Dépouillements

Classifying the autistic spectrum: can it be done? / Joshua MUGGLETON in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.7-18 Titre : Classifying the autistic spectrum: can it be done? Type de document : Texte imprimé et/ou numérique Auteurs : Joshua MUGGLETON, Auteur ; Amanda SEED, Auteur Année de publication : 2011 Article en page(s) : p.7-18 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Classifying the autistic spectrum: can it be done? [Texte imprimé et/ou numérique] / Joshua MUGGLETON, Auteur ; Amanda SEED, Auteur . - 2011 . - p.7-18. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.7-18 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

What are the criteria for success in a support group for parents of children on the autism spectrum? / Carol PETERS in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.19-24 Titre : What are the criteria for success in a support group for parents of children on the autism spectrum? Type de document : Texte imprimé et/ou numérique Auteurs : Carol PETERS, Auteur Année de publication : 2011 Article en page(s) : p.19-24 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Parent support groups for parents with children and adults with disabilities or special needs, including autism and Asperger syndrome, have a long history. They were often set up in the absence of other services and support for families. Today, even though support for parents and families has vastly increased in most areas, parent support groups continue to run and are much valued by parents who attend. This paper considers the elements which attract many parents to this type of support and why they are likely to continue into the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] What are the criteria for success in a support group for parents of children on the autism spectrum? [Texte imprimé et/ou numérique] / Carol PETERS, Auteur . - 2011 . - p.19-24. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.19-24 Index. décimale : PER Périodiques Résumé : Parent support groups for parents with children and adults with disabilities or special needs, including autism and Asperger syndrome, have a long history. They were often set up in the absence of other services and support for families. Today, even though support for parents and families has vastly increased in most areas, parent support groups continue to run and are much valued by parents who attend. This paper considers the elements which attract many parents to this type of support and why they are likely to continue into the future. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Effective early intervention for young children on the autism spectrum: the Thomas Outreach Programme (TOP) / Kate RIPLEY in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.25-36 Titre : Effective early intervention for young children on the autism spectrum: the Thomas Outreach Programme (TOP) Type de document : Texte imprimé et/ou numérique Auteurs : Kate RIPLEY, Auteur ; Cara OSBORNE, Auteur ; Thomas SERGEANT, Auteur Année de publication : 2011 Article en page(s) : p.25-36 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper has been written by three psychologists who have been involved with an early intervention programme specifically devised for families and practitioners living and working with preschool children on the autism spectrum in Hampshire, known as TOP (Thomas Outreach Programme). This has been running for more than ten years and an earlier paper was published in the GAP Journal in 2002. This paper analyses the views of both parents and practitioners who received the TOP service in 2006 and 2007. lt differs from many UK services in that the TOP worker works with both parents and the child’s preschool to develop skills and understandings. The rationale for the service is given together with qualitative data on the issues and benefits of this way of working. The paper will be very useful for ail those working to support parents, children and practitioners in examining their own practices and their rationale. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Effective early intervention for young children on the autism spectrum: the Thomas Outreach Programme (TOP) [Texte imprimé et/ou numérique] / Kate RIPLEY, Auteur ; Cara OSBORNE, Auteur ; Thomas SERGEANT, Auteur . - 2011 . - p.25-36. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.25-36 Index. décimale : PER Périodiques Résumé : This paper has been written by three psychologists who have been involved with an early intervention programme specifically devised for families and practitioners living and working with preschool children on the autism spectrum in Hampshire, known as TOP (Thomas Outreach Programme). This has been running for more than ten years and an earlier paper was published in the GAP Journal in 2002. This paper analyses the views of both parents and practitioners who received the TOP service in 2006 and 2007. lt differs from many UK services in that the TOP worker works with both parents and the child’s preschool to develop skills and understandings. The rationale for the service is given together with qualitative data on the issues and benefits of this way of working. The paper will be very useful for ail those working to support parents, children and practitioners in examining their own practices and their rationale. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services? / Catherine FRASER in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.37-42 Titre : Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services? Type de document : Texte imprimé et/ou numérique Auteurs : Catherine FRASER, Auteur Année de publication : 2011 Article en page(s) : p.37-42 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Intensive interaction is a method used to support people who do not find it easy to communicate or who are at the very early stages of social understanding and development (Nind and Hewett, 1994; Nind and Hewett, 2001; Kellett and Nind, 2003). The main aims are to develop a relationship, to enhance the understanding of one another and so to develop and facilitate an individual’s social and communication skills (CaldweIl, 1996; Nind, 1999; Kellett and Nind, 2003). This paper is a case study on the use of intensive interaction with a 67 year old man with autism named Derek (pseudonym) who is supported to live in his own house. Derek and the author engaged in intensive interaction for three months. After this time, Derek showed improvement in his sociability and there was a reduction in the behaviours which challenged staff. The paper offers evidence that adults on the autism spectrum can benefit from this intervention, even in the later stages of adulthood. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Can adults on the autism spectrum be affected positively by the use of intensive interaction in supported living services? [Texte imprimé et/ou numérique] / Catherine FRASER, Auteur . - 2011 . - p.37-42. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.37-42 Index. décimale : PER Périodiques Résumé : Intensive interaction is a method used to support people who do not find it easy to communicate or who are at the very early stages of social understanding and development (Nind and Hewett, 1994; Nind and Hewett, 2001; Kellett and Nind, 2003). The main aims are to develop a relationship, to enhance the understanding of one another and so to develop and facilitate an individual’s social and communication skills (CaldweIl, 1996; Nind, 1999; Kellett and Nind, 2003). This paper is a case study on the use of intensive interaction with a 67 year old man with autism named Derek (pseudonym) who is supported to live in his own house. Derek and the author engaged in intensive interaction for three months. After this time, Derek showed improvement in his sociability and there was a reduction in the behaviours which challenged staff. The paper offers evidence that adults on the autism spectrum can benefit from this intervention, even in the later stages of adulthood. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Mutual attraction? How do we identify and attract the right people to work in the field of autism? / Jacqui ASHTON-SMITH in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.43-50 Titre : Mutual attraction? How do we identify and attract the right people to work in the field of autism? Type de document : Texte imprimé et/ou numérique Auteurs : Jacqui ASHTON-SMITH, Auteur Année de publication : 2011 Article en page(s) : p.43-50 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study explored the characteristics of staff thought to be effective in working with children and young people with autism in residential specialist schools. Data were collected from 38 staff involved in leadership or management within six residential schools. This paper summarises the qualities and skills that these staff thought were most important in working with this group of students. Some of these ideas might usefully be built into and explored within the recruitment systems and staff development processes or could be discussed as a whole school issue. An interesting point is made that some of the traits required often create a staff group that is challenging for leaders to manage and lead! Although the sample was limited to those working in specialist schools, the data can also be considered in relation to mainstream and generic special settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Mutual attraction? How do we identify and attract the right people to work in the field of autism? [Texte imprimé et/ou numérique] / Jacqui ASHTON-SMITH, Auteur . - 2011 . - p.43-50. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.43-50 Index. décimale : PER Périodiques Résumé : This study explored the characteristics of staff thought to be effective in working with children and young people with autism in residential specialist schools. Data were collected from 38 staff involved in leadership or management within six residential schools. This paper summarises the qualities and skills that these staff thought were most important in working with this group of students. Some of these ideas might usefully be built into and explored within the recruitment systems and staff development processes or could be discussed as a whole school issue. An interesting point is made that some of the traits required often create a staff group that is challenging for leaders to manage and lead! Although the sample was limited to those working in specialist schools, the data can also be considered in relation to mainstream and generic special settings. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Helping your child with PDA to play: eight strategies for supporting a child with pathological Demand Avoidance Syndrome at home / Josephine CARLILE in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.51-55 Titre : Helping your child with PDA to play: eight strategies for supporting a child with pathological Demand Avoidance Syndrome at home Type de document : Texte imprimé et/ou numérique Auteurs : Josephine CARLILE, Auteur Année de publication : 2011 Article en page(s) : p.51-55 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper adds to the growing literature and interest in the group of children labelled as having PDA (Pathological Demand Avoidance syndrome). Discussion and debate continue as to whether this is a different condition from autism, whether it is perhaps the female presentation of autism (as more girls have been identified with the PDA profile than boys) or whether it shares some of the key features of autism and 50 should be recognised as a part 0f the autism spectrum. A book has recently been published on understanding PDA in children which provides details of their characteristics and discusses some of the main debates and strategies which are likely to be effective (Christie et ai, 2011). What is true, is that children given this label are often very hard for parents and staff to work with, as they strongly resist the demands of others to engage in activities at home or at school. This paper describes the work done at home with a 7 year old boy thought to have PDA and suggests that these children need a rather different approach to that typically suggested for a child with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Helping your child with PDA to play: eight strategies for supporting a child with pathological Demand Avoidance Syndrome at home [Texte imprimé et/ou numérique] / Josephine CARLILE, Auteur . - 2011 . - p.51-55. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.51-55 Index. décimale : PER Périodiques Résumé : This paper adds to the growing literature and interest in the group of children labelled as having PDA (Pathological Demand Avoidance syndrome). Discussion and debate continue as to whether this is a different condition from autism, whether it is perhaps the female presentation of autism (as more girls have been identified with the PDA profile than boys) or whether it shares some of the key features of autism and 50 should be recognised as a part 0f the autism spectrum. A book has recently been published on understanding PDA in children which provides details of their characteristics and discusses some of the main debates and strategies which are likely to be effective (Christie et ai, 2011). What is true, is that children given this label are often very hard for parents and staff to work with, as they strongly resist the demands of others to engage in activities at home or at school. This paper describes the work done at home with a 7 year old boy thought to have PDA and suggests that these children need a rather different approach to that typically suggested for a child with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Community mental health professionals’ knowledge and understanding of Asperger Syndrome and the needs of this client group / Jason CRABTREE in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.56-61 Titre : Community mental health professionals’ knowledge and understanding of Asperger Syndrome and the needs of this client group Type de document : Texte imprimé et/ou numérique Auteurs : Jason CRABTREE, Auteur ; Andre STRYDOM, Auteur ; David KIRKPATRICK, Auteur Année de publication : 2011 Article en page(s) : p.56-61 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : With the publication of the statutory guidance of the Autism Act (2009), the needs and service requirements of adults with Asperger syndrome have never been under closer scrutiny. This article written by a Clinical Psychologist (JC) and his two colleagues, a Consultant Psychiatrist (AS) and an Assistant Psychologist (DK), describes the findings of a survey conducted in one London Borough to examine the understanding of Asperger syndrome amongst health and social care professionals working in Adult Mental Health Teams and to highlight the implications on the provision of mental health and social care to this population. Whilst the results of the survey are predictable, they act as a timely reminder of the reality for people with Asperger syndrome in trying to access services if professionals have not had sufficient training to understand their specific needs. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Community mental health professionals’ knowledge and understanding of Asperger Syndrome and the needs of this client group [Texte imprimé et/ou numérique] / Jason CRABTREE, Auteur ; Andre STRYDOM, Auteur ; David KIRKPATRICK, Auteur . - 2011 . - p.56-61. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.56-61 Index. décimale : PER Périodiques Résumé : With the publication of the statutory guidance of the Autism Act (2009), the needs and service requirements of adults with Asperger syndrome have never been under closer scrutiny. This article written by a Clinical Psychologist (JC) and his two colleagues, a Consultant Psychiatrist (AS) and an Assistant Psychologist (DK), describes the findings of a survey conducted in one London Borough to examine the understanding of Asperger syndrome amongst health and social care professionals working in Adult Mental Health Teams and to highlight the implications on the provision of mental health and social care to this population. Whilst the results of the survey are predictable, they act as a timely reminder of the reality for people with Asperger syndrome in trying to access services if professionals have not had sufficient training to understand their specific needs. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Mainstreaming autism: making it work / Gareth D. MOREWOOD in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.62-68 Titre : Mainstreaming autism: making it work Type de document : Texte imprimé et/ou numérique Auteurs : Gareth D. MOREWOOD, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur Année de publication : 2011 Article en page(s) : p.62-68 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The process 0f effectively including children and young people on the autism spectrum in mainstream school environments is widely acknowledged as one 0f the most difficult and complex areas of education. Research suggests that pupils with autism attending mainstream schools are at an increased risk of a range of negative outcomes. However, there are schools where such children thrive, and an important part of developing practice within this field is to share the approaches taken in these settings. This paper presents a ‘saturation’ model encapsulating the work undertaken at Priestnall School, a mainstream secondary school in the north-west of England. Key elements of this model include having a central ‘agent of change’, creating a positive ethos, developing the school environment, training and development of staff, policy development and embedding practice, peer education and awareness, flexible provision, and direct support and intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Mainstreaming autism: making it work [Texte imprimé et/ou numérique] / Gareth D. MOREWOOD, Auteur ; Neil HUMPHREY, Auteur ; Wendy SYMES, Auteur . - 2011 . - p.62-68. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.62-68 Index. décimale : PER Périodiques Résumé : The process 0f effectively including children and young people on the autism spectrum in mainstream school environments is widely acknowledged as one 0f the most difficult and complex areas of education. Research suggests that pupils with autism attending mainstream schools are at an increased risk of a range of negative outcomes. However, there are schools where such children thrive, and an important part of developing practice within this field is to share the approaches taken in these settings. This paper presents a ‘saturation’ model encapsulating the work undertaken at Priestnall School, a mainstream secondary school in the north-west of England. Key elements of this model include having a central ‘agent of change’, creating a positive ethos, developing the school environment, training and development of staff, policy development and embedding practice, peer education and awareness, flexible provision, and direct support and intervention. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

The outcomes from attendance on selected mainstream further education courses, for a group of learners at a specialist college for young people on the autism spectrum / Michael G. PRIESTLEY in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.69-72 Titre : The outcomes from attendance on selected mainstream further education courses, for a group of learners at a specialist college for young people on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Michael G. PRIESTLEY, Auteur Année de publication : 2011 Article en page(s) : p.69-72 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This paper follows the ongoing experiences of a group of five students on the autism spectrum, who came together as a group in September 2006 at a specialist autism college. Their integration into course sessions at the local affiliated mainstream college at the time was first documented in the GAP Journal in 2008 (Priestley, Fitzpatrick and Swift, 2008). The intention of the first paper was to analyse the process of integration, 50 that future practice could be improved. This follow-up paper looks at the impact that these experiences had on the students’ subsequent learning and outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] The outcomes from attendance on selected mainstream further education courses, for a group of learners at a specialist college for young people on the autism spectrum [Texte imprimé et/ou numérique] / Michael G. PRIESTLEY, Auteur . - 2011 . - p.69-72. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.69-72 Index. décimale : PER Périodiques Résumé : This paper follows the ongoing experiences of a group of five students on the autism spectrum, who came together as a group in September 2006 at a specialist autism college. Their integration into course sessions at the local affiliated mainstream college at the time was first documented in the GAP Journal in 2008 (Priestley, Fitzpatrick and Swift, 2008). The intention of the first paper was to analyse the process of integration, 50 that future practice could be improved. This follow-up paper looks at the impact that these experiences had on the students’ subsequent learning and outcomes. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies / Keely HARPER-HILL in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.73-84 Titre : What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur Année de publication : 2011 Article en page(s) : p.73-84 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is an increasing emphasis in asking children and adults with autism about different aspects 0f the interventions and experiences provided and planned. This paper adds to the literature by describing a system for seeking the views of children with autism on the helpfulness of different strategies they had been taught to use from the BERIS curriculum devised by the author and Stephanie Lord (see Harper-Hill and Lord, 2007). In doing this type of work, it s very important to ascertain the understanding of the child to the questions asked and to have some way of ascertaining the experience they have had of the interventions. This paper has addressed both, but acknowledges more work needs to be done in this area and with those children who are not able to understand and access current ways of gaining their views. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] What helps? Perceptions of pupils on the autism spectrum about metacognitive strategies [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; Stephanie LORD, Auteur . - 2011 . - p.73-84. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.73-84 Index. décimale : PER Périodiques Résumé : There is an increasing emphasis in asking children and adults with autism about different aspects 0f the interventions and experiences provided and planned. This paper adds to the literature by describing a system for seeking the views of children with autism on the helpfulness of different strategies they had been taught to use from the BERIS curriculum devised by the author and Stephanie Lord (see Harper-Hill and Lord, 2007). In doing this type of work, it s very important to ascertain the understanding of the child to the questions asked and to have some way of ascertaining the experience they have had of the interventions. This paper has addressed both, but acknowledges more work needs to be done in this area and with those children who are not able to understand and access current ways of gaining their views. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders / Liz HYNER in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.90-91 Titre : Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Liz HYNER, Auteur Année de publication : 2011 Article en page(s) : p.90-91 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Ready, Set, Potty!: Toilet Training for Children With Autism and Other Developmental Disorders [Texte imprimé et/ou numérique] / Liz HYNER, Auteur . - 2011 . - p.90-91. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.90-91 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Safety Skills for Asperger Women: How to Save a Perfectly Good Female Life / Mitzi WALTZ in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.92 Titre : Safety Skills for Asperger Women: How to Save a Perfectly Good Female Life Type de document : Texte imprimé et/ou numérique Auteurs : Mitzi WALTZ, Auteur Année de publication : 2011 Article en page(s) : p.92 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Safety Skills for Asperger Women: How to Save a Perfectly Good Female Life [Texte imprimé et/ou numérique] / Mitzi WALTZ, Auteur . - 2011 . - p.92. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.92 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

The Passionate Mind / Martin GORE in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.93 Titre : The Passionate Mind Type de document : Texte imprimé et/ou numérique Auteurs : Martin GORE, Auteur Année de publication : 2011 Article en page(s) : p.93 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] The Passionate Mind [Texte imprimé et/ou numérique] / Martin GORE, Auteur . - 2011 . - p.93. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.93 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149

Nadia Revisited / Ian HUTCHINSON in Good Autism Practice - GAP, 12-2 (October 2011)

Public ISBD [article]  inGood Autism Practice - GAP > 12-2 (October 2011) . - p.94 Titre : Nadia Revisited Type de document : Texte imprimé et/ou numérique Auteurs : Ian HUTCHINSON, Auteur Année de publication : 2011 Article en page(s) : p.94 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149 [article] Nadia Revisited [Texte imprimé et/ou numérique] / Ian HUTCHINSON, Auteur . - 2011 . - p.94. Langues : Anglais (eng) in Good Autism Practice - GAP > 12-2 (October 2011) . - p.94 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=149