderate to very high levels of agreement between parent report and direct observation of the behaviors. Results are discussed in terms of implications for efficiency of assessment and treatment. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.12.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224
Titre : Executive Functions Type de document : Texte imprimé et/ou numérique Auteurs : Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur Année de publication : 2014 Importance : p.355-387 Langues : Anglais (eng) Mots-clés : autism teaching executive function cognition behavior inhibition memory attention flexibility planning problem solving self-management Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) skills that involve intentional manipulation of their own environments in order to help them function more independently. The traditional cognitive terms that encompass these behaviors include inhibition, memory, attention, flexibility, planning, problem solving, and self-management. Using the principles and procedures of ABA, this chapter provides strategies for teaching these skills. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00018-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Executive Functions [Texte imprimé et/ou numérique] / Adel C. NAJDOWSKI, Auteur ; Angela PERSICKE, Auteur ; Evelyn KUNG, Auteur . - 2014 . - p.355-387.
Langues : Anglais (eng)
Mots-clés : autism teaching executive function cognition behavior inhibition memory attention flexibility planning problem solving self-management Index. décimale : AUT-F AUT-F - L'Autisme - Soins Résumé : This chapter describes the Center for Autism and Related Disorders (CARD) approach to teaching learners with autism spectrum disorder (ASD) skills that involve intentional manipulation of their own environments in order to help them function more independently. The traditional cognitive terms that encompass these behaviors include inhibition, memory, attention, flexibility, planning, problem solving, and self-management. Using the principles and procedures of ABA, this chapter provides strategies for teaching these skills. En ligne : http://dx.doi.org/10.1016/B978-0-12-411603-0.00018-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=300 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire PermalinkPermalinkMoving toward complexity: Introduction to the special issue on derived relational responding / Adel C. NAJDOWSKI in Research in Autism Spectrum Disorders, 19 (November 2015)
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PermalinkRandomized evaluation of a web-based tool for designing function-based behavioral intervention plans / Jonathan TARBOX in Research in Autism Spectrum Disorders, 7-12 (December 2013)
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