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

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Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming / Wendy D. MARANS

Public ISBD contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Titre : Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming Type de document : Texte imprimé et/ou numérique Auteurs : Wendy D. MARANS, Auteur ; Emily RUBIN, Auteur ; Amy LAURENT, Auteur Année de publication : 2005 Importance : p.977-1002 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=382 contenu dans Handbook of Autism and Pervasive Developmental Disorders Volume Two : / Fred R. VOLKMAR Addressing Social Communication Skills in Individuals with High-Functioning Autism and Asperger Syndrome: Critical Priorities in Educational Programming [Texte imprimé et/ou numérique] / Wendy D. MARANS, Auteur ; Emily RUBIN, Auteur ; Amy LAURENT, Auteur . - 2005 . - p.977-1002. 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=382

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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

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Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review / Lindee J. MORGAN in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256 Titre : Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review Type de document : Texte imprimé et/ou numérique Auteurs : Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur Article en page(s) : p.246-256 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorder  social communication  pervasive developmental disorder  speech-language pathology  intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244 [article] Impact of Social Communication Interventions on Infants and Toddlers With or At-Risk for Autism: A Systematic Review [Texte imprimé et/ou numérique] / Lindee J. MORGAN, Auteur ; Emily RUBIN, Auteur ; Jaumeiko J. COLEMAN, Auteur ; Tobi FRYMARK, Auteur ; Beverly P. WANG, Auteur ; Laura J. CANNON, Auteur . - p.246-256. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 29-4 (December 2014) . - p.246-256 Mots-clés : autism  autism spectrum disorder  social communication  pervasive developmental disorder  speech-language pathology  intervention Index. décimale : PER Périodiques Résumé : This is a systematic review of the impact of communication interventions on the social communication skills of infants and toddlers with or at-risk for autism spectrum disorder (ASD). A priori clinical questions accompanied by specific inclusion and exclusion criteria informed the extensive literature search that was conducted in multiple databases (e.g., PubMed). Twenty-six studies were accepted for this review. Outcomes were reported by social communication category (i.e., joint attention, social reciprocity, and language and related cognitive skills) and communication developmental stage (i.e., prelinguistic, emerging language). Primarily positive treatment effects were revealed in the majority of outcome categories for which social communication data were available. However, the presence of intervention and outcome measure heterogeneity precluded a clear determination of intervention effects. Future research should address these issues while also evaluating multiple outcomes and adding a strong family component designed to enhance child active engagement. En ligne : http://dx.doi.org/10.1177/1088357614539835 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=244

The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / Barry M. PRIZANT

Public ISBD Titre : The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment Type de document : Texte imprimé et/ou numérique Auteurs : Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2006 Importance : 334 p. Format : 21,5cm x 28cm x 1,7cm ISBN/ISSN/EAN : 978-1-55766-689-5 Note générale : Bibliogr. Langues : Anglais (eng) Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal). With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention. Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders : Volume 1 : Assessment [Texte imprimé et/ou numérique] / Barry M. PRIZANT, Auteur ; Amy M. WETHERBY, Auteur ; Emily RUBIN, Auteur ; Amy C. LAURENT, Auteur ; Patrick J. RYDELL, Auteur . - Baltimore [Etats-Unis] : Brookes Publishing, 2006 . - 334 p. ; 21,5cm x 28cm x 1,7cm. ISBN : 978-1-55766-689-5 Bibliogr. Langues : Anglais (eng) Mots-clés : SCERTS Model (Social Communication Emotional Regulation and Transactional Supports) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS® Model provides a framework for improving communication and social-emotional abilities in preschool and primary school students with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS® supports developmental progress in three areas: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Supports (elements that aid a child's progress as he or she works toward a goal). With the two-volume manual set, early intervention professionals will have comprehensive and practical guidance on using SCERTS® in assessment and intervention. Volume I: Assessment gives detailed background information on The SCERTS® Model and guides professionals through the assessment process. Early interventionists will examine the research foundations and the recommended practices that inform the model; learn about specific goals and objectives for each of the three SCERTS® components; get a detailed listing of developmental milestones that contribute to the recommended assessment and intervention plans; explore The SCERTS®e; Model's similarities and differences with other models; and discover how to use the model in educational settings. Assessment report and observation forms are included to help collect information and monitor child progress. [Résumé d'Auteur/Editeur] Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

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DOC0003780	APP-D PRI	Livre	Centre d'Information et de Documentation du CRA Rhône-Alpes	APP - Approches Educatives et Comportementales	Disponible

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The SCERTS® Model. A Comprehensive Educational Approach for Children with Autism Spectrum Disorders / Barry M. PRIZANT

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