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The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism / Sharman OBER-REYNOLDS
Titre : The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism Type de document : Texte imprimé et/ou numérique Auteurs : Sharman OBER-REYNOLDS, Auteur ; Christopher J. SMITH, Auteur ; Lori VINCENT, Auteur ; Holly SOKOL, Auteur ; Sheri S. DOLLIN, Auteur Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2019 Importance : 221 p. Format : 15,3cm x 22,6cm x 1,2cm ISBN/ISSN/EAN : 978-1-78592-627-3 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : FRIEND is a social, communication and play-based program to help school-aged children with social challenges. All students deserve a positive school experience where they can reach their social and academic potential. However, this can prove difficult for students with challenges such as attention deficit, anxiety, or autism spectrum disorders, who may struggle daily with social situations. This manual provides everything educators need to support these students with their social skills in everyday situations, throughout their school years.
This program is designed to help any student with social challenges, no matter how subtle. For students without social challenges, it teaches tolerance, acceptance and understanding. The characteristics of successful social skills programs are described, with an emphasis on how FRIEND implements them through three key components: the Peer Sensitivity Curriculum, the FRIEND Lunch Program and the FRIEND Playground Program. These can be implemented individually or in any combination as a comprehensive program. Parents and family are offered information on working together with schools and implementing FRIEND strategies at home and in the community.
Emphasizing peer sensitivity, education and a supportive environment, FRIEND is for any educator wanting to create an inclusive and safe atmosphere for students to learn social skill-building strategies. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 The FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism [Texte imprimé et/ou numérique] / Sharman OBER-REYNOLDS, Auteur ; Christopher J. SMITH, Auteur ; Lori VINCENT, Auteur ; Holly SOKOL, Auteur ; Sheri S. DOLLIN, Auteur . - Londres [Angleterre] : Jessica Kingsley Publishers, 2019 . - 221 p. ; 15,3cm x 22,6cm x 1,2cm.
ISBN : 978-1-78592-627-3
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : FRIEND is a social, communication and play-based program to help school-aged children with social challenges. All students deserve a positive school experience where they can reach their social and academic potential. However, this can prove difficult for students with challenges such as attention deficit, anxiety, or autism spectrum disorders, who may struggle daily with social situations. This manual provides everything educators need to support these students with their social skills in everyday situations, throughout their school years.
This program is designed to help any student with social challenges, no matter how subtle. For students without social challenges, it teaches tolerance, acceptance and understanding. The characteristics of successful social skills programs are described, with an emphasis on how FRIEND implements them through three key components: the Peer Sensitivity Curriculum, the FRIEND Lunch Program and the FRIEND Playground Program. These can be implemented individually or in any combination as a comprehensive program. Parents and family are offered information on working together with schools and implementing FRIEND strategies at home and in the community.
Emphasizing peer sensitivity, education and a supportive environment, FRIEND is for any educator wanting to create an inclusive and safe atmosphere for students to learn social skill-building strategies. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=424 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0005563 APP-D OBE Livre Centre d'Information et de Documentation du CRA Rhône-Alpes APP - Approches Educatives et Comportementales Disponible The Imprinted Brain / Christopher BADCOCK
Titre : The Imprinted Brain : How Genes Set the Balance Between Autism and Psychosis Type de document : Texte imprimé et/ou numérique Auteurs : Christopher BADCOCK, Auteur Année de publication : 2009 Importance : 240 p. Format : 23,4cm x 15,6cm 2cm ISBN/ISSN/EAN : 978-1-84905-023-4 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : SCI-B SCI-B - Génétique Résumé : The Imprinted Brain sets out a radical new theory of the mind and mental illness based on the recent discovery of genomic imprinting. Imprinted genes are those from one parent that, in that parent's interest, are expressed in an offspring rather than the diametrically opposed genes from the other parent. For example, a higher birth weight may represent the dominance of the father's genes in leading to a healthy child, whereas a lower birth weight is beneficial to the mother's immediate wellbeing, and the imprint of the mother's genes will result in a smaller baby. According to this view, a win for the father's genes may result in autism, whereas one for the mother's may result in psychosis. A state of equilibrium - normality - is the most likely outcome, with a no-win situation of balanced expression. Imprinted genes typically produce symptoms that are opposites of each other, and the author uses psychiatric case material to show how many of the symptoms of psychosis can be shown to be the mental mirror-images of those of autism.
Combining psychiatry with insights from modern genetics and cognitive science, Christopher Badcock explains the fascinating imprinted brain theory to the reader in a thorough but accessible way. This new theory casts some intriguing new light on other topics as diverse as the nature of genius, the appeal of detective fiction, and the successes - and failures - of psychoanalysis.
This thought-provoking book is a must-read for anyone with an interest in autism, psychiatry, cognitive science or psychology in general.
"The Imprinted Brain is a true tour de force, surveying the cutting-edge research in genomics and neuroscience and providing a fresh view on what it means to be male or female, "things people" or "people people," autistic or schizophrenic. You will never look at your parents the same way again!"
- Satoshi Kanazawa, The Scientific Fundamentalist and co-author of Why Beautiful People Have More Daughters
'Deeply scholarly yet absorbing narrative, The Imprinted Brain will change the way we view the human brain and its functions, evolution, and disordering in mental illness. Badcock has drawn evolutionary biology together with genetics, psychology, psychiatry, and neuroscience to demonstrate, for the first time, how genomic conflicts play a central role in how the human brain works, and how the brain becomes dysregulated in social-brain disorders including autism and schizophrenia.'
- Professor Bernard Crespi
Christopher Badcock was educated at Maidstone Grammar School and The London School of Economics, where he graduated with a First in Sociology and Social Anthropology. Seeking to find a sound evolutionary, genetic, and neuro-scientific basis for psychoanalysis, he realized that research into autism completely discredited Freud but suggested a completely new basis for understanding the mind and mental illness. With the help of the leading Canadian bio-scientist, Bernard Crespi, he was eventually able to consolidate these insights into the imprinted brain theory outlined here and published a number of co-authored papers on the subject. Christopher Badcock is the author of a dozen books, and today teaches courses on evolutionary psychology, genetics, and sociobiology at the London School of Economics. He lives in London.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=825 The Imprinted Brain : How Genes Set the Balance Between Autism and Psychosis [Texte imprimé et/ou numérique] / Christopher BADCOCK, Auteur . - 2009 . - 240 p. ; 23,4cm x 15,6cm 2cm.
ISBN : 978-1-84905-023-4
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : SCI-B SCI-B - Génétique Résumé : The Imprinted Brain sets out a radical new theory of the mind and mental illness based on the recent discovery of genomic imprinting. Imprinted genes are those from one parent that, in that parent's interest, are expressed in an offspring rather than the diametrically opposed genes from the other parent. For example, a higher birth weight may represent the dominance of the father's genes in leading to a healthy child, whereas a lower birth weight is beneficial to the mother's immediate wellbeing, and the imprint of the mother's genes will result in a smaller baby. According to this view, a win for the father's genes may result in autism, whereas one for the mother's may result in psychosis. A state of equilibrium - normality - is the most likely outcome, with a no-win situation of balanced expression. Imprinted genes typically produce symptoms that are opposites of each other, and the author uses psychiatric case material to show how many of the symptoms of psychosis can be shown to be the mental mirror-images of those of autism.
Combining psychiatry with insights from modern genetics and cognitive science, Christopher Badcock explains the fascinating imprinted brain theory to the reader in a thorough but accessible way. This new theory casts some intriguing new light on other topics as diverse as the nature of genius, the appeal of detective fiction, and the successes - and failures - of psychoanalysis.
This thought-provoking book is a must-read for anyone with an interest in autism, psychiatry, cognitive science or psychology in general.
"The Imprinted Brain is a true tour de force, surveying the cutting-edge research in genomics and neuroscience and providing a fresh view on what it means to be male or female, "things people" or "people people," autistic or schizophrenic. You will never look at your parents the same way again!"
- Satoshi Kanazawa, The Scientific Fundamentalist and co-author of Why Beautiful People Have More Daughters
'Deeply scholarly yet absorbing narrative, The Imprinted Brain will change the way we view the human brain and its functions, evolution, and disordering in mental illness. Badcock has drawn evolutionary biology together with genetics, psychology, psychiatry, and neuroscience to demonstrate, for the first time, how genomic conflicts play a central role in how the human brain works, and how the brain becomes dysregulated in social-brain disorders including autism and schizophrenia.'
- Professor Bernard Crespi
Christopher Badcock was educated at Maidstone Grammar School and The London School of Economics, where he graduated with a First in Sociology and Social Anthropology. Seeking to find a sound evolutionary, genetic, and neuro-scientific basis for psychoanalysis, he realized that research into autism completely discredited Freud but suggested a completely new basis for understanding the mind and mental illness. With the help of the leading Canadian bio-scientist, Bernard Crespi, he was eventually able to consolidate these insights into the imprinted brain theory outlined here and published a number of co-authored papers on the subject. Christopher Badcock is the author of a dozen books, and today teaches courses on evolutionary psychology, genetics, and sociobiology at the London School of Economics. He lives in London.Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=825 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0000916 SCI-B BAD Livre Centre d'Information et de Documentation du CRA Rhône-Alpes SCI - Disciplines Scientifiques Disponible The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder / Sophieke KOOLEN in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
[article]
Titre : The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur Année de publication : 2012 Article en page(s) : p.805-814 Langues : Anglais (eng) Mots-clés : Autism Asperger’s disorder Attention Language;– Top-down control Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814[article] The Interplay Between Attentional Strategies and Language Processing in High-functioning Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sophieke KOOLEN, Auteur ; Constance T. W. M. VISSERS, Auteur ; Angelique W. C. J. HENDRIKS, Auteur ; Jos EGGER, Auteur ; Ludo VERHOEVEN, Auteur . - 2012 . - p.805-814.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-5 (May 2012) . - p.805-814
Mots-clés : Autism Asperger’s disorder Attention Language;– Top-down control Bottom-up processing Index. décimale : PER Périodiques Résumé : This study examined the hypothesis of an atypical interaction between attention and language in ASD. A dual-task experiment with three conditions was designed, in which sentences were presented that contained errors requiring attentional focus either at (a) low level, or (b) high level, or (c) both levels of language. Speed and accuracy for error detection were measured from 16 high-functioning adults with ASD, and 16 matched controls. For controls, there was an attentional cost of dual level processing for low level performance but not for high level performance. For participants with ASD, there was an attentional cost both for low level and for high level performance. These results suggest a compensatory strategic use of attention during language processing in ASD. En ligne : http://dx.doi.org/10.1007/s10803-011-1310-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154 The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? / Joan BLACKHURST in Good Autism Practice - GAP, 13-1 (May 2012)
[article]
Titre : The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? Type de document : Texte imprimé et/ou numérique Auteurs : Joan BLACKHURST, Auteur Année de publication : 2012 Article en page(s) : p.22-30 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Joan Blackhurst has 20 years’ experience of autism and is employed by a local autism charity where she supervises a helpline, as well as advising people on ail aspects of autism. Joan is also a trustee and volunteer for another local autism charity. She has experience working with a wide age range of peopie on the autistic spectrum. This paper reports on a study of 43 police personnel and the experiences of 11 individuals with Asperger syndrome (AS). It highlights the misunderstandings that can occur and the need for training. It is encouraging that the police who were interviewed were keen to have more information on AS and how to deal with these adults when they were in trouble. The suggestion is made that local support groups and autistic societies are well placed to skill up this workforce. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.22-30[article] The involvement of the police in the lives of people with Asperger syndrome: what the perspectives of both parties? [Texte imprimé et/ou numérique] / Joan BLACKHURST, Auteur . - 2012 . - p.22-30.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.22-30
Index. décimale : PER Périodiques Résumé : Joan Blackhurst has 20 years’ experience of autism and is employed by a local autism charity where she supervises a helpline, as well as advising people on ail aspects of autism. Joan is also a trustee and volunteer for another local autism charity. She has experience working with a wide age range of peopie on the autistic spectrum. This paper reports on a study of 43 police personnel and the experiences of 11 individuals with Asperger syndrome (AS). It highlights the misunderstandings that can occur and the need for training. It is encouraging that the police who were interviewed were keen to have more information on AS and how to deal with these adults when they were in trouble. The suggestion is made that local support groups and autistic societies are well placed to skill up this workforce. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 The Job Needs to Work for the Worker / P. J. HUGHES
Titre : The Job Needs to Work for the Worker Type de document : Texte imprimé et/ou numérique Auteurs : P. J. HUGHES, Auteur Année de publication : 2008 Importance : p.31-41 Langues : Anglais (eng) Mots-clés : Emploi adapté Index. décimale : ASP-G ASP-G - Asperger - Emploi Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 The Job Needs to Work for the Worker [Texte imprimé et/ou numérique] / P. J. HUGHES, Auteur . - 2008 . - p.31-41.
Langues : Anglais (eng)
Mots-clés : Emploi adapté Index. décimale : ASP-G ASP-G - Asperger - Emploi Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=406 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Loving Push / Temple GRANDIN
PermalinkThe Myriad Gifts of Asperger's Syndrome / John M. ORTIZ
PermalinkThe Neuroscience of Autism Spectrum Disorders / Joseph D. BUXBAUM
PermalinkThe outcome in adult life for people with autism and Asperger's syndrome / Patricia HOWLIN
PermalinkThe Panicosaurus / K.I. AL-GHANI
PermalinkThe PEERS Curriculum for School-Based Professionals / Elizabeth LAUGESON
PermalinkThe Rising Prevalence of Autism: A Prospective Longitudinal Study in the Faroe Islands / Eva KOCOVSKA in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
PermalinkThe SAGE Handbook of Autism and Education / Rita JORDAN
PermalinkThe Science of Making Friends / Elizabeth LAUGESON
PermalinkThe Social World and Me / Kamlesh PANDYA
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