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Détail de l'auteur
Auteur Laura SCHREIBMAN |
Documents disponibles écrits par cet auteur (18)



contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR
Titre : Behavioral Interventions to Promote Learning in Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Brooke R. INGERSOLL, Auteur Année de publication : 2005 Importance : p.882-896 Langues : Anglais (eng) Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 Behavioral Interventions to Promote Learning in Individuals with Autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Brooke R. INGERSOLL, Auteur . - 2005 . - p.882-896.
contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR
Langues : Anglais (eng)
Index. décimale : AUT-B AUT-B - L'Autisme - Ouvrages généraux et scientifiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=381 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism / Laura SCHREIBMAN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
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[article]
Titre : Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Valerie CESTONE BARLETT, Auteur ; Sarah DUFEK, Auteur Année de publication : 2009 Article en page(s) : p.163-172 Langues : Anglais (eng) Mots-clés : Autism Behavioral-intervention Behavioral-profile Early-intervention Pivotal-Response-Training Index. décimale : PER Périodiques Résumé : Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.163-172[article] Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur ; Aubyn C. STAHMER, Auteur ; Valerie CESTONE BARLETT, Auteur ; Sarah DUFEK, Auteur . - 2009 . - p.163-172.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 3-1 (January 2009) . - p.163-172
Mots-clés : Autism Behavioral-intervention Behavioral-profile Early-intervention Pivotal-Response-Training Index. décimale : PER Périodiques Résumé : Previously researchers identified a behavioral profile that predicted treatment response of children with autism to a specific behavioral intervention, Pivotal Response Training (PRT). This preliminary investigation sought to refine this profile by obtaining six participants matching the original nonresponder profile on all but one of the profile behaviors (toy contact or avoidance) and then assessing their response to PRT. In addition, participants received a course of Discrete Trial Training (DTT) to determine whether the profile predicted child response to this intervention. Altering the original profile behavior of toy contact led to improved response to PRT while, altering the profile behavior of high avoidance had little impact on treatment response, and the profile was not predictive of response to DTT. En ligne : http://dx.doi.org/10.1016/j.rasd.2008.04.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=648
Titre : Classroom Pivotal Response Teaching for Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Cynthia BOLDUC, Auteur Editeur : New-York [Etats-Unis] : Guilford Press Année de publication : 2011 Collection : Education Importance : 224 p. Format : 20,3cm x 26,2cm x 1,2cm Accompagnement : DVD avec 10 présentation PowerPoint et matériel reproductible ISBN/ISSN/EAN : 978-1-60918-241-0 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Classroom Pivotal Response Teaching for Children with Autism [Texte imprimé et/ou numérique] / Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Sarah REED, Auteur ; Laura SCHREIBMAN, Auteur ; Cynthia BOLDUC, Auteur . - New-York [Etats-Unis] : Guilford Press, 2011 . - 224 p. ; 20,3cm x 26,2cm x 1,2cm + DVD avec 10 présentation PowerPoint et matériel reproductible. - (Education) .
ISBN : 978-1-60918-241-0
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : APP-E APP-E - Pivotal Response Treatment (PRT) Résumé : This practical manual and accompanying DVD-ROM present a research-supported behavioral intervention for children with autism that teachers can easily integrate into their existing classroom curriculum. Classroom Pivotal Response Teaching (CPRT) enhances children's motivation and participation in learning; increases the number of learning opportunities they experience each day; and promotes mastery of targeted communication, play, social, and academic skills. In a convenient large-size format with lay-flat binding, the book features more than two dozen reproducible worksheets and forms to aid in planning and implementing the procedures. The DVD-ROM includes narrated PowerPoint presentations with invaluable video examples of CPRT in action, along with copies of the reproducibles. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=145 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0002004 APP-E STA 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 :
Enfants autistes à l'école primaire BRONNER, Pascale Week-ends et sorties en famille MAGAZINE DECLIC Avant le langage THOLLON-BEHAR, Marie-Paule Léon et les expressions. Tome 1 GROOVIE, Annie Les activités du mercredi MAGAZINE DECLIC L'autisme, une autre intelligence MOTTRON, Laurent
Titre : General Principles of Behavior Management Type de document : Texte imprimé et/ou numérique Auteurs : Laura SCHREIBMAN, Auteur Année de publication : 1994 Importance : p.11-38 Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=961 General Principles of Behavior Management [Texte imprimé et/ou numérique] / Laura SCHREIBMAN, Auteur . - 1994 . - p.11-38.
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=961 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention / Sarah R. RIETH in Focus on Autism and Other Developmental Disabilities, 29-3 (September 2014)
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Titre : Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention Type de document : Texte imprimé et/ou numérique Auteurs : Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur Article en page(s) : p.168-179 Langues : Anglais (eng) Mots-clés : evidence-based intervention naturalistic behavioral intervention turn taking critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179[article] Identifying Critical Elements of Treatment: Examining the Use of Turn Taking in Autism Intervention [Texte imprimé et/ou numérique] / Sarah R. RIETH, Auteur ; Aubyn C. STAHMER, Auteur ; Jessica SUHRHEINRICH, Auteur ; Laura SCHREIBMAN, Auteur ; Joanna KENNEDY, Auteur ; Benjamin ROSS, Auteur . - p.168-179.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 29-3 (September 2014) . - p.168-179
Mots-clés : evidence-based intervention naturalistic behavioral intervention turn taking critical elements Index. décimale : PER Périodiques Résumé : Evidence-based treatments for autism spectrum disorders (ASD) are comprised of components that identify therapist behavior necessary to implement the treatment with integrity. Some components are shared across approaches from diverse theoretical backgrounds. One component included in several interventions that has not been researched in isolation is turn taking, or the manner in which the therapist facilitates back-and-forth interaction with the child. The current study used an alternating treatments design to examine the efficacy of four types of turn taking. Six children, ages 30 to 39 months, received behavioral treatment while therapists systematically varied the nature of the turn taking component. Children’s responses were behaviorally scored to examine differences based on turn condition. Consistent patterns of behavior were found across children. Results suggest that the optimal type of turn is dependent on developmental level and target skill. Implications for treatment of ASD and future research directions are discussed. En ligne : http://dx.doi.org/10.1177/1088357613513792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 Implementation Challenges in Translating Pivotal Response Training into Community Settings / Jessica SUHRHEINRICH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
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PermalinkPermalinkPermalinkA Naturalistic Behavioral Approach to Teaching Imitation to Young Children with Autistic Spectrum Disorders / Brooke R. INGERSOLL
PermalinkNaturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 45-8 (August 2015)
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PermalinkNeural correlates of verbal and nonverbal semantic integration in children with autism spectrum disorders / Joseph P. MCCLEERY in Journal of Child Psychology and Psychiatry, 51-3 (March 2010)
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PermalinkA Randomized Trial Comparison of the Effects of Verbal and Pictorial Naturalistic Communication Strategies on Spoken Language for Young Children with Autism / Laura SCHREIBMAN in Journal of Autism and Developmental Disorders, 44-5 (May 2014)
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PermalinkRethinking the idea of late autism spectrum disorder onset / Elizabeth C. BACON in Development and Psychopathology, 30-2 (May 2018)
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PermalinkStereotypy in autism: The importance of function / Allison B. CUNNINGHAM in Research in Autism Spectrum Disorders, 2-3 (July / September 2008)
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PermalinkStimulus Overselectivity in Typical Development: Implications for Teaching Children with Autism / Sarah R. REED in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
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