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The Carolina Curriculum for Infants and Toddlers with Special Needs / Nancy M. JOHNSON-MARTIN
Titre : The Carolina Curriculum for Infants and Toddlers with Special Needs Type de document : Texte imprimé et/ou numérique Auteurs : Nancy M. JOHNSON-MARTIN, Auteur ; Bonnie HACKER, Auteur ; Susan M. ATTERMEIER, Auteur Mention d'édition : Second Edition Editeur : Baltimore [Etats-Unis] : Brookes Publishing Année de publication : 2004 Importance : 504 p. Présentation : ill. Format : 18,1 cm × 25,3 cm × 2,3 cm Note générale : Bibliogr, Index Langues : Anglais (eng) Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : The Carolina Curriculum for Infants and Toddlers with Special Needs, Second Edition is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities. Developed for use with children from birth to 36 months, the CCITSN is an easy-to-use, criterion-referenced system that clearly links assessment with intervention and lets professionals work closely with the child's teachers, family members, and other service providers. Already trusted by thousands of early childhood professionals from coast to coast, this proven system is even easier to use with the revisions and updates in this Second edition.
View our recorded webinar: The Carolina Curriculum: An Integrated System for Assessment and Intervention presented by Susan Attermeier.
Using The Carolina Curriculum is simple. In each of the age-specific volumes—now reorganized to establish a seamless transition between the two—all the areas to be assessed are clearly laid out in logical sequences in an Assessment Log. A professional observes the child playing with familiar toys and other available materials in a naturalistic environment, and caregivers may or may not participate. After all appropriate activities in each sequence have been observed or attempted, professionals and caregivers examine the strengths and weaknesses revealed during assessment, pinpoint items that need the most work, and select from the teaching activities that correspond to the items in each sequence of the Assessment Log.
CCITSN includes 24 logical teaching sequences covering five developmental domains: personal-social, cognition, communication, fine motor, and gross motor. Curricular sequences each consist of an introduction that explains why that sequence is important; suggested adaptations for children with visual, motor, and hearing impairments; and a list of behaviors associated with that sequence. For each behavior, users get a criterion that pinpoints the objective, a list of suggested materials for eliciting that behavior, procedures that help, and functional activities for encouraging that behavior within the child's daily routine. Appendices cover play and children with motor impairments, using object boards for teaching children with motor impairments, and more.
This book is part of The Carolina Curriculum, a bestselling assessment and intervention program designed for children birth to five with mild to severe disabilities. With this easy-to-use, criterion-referenced system, professionals who work with infants, toddlers, and preschoolers will closely link assessment with intervention and work effectively with the child's teachers, family members, and other service providers. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 The Carolina Curriculum for Infants and Toddlers with Special Needs [Texte imprimé et/ou numérique] / Nancy M. JOHNSON-MARTIN, Auteur ; Bonnie HACKER, Auteur ; Susan M. ATTERMEIER, Auteur . - Second Edition . - Baltimore [Etats-Unis] : Brookes Publishing, 2004 . - 504 p. : ill. ; 18,1 cm × 25,3 cm × 2,3 cm.
Bibliogr, Index
Langues : Anglais (eng)
Index. décimale : APP-D APP-D - Interventions Educatives - Généralités Résumé : The Carolina Curriculum for Infants and Toddlers with Special Needs, Second Edition is one of the two volumes of the The Carolina Curriculum, an assessment and intervention program designed for use with young children from birth to five years who have mild to severe disabilities. Developed for use with children from birth to 36 months, the CCITSN is an easy-to-use, criterion-referenced system that clearly links assessment with intervention and lets professionals work closely with the child's teachers, family members, and other service providers. Already trusted by thousands of early childhood professionals from coast to coast, this proven system is even easier to use with the revisions and updates in this Second edition.
View our recorded webinar: The Carolina Curriculum: An Integrated System for Assessment and Intervention presented by Susan Attermeier.
Using The Carolina Curriculum is simple. In each of the age-specific volumes—now reorganized to establish a seamless transition between the two—all the areas to be assessed are clearly laid out in logical sequences in an Assessment Log. A professional observes the child playing with familiar toys and other available materials in a naturalistic environment, and caregivers may or may not participate. After all appropriate activities in each sequence have been observed or attempted, professionals and caregivers examine the strengths and weaknesses revealed during assessment, pinpoint items that need the most work, and select from the teaching activities that correspond to the items in each sequence of the Assessment Log.
CCITSN includes 24 logical teaching sequences covering five developmental domains: personal-social, cognition, communication, fine motor, and gross motor. Curricular sequences each consist of an introduction that explains why that sequence is important; suggested adaptations for children with visual, motor, and hearing impairments; and a list of behaviors associated with that sequence. For each behavior, users get a criterion that pinpoints the objective, a list of suggested materials for eliciting that behavior, procedures that help, and functional activities for encouraging that behavior within the child's daily routine. Appendices cover play and children with motor impairments, using object boards for teaching children with motor impairments, and more.
This book is part of The Carolina Curriculum, a bestselling assessment and intervention program designed for children birth to five with mild to severe disabilities. With this easy-to-use, criterion-referenced system, professionals who work with infants, toddlers, and preschoolers will closely link assessment with intervention and work effectively with the child's teachers, family members, and other service providers. [Résumé d'Auteur/Editeur]Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder symptoms in parents of children with ASD or ASD with ADHD / Daphne J. VAN STEIJN in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)
[article]
Titre : The co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder symptoms in parents of children with ASD or ASD with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Daphne J. VAN STEIJN, Auteur ; Jennifer S. RICHARDS, Auteur ; Anoek M. OERLEMANS, Auteur ; Saskia W. DE RUITER, Auteur ; Marcel A. G. VAN AKEN, Auteur ; Barbara FRANKE, Auteur ; Jan K. BUITELAAR, Auteur ; Nanda N. ROMMELSE, Auteur Année de publication : 2012 Article en page(s) : p.954-63 Langues : Anglais (eng) Mots-clés : Assortative mating parent-of-origin effect autism spectrum disorder attention-deficit/hyperactivity disorder Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) share about 50–72% of their genetic factors, which is the most likely explanation for their frequent co-occurrence within the same patient or family. An additional or alternative explanation for the co-occurrence may be (cross-)assortative mating, e.g., the tendency to choose a partner that is similar or dissimilar to oneself. Another issue is that of parent-of-origin effect which refers to the possibility of parents differing in the relative quantity of risk factors they transmit to the offspring. The current study sets out to examine (cross-)assortative mating and (cross-)parent-of-origin effects of ASD and ADHD in parents of children with either ASD or ASD with ADHD diagnosis. Methods: In total, 121 families were recruited in an ongoing autism-ADHD family genetics project. Participating families consisted of parents and at least one child aged between 2 and 20 years, with either autistic disorder, Asperger disorder or PDD-NOS, and one or more biological siblings. All children and parents were carefully screened for the presence of ASD and ADHD. Results: No correlations were found between maternal and paternal ASD and ADHD symptoms. Parental ASD and ADHD symptoms were predictive for similar symptoms in the offspring, but with maternal hyperactive-impulsive symptoms, but not paternal symptoms, predicting similar symptoms in daughters. ASD pathology in the parents was not predictive for ADHD pathology in the offspring, but mother’s ADHD pathology was predictive for offspring ASD pathology even when corrected for maternal ASD pathology. Conclusions: Cross-assortative mating for ASD and ADHD does not form an explanation for the frequent co-occurrence of these disorders within families. Given that parental ADHD is predictive of offspring’ ASD but not vice versa, risk factors underlying ASD may overlap to a larger degree with risk factors underlying ADHD than vice versa. However, future research is needed to clarify this issue. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02556.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179
in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.954-63[article] The co-occurrence of autism spectrum disorder and attention-deficit/hyperactivity disorder symptoms in parents of children with ASD or ASD with ADHD [Texte imprimé et/ou numérique] / Daphne J. VAN STEIJN, Auteur ; Jennifer S. RICHARDS, Auteur ; Anoek M. OERLEMANS, Auteur ; Saskia W. DE RUITER, Auteur ; Marcel A. G. VAN AKEN, Auteur ; Barbara FRANKE, Auteur ; Jan K. BUITELAAR, Auteur ; Nanda N. ROMMELSE, Auteur . - 2012 . - p.954-63.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-9 (September 2012) . - p.954-63
Mots-clés : Assortative mating parent-of-origin effect autism spectrum disorder attention-deficit/hyperactivity disorder Index. décimale : PER Périodiques Résumé : Background: Autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD) share about 50–72% of their genetic factors, which is the most likely explanation for their frequent co-occurrence within the same patient or family. An additional or alternative explanation for the co-occurrence may be (cross-)assortative mating, e.g., the tendency to choose a partner that is similar or dissimilar to oneself. Another issue is that of parent-of-origin effect which refers to the possibility of parents differing in the relative quantity of risk factors they transmit to the offspring. The current study sets out to examine (cross-)assortative mating and (cross-)parent-of-origin effects of ASD and ADHD in parents of children with either ASD or ASD with ADHD diagnosis. Methods: In total, 121 families were recruited in an ongoing autism-ADHD family genetics project. Participating families consisted of parents and at least one child aged between 2 and 20 years, with either autistic disorder, Asperger disorder or PDD-NOS, and one or more biological siblings. All children and parents were carefully screened for the presence of ASD and ADHD. Results: No correlations were found between maternal and paternal ASD and ADHD symptoms. Parental ASD and ADHD symptoms were predictive for similar symptoms in the offspring, but with maternal hyperactive-impulsive symptoms, but not paternal symptoms, predicting similar symptoms in daughters. ASD pathology in the parents was not predictive for ADHD pathology in the offspring, but mother’s ADHD pathology was predictive for offspring ASD pathology even when corrected for maternal ASD pathology. Conclusions: Cross-assortative mating for ASD and ADHD does not form an explanation for the frequent co-occurrence of these disorders within families. Given that parental ADHD is predictive of offspring’ ASD but not vice versa, risk factors underlying ASD may overlap to a larger degree with risk factors underlying ADHD than vice versa. However, future research is needed to clarify this issue. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02556.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=179 The Development of Self-Help Skills in Children with Autism / Stephen R. ANDERSON
in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT
Titre : The Development of Self-Help Skills in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Stephen R. ANDERSON, Auteur Année de publication : 2013 Importance : p.133-158 Langues : Anglais (eng) Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189 The Development of Self-Help Skills in Children with Autism [Texte imprimé et/ou numérique] / Stephen R. ANDERSON, Auteur . - 2013 . - p.133-158.
in Social Skills and Adaptive Behavior in Learners with Autism Spectrum Disorders / Peter F. GERHARDT
Langues : Anglais (eng)
Mots-clés : Trouble du spectre autistique (TSA) Index. décimale : HAB-A HAB-A - Habiletés Sociales - Méthodes et Programmes Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=189 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The development of social skills in children / Wendy L. STONE
Titre : The development of social skills in children Type de document : Texte imprimé et/ou numérique Auteurs : Wendy L. STONE, Auteur ; Annette M. LA GRECA, Auteur Année de publication : 1986 Importance : p.35-60 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=952 The development of social skills in children [Texte imprimé et/ou numérique] / Wendy L. STONE, Auteur ; Annette M. LA GRECA, Auteur . - 1986 . - p.35-60.
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=952 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The educational issues for the child with a diagnosis of Pathological Demand Avoidance / Tracey HARVEY in Good Autism Practice - GAP, 13-1 (May 2012)
[article]
Titre : The educational issues for the child with a diagnosis of Pathological Demand Avoidance Type de document : Texte imprimé et/ou numérique Auteurs : Tracey HARVEY, Auteur Année de publication : 2012 Article en page(s) : p.9-12 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper resuits from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil’s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that will work for autism will also work for PDA. 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.9-12[article] The educational issues for the child with a diagnosis of Pathological Demand Avoidance [Texte imprimé et/ou numérique] / Tracey HARVEY, Auteur . - 2012 . - p.9-12.
Langues : Anglais (eng)
in Good Autism Practice - GAP > 13-1 (May 2012) . - p.9-12
Index. décimale : PER Périodiques Résumé : Tracey Harvey is a Higher Level Teaching Assistant in a mainstream secondary school and this paper resuits from a project she completed as a student. She summarises the steps taken to reintegrate a pupil with a diagnosis of Pathological Demand Avoidance (PDA) back into school and what she learnt through that process. She raises some very important points about what she sees as the essential differences between PDA and autism and makes clear recommendations for staff about the need to take time to get to know the pupil really well. She stresses the importance of analysing the reasons for a pupil’s behaviour and finding appropriate strategies that will work for that individual rather than simply relying on an understanding of the particular diagnosis or believing that the strategies that will work for autism will also work for PDA. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166 The Effect of Motor Disorders on Imitation in Children / Deborah DEWEY
PermalinkThe effect of peer- and sibling-assisted aquatic program on interaction behaviors and aquatic skills of children with autism spectrum disorders and their peers/siblings / Chia-Hua CHU in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkThe effect of perceptual-motor training on attention in the children with autism spectrum disorders / Javad AFSHARI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkThe Effects of Autism on the Family / Eric SCHOPLER
PermalinkThe effects of child maltreatment on early signs of antisocial behavior: Genetic moderation by tryptophan hydroxylase, serotonin transporter, and monoamine oxidase A genes / Dante CICCHETTI in Development and Psychopathology, 24-3 (August 2012)
PermalinkThe epidemiology of pervasive developmental disorders / Eric FOMBONNE
PermalinkThe Experience of Loneliness and Friendship in Autism: Theoretical and Practical Issues / Nirit BAUMINGER
PermalinkThe expressive language characteristics of autistic children compared with mentally retarded or specific language-impaired children / Linda SWISHER
PermalinkThe factor structure of ADHD in a general population of primary school children / Anne Karin ULLEBO in Journal of Child Psychology and Psychiatry, 53-9 (September 2012)
PermalinkThe FRIEND® Program for Creating Supportive Peer Networks for Students with Social Challenges, including Autism / Sharman OBER-REYNOLDS
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