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The TEACCH curriculum for teaching social behavior to children with autism / J. Gregory OLLEY
Titre : The TEACCH curriculum for teaching social behavior to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : J. Gregory OLLEY, Auteur Année de publication : 1986 Importance : p.351-373 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=953 The TEACCH curriculum for teaching social behavior to children with autism [Texte imprimé et/ou numérique] / J. Gregory OLLEY, Auteur . - 1986 . - p.351-373.
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=953 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill / Shelley CHANNON in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
[article]
Titre : The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill Type de document : Texte imprimé et/ou numérique Auteurs : Shelley CHANNON, Auteur ; Ruth COLLINS, Auteur ; Eleanor SWAIN, Auteur ; Mary-Beth YOUNG, Auteur ; Sian FITZPATRICK, Auteur Année de publication : 2012 Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Social cognition Social skill Mentalising Theory of mind Autistic spectrum disorder Index. décimale : PER Périodiques Résumé : Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were more reliant on simple strategies including acquiescence or refusal, and the emotional tone of their responses was less positive. Greater reliance on sophisticated rather than simple strategies may be linked to more successful social interactions. The potential implications are considered for understanding everyday performance in skilled individuals and populations with limited social skills, such as those with autistic spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-011-1381-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1425-1434[article] The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill [Texte imprimé et/ou numérique] / Shelley CHANNON, Auteur ; Ruth COLLINS, Auteur ; Eleanor SWAIN, Auteur ; Mary-Beth YOUNG, Auteur ; Sian FITZPATRICK, Auteur . - 2012 . - p.1425-1434.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-7 (July 2012) . - p.1425-1434
Mots-clés : Social cognition Social skill Mentalising Theory of mind Autistic spectrum disorder Index. décimale : PER Périodiques Résumé : Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were more reliant on simple strategies including acquiescence or refusal, and the emotional tone of their responses was less positive. Greater reliance on sophisticated rather than simple strategies may be linked to more successful social interactions. The potential implications are considered for understanding everyday performance in skilled individuals and populations with limited social skills, such as those with autistic spectrum disorders. En ligne : http://dx.doi.org/10.1007/s10803-011-1381-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 The vagus : a mediator of behavioral and physiologic features associated with autism / Stephen W. PORGES
Titre : The vagus : a mediator of behavioral and physiologic features associated with autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephen W. PORGES, Auteur Année de publication : 2006 Importance : p.65-78 Langues : Anglais (eng) Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=791 The vagus : a mediator of behavioral and physiologic features associated with autism [Texte imprimé et/ou numérique] / Stephen W. PORGES, Auteur . - 2006 . - p.65-78.
Langues : Anglais (eng)
Index. décimale : SCI-D SCI-D - Neurosciences Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=791 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The Verbal Behavior Approach / Mary LYNCH BARBERA
Titre : The Verbal Behavior Approach : How to Teach Children with Autism and Related Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Mary LYNCH BARBERA, Auteur ; Tracy RASMUSSEN, Auteur ; Mark L. SUNDBERG, Préfacier, etc. Editeur : Londres [Angleterre] : Jessica Kingsley Publishers Année de publication : 2007 Importance : 199 p. Format : 23,4cm x 15,6cm x 1,1cm ISBN/ISSN/EAN : 978-1-84310-852-8 Note générale : Bibliogr., Index Langues : Anglais (eng) Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it.
This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child.
This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders.
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 The Verbal Behavior Approach : How to Teach Children with Autism and Related Disorders [Texte imprimé et/ou numérique] / Mary LYNCH BARBERA, Auteur ; Tracy RASMUSSEN, Auteur ; Mark L. SUNDBERG, Préfacier, etc. . - Londres [Angleterre] : Jessica Kingsley Publishers, 2007 . - 199 p. ; 23,4cm x 15,6cm x 1,1cm.
ISBN : 978-1-84310-852-8
Bibliogr., Index
Langues : Anglais (eng)
Index. décimale : APP-A APP-A - ABA - FBA - Approches Comportementales Résumé : The Verbal Behavior (VB) approach is a form of Applied Behavior Analysis (ABA), that is based on B.F. Skinner's analysis of verbal behavior and works particularly well with children with minimal or no speech abilities. In this book Mary Lynch Barbera draws on her own experiences as a Board Certified Behavior Analyst and also as a parent of a child with autism to explain VB and how to use it.
This step-by-step guide provides an abundance of information about how to help children develop better language and speaking skills, and also explains how to teach non-vocal children to use sign language. An entire chapter focuses on ways to reduce problem behavior, and there is also useful information on teaching toileting and other important self-help skills, that would benefit any child.
This book will enable parents and professionals unfamiliar with the principles of ABA and VB to get started immediately using the Verbal Behavior approach to teach children with autism and related disorders.
[Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 Exemplaires (1)
Code-barres Cote Support Localisation Section Disponibilité DOC0001214 APP-A BAR 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 :
Adolescent / Adult Sensory Profile BROWN, Catana E. Les jeunes enfants autistes à la garderie et à l'école WILLIS, Clarissa Intervenir auprès de groupes d'enfants présentant un trouble du spectre de l'autisme DAVIDSON, Liz Ann PEP-3 Profil psycho-éducatif SCHOPLER, Eric Autisme et A.B.A. : une pédagogie du progrès LEAF, Ron A Buffet of Sensory Interventions CULP, Susan L. The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis / Giulia BALBONI in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
[article]
Titre : The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis Type de document : Texte imprimé et/ou numérique Auteurs : Giulia BALBONI, Auteur ; Alessandra TASSO, Auteur ; Filippo MURATORI, Auteur ; Roberto CUBELLI, Auteur Année de publication : 2016 Article en page(s) : p.42-52 Langues : Anglais (eng) Mots-clés : Vineland Autism spectrum disorder Adaptive behavior profile Matching equivalence Index. décimale : PER Périodiques Résumé : We investigated which item subsets of the Vineland-II can discriminate low-functioning preschoolers with ASD from matched peers with other neurodevelopmental disorders, using a regression analysis derived from a normative sample to account for cognitive and linguistic competencies. At variance with the typical profile, a pattern with Communication more impaired than Socialization was observed. The source of the frequently reported Socialization delay in ASD appears to be in Playing and Imitating skills only, not in other social adaptive behavior skills. The combination of item subsets Playing, Following instructions, Beginning to talk, and Speech skills provided the best discrimination between the two clinical groups. Evaluation of the Vineland-II score on item content categories is a useful procedure for a more efficient clinical description. En ligne : http://dx.doi.org/10.1007/s10803-015-2533-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.42-52[article] The Vineland-II in Preschool Children with Autism Spectrum Disorders: An Item Content Category Analysis [Texte imprimé et/ou numérique] / Giulia BALBONI, Auteur ; Alessandra TASSO, Auteur ; Filippo MURATORI, Auteur ; Roberto CUBELLI, Auteur . - 2016 . - p.42-52.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.42-52
Mots-clés : Vineland Autism spectrum disorder Adaptive behavior profile Matching equivalence Index. décimale : PER Périodiques Résumé : We investigated which item subsets of the Vineland-II can discriminate low-functioning preschoolers with ASD from matched peers with other neurodevelopmental disorders, using a regression analysis derived from a normative sample to account for cognitive and linguistic competencies. At variance with the typical profile, a pattern with Communication more impaired than Socialization was observed. The source of the frequently reported Socialization delay in ASD appears to be in Playing and Imitating skills only, not in other social adaptive behavior skills. The combination of item subsets Playing, Following instructions, Beginning to talk, and Speech skills provided the best discrimination between the two clinical groups. Evaluation of the Vineland-II score on item content categories is a useful procedure for a more efficient clinical description. En ligne : http://dx.doi.org/10.1007/s10803-015-2533-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 The Weighted Blanket Guide / Eileen PARKER
PermalinkThéorie de l'esprit, développement normal et autisme / Simon BARON-COHEN
PermalinkLa théorie de l'esprit / Nathalie NADER-GROSBOIS
PermalinkThéorie de l’esprit et psychopathologie / Nicolas GEORGIEFF
PermalinkThéorie et thérapie des états de psychose infantile / Eliane ALLOUCH
PermalinkThéorisations psychanalytiques sur l'autisme et psychose infantile / Serafino MALAGUARNERA
PermalinkTheory of Mind in Autism / Francesca HAPPE
PermalinkLes thérapeutiques d’échange et de développement dans l’autisme de l’enfant: bases physiologiques et principes / Gilbert LELORD
PermalinkLa thérapie d’Échange et de Développement : pour une approche neurofonctionnelle de la communication / Pascale DANSART
PermalinkThérapie d'échange et de développement : une rééducation neurofonctionnelle de la communication / Frédérique BONNET-BRILHAULT
PermalinkLa Thérapie d’étayage cognitif et affectif (TECA) / Leyla DIRANI-AKOURY
PermalinkLa Thérapie d’étayage cognitif et affectif (TECA) / Leyla DIRANI-AKOURY
PermalinkThérapie psychanalytique individuelle dans un dispositif de secteur / Martin JOUBERT
PermalinkLa thérapie de Timothée, garçon autiste de sept ans et demi à l'hôpital de jour / Annick PERROT
PermalinkLes thérapies comportementales et cognitives / Jean-Louis MONESTES
PermalinkLes thérapies individuelles développementales centrées sur la communication sociale: La Thérapie d’échange et de développement (TED) / Romuald BLANC
PermalinkThérapies psycho-analytiques / Pierre MORON
PermalinkTheraplay / Ann JERNBERG
PermalinkThis Night Will Pass / Thomas CARAMAGNO
PermalinkThomas / Chantal PAQUEZ
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