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Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy / Akira IWANAMI in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
[article]
Titre : Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy Type de document : Texte imprimé et/ou numérique Auteurs : Akira IWANAMI, Auteur ; Yuka OKAJIMA, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Ryuichiro HASHIMORO, Auteur ; Chieko KANAI, Auteur ; Hiromi WATANABE, Auteur ; Hidenori YAMASUE, Auteur ; Yuki KAWAKUBO, Auteur ; Nobumasa KATO, Auteur Année de publication : 2011 Article en page(s) : p.1187-1193 Langues : Anglais (eng) Mots-clés : Asperger's disorder PDD NIRS Prefrontal dysfunction Verbal fluency task Index. décimale : PER Périodiques Résumé : Dysfunction of the prefrontal cortex has been previously reported in individuals with Asperger's disorder. In the present study, we used multi-channel near-infrared spectroscopy (NIRS) to detect changes in the oxygenated hemoglobin concentration ([oxy-Hb]) during two verbal fluency tasks. The subjects were 20 individuals with Asperger's disorder and 18 age- and IQ-matched healthy controls. The relative [oxy-Hb] in the prefrontal cortex was measured during the category and letter fluency tasks. The mean total [oxy-Hb] during the category fluency task did not differ significantly between the groups; however, during the letter fluency task, the mean [oxy-Hb] in persons with Asperger's disorder was significantly lower than that in controls. These results suggested task-relevant or task-specific prefrontal dysfunction in persons with Asperger's disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1187-1193[article] Task dependent prefrontal dysfunction in persons with Asperger's disorder investigated with multi-channel near-infrared spectroscopy [Texte imprimé et/ou numérique] / Akira IWANAMI, Auteur ; Yuka OKAJIMA, Auteur ; Haruhisa OTA, Auteur ; Masayuki TANI, Auteur ; Takashi YAMADA, Auteur ; Ryuichiro HASHIMORO, Auteur ; Chieko KANAI, Auteur ; Hiromi WATANABE, Auteur ; Hidenori YAMASUE, Auteur ; Yuki KAWAKUBO, Auteur ; Nobumasa KATO, Auteur . - 2011 . - p.1187-1193.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-3 (July-September 2011) . - p.1187-1193
Mots-clés : Asperger's disorder PDD NIRS Prefrontal dysfunction Verbal fluency task Index. décimale : PER Périodiques Résumé : Dysfunction of the prefrontal cortex has been previously reported in individuals with Asperger's disorder. In the present study, we used multi-channel near-infrared spectroscopy (NIRS) to detect changes in the oxygenated hemoglobin concentration ([oxy-Hb]) during two verbal fluency tasks. The subjects were 20 individuals with Asperger's disorder and 18 age- and IQ-matched healthy controls. The relative [oxy-Hb] in the prefrontal cortex was measured during the category and letter fluency tasks. The mean total [oxy-Hb] during the category fluency task did not differ significantly between the groups; however, during the letter fluency task, the mean [oxy-Hb] in persons with Asperger's disorder was significantly lower than that in controls. These results suggested task-relevant or task-specific prefrontal dysfunction in persons with Asperger's disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.01.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Task-determined strategies of visual process / Gad GEIGER in Cognitive Brain Research, 1-1 (June 1992)
[article]
Titre : Task-determined strategies of visual process Type de document : Texte imprimé et/ou numérique Auteurs : Gad GEIGER, Auteur ; Jerome Y. LETTVIN, Auteur ; Olga ZEGARRA-MORAN, Auteur Année de publication : 1992 Article en page(s) : p.39-52 Langues : Anglais (eng) Mots-clés : Visual-strategy Lateral-masking Demasking Peripheral-vision Dyslexia Index. décimale : PER Périodiques Résumé : Lateral masking in the peripheral field of vision obscures letter recognition and is not accounted for by diminished acuity. In measuring lateral masking between letters in the peripheral visual field we accidentally discovered that ordinary readers and severe dyslexics differ markedly in tachistoscopic letter recognition tasks. Tests were devised to measure the differences accurately. Ordinary readers recognize letters best in and near the center of gaze. Recognition falls off rapidly with angular distance in the peripheral field. Severe dyslexics recognize letters farther in the periphery in the direction of reading (English-natives to the right, Hebrew-natives to the left). They have marked lateral masking in and near the center of the field when letters are presented in aggregates. With dyslexia as an example, we proposed that the distribution of lateral masking is a task-dependent strategy in visual perception. To test this notion we designed an active practise regimen for 4 severe adult dyslexics, who within a few months improved sharply in reading. At the same time their test results changed to those of ordinary readers. We conclude that there are switchable task-determined pre-cognitive strategies of vision that can be learned and that the distribution of lateral masking may be part of what is learned. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=780
in Cognitive Brain Research > 1-1 (June 1992) . - p.39-52[article] Task-determined strategies of visual process [Texte imprimé et/ou numérique] / Gad GEIGER, Auteur ; Jerome Y. LETTVIN, Auteur ; Olga ZEGARRA-MORAN, Auteur . - 1992 . - p.39-52.
Langues : Anglais (eng)
in Cognitive Brain Research > 1-1 (June 1992) . - p.39-52
Mots-clés : Visual-strategy Lateral-masking Demasking Peripheral-vision Dyslexia Index. décimale : PER Périodiques Résumé : Lateral masking in the peripheral field of vision obscures letter recognition and is not accounted for by diminished acuity. In measuring lateral masking between letters in the peripheral visual field we accidentally discovered that ordinary readers and severe dyslexics differ markedly in tachistoscopic letter recognition tasks. Tests were devised to measure the differences accurately. Ordinary readers recognize letters best in and near the center of gaze. Recognition falls off rapidly with angular distance in the peripheral field. Severe dyslexics recognize letters farther in the periphery in the direction of reading (English-natives to the right, Hebrew-natives to the left). They have marked lateral masking in and near the center of the field when letters are presented in aggregates. With dyslexia as an example, we proposed that the distribution of lateral masking is a task-dependent strategy in visual perception. To test this notion we designed an active practise regimen for 4 severe adult dyslexics, who within a few months improved sharply in reading. At the same time their test results changed to those of ordinary readers. We conclude that there are switchable task-determined pre-cognitive strategies of vision that can be learned and that the distribution of lateral masking may be part of what is learned. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=780 Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement / Joe REICHLE in Journal of Autism and Developmental Disorders, 40-6 (June 2010)
[article]
Titre : Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement Type de document : Texte imprimé et/ou numérique Auteurs : Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur Année de publication : 2010 Langues : Anglais (eng) Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102
in Journal of Autism and Developmental Disorders > 40-6 (June 2010)[article] Task Engagement and Escape Maintained Challenging Behavior: Differential Effects of General and Explicit Cues When Implementing a Signaled Delay in the Delivery of Reinforcement [Texte imprimé et/ou numérique] / Joe REICHLE, Auteur ; LeAnne JOHNSON, Auteur ; Emily MONN, Auteur ; Michael HARRIS, Auteur . - 2010.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-6 (June 2010)
Mots-clés : Autism Tolerance-for-delay Signaled-delay Intervention Self-regulation Index. décimale : PER Périodiques Résumé : This study was designed to evaluate the effects of explicit and general delay cues when implementing a tolerance for a delay in the delivery of a reinforcement procedure to increase task engagement and decrease escape maintained challenging behavior. Two preschool children with autism participated in an alternating treatments design with changing criterions for task engagement. For both children, descriptive and experimental analyses verified that the challenging behavior functioned to escape instructional task demands. Subsequently, two types of tasks were identified for each participant with assignment to either the explicit or general cue procedures. Both participants demonstrated increased task engagement with concurrent decreases in challenging behavior with both types of delay cues, though rate of successful work unit completion advanced more quickly with explicit delay cues. En ligne : http://dx.doi.org/10.1007/s10803-010-0946-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)
[article]
Titre : Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.101590 Langues : Anglais (eng) Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorder Education School-age Task engagement Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590[article] Task engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; Emily Jane SOLARI, Auteur ; Nancy Susan MCINTYRE, Auteur ; Lindsay LERRO, Auteur ; Peter C. MUNDY, Auteur . - p.101590.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 76 (August 2020) . - p.101590
Mots-clés : Attention-deficit/hyperactivity disorder Autism spectrum disorder Education School-age Task engagement Written expression Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorder (ASD) demonstrate highly variable writing skills. Few studies have examined if engagement during writing assessments may differ for children with ASD and if task engagement is related to their writing assessment performance. This study examined narrative writing and broad task engagement in children with ASD compared to peers with attention-deficit/hyperactivity disorder (ADHD) and typically developing (TD) peers. Method Sixty children with ASD, 32 children with ADHD, and 29 TD children completed assessments of cognitive skills, symptom severity, and spontaneous narrative writing. Time spent engaged during writing was assessed during the spontaneous narrative writing task. Results The ASD group performed lowest on text organization and quality scores as well as word production scores while also spending the least time engaged with the writing task. Time spent engaged was most strongly associated with narrative writing scores in the ASD group and explained unique variance in text organization and quality scores and word production scores after controlling for related age, cognitive skills, and symptom severity variables. The ADHD group showed similar associations between time spent engaged and word production scores, and time spent engaged explained unique variance in word production scores. Conclusions Time spent engaged completing the writing task appeared lowest for the ASD group and may suggest writing task engagement to be a more prominent difficulty area for children with ASD compared to peers with ADHD and TD peers. Implications for better understanding and supporting the writing skills of children with ASD are discussed. En ligne : https://doi.org/10.1016/j.rasd.2020.101590 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=429 Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training / Annemiek PALMEN in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
[article]
Titre : Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training Type de document : Texte imprimé et/ou numérique Auteurs : Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur Année de publication : 2012 Article en page(s) : p.1377-1388 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388[article] Task engagement in young adults with high-functioning autism spectrum disorders: Generalization effects of behavioral skills training [Texte imprimé et/ou numérique] / Annemiek PALMEN, Auteur ; Robert DIDDEN, Auteur . - 2012 . - p.1377-1388.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-4 (October-December 2012) . - p.1377-1388
Mots-clés : Autism spectrum disorder High-functioning Task engagement Off-task behavior Generalization Index. décimale : PER Périodiques Résumé : This study evaluated the effectiveness of a behavioral skills training package on task engagement in six young adults with high-functioning ASD who worked in a regular job-training setting. Experimental sessions were implemented in a small-group training format in a therapy room using unknown tasks. Data were collected on participant's off-task behavior and questions for help as well as on staff's behavior in the regular setting during regular job tasks (i.e., generalization). Intervention consisted of discrimination training, self-management strategies, behavioral practice, corrective feedback, and reinforcement. Following intervention, a significant decrease was found in percentage off-task behavior in the regular setting while performing regular job tasks. No changes were found in questions for help by participants or in behavior of staff. Effects were maintained at 6-week follow-up and at 6-month follow-up outcomes were still beneath baseline levels. Findings are discussed in relation to future research. En ligne : http://dx.doi.org/10.1016/j.rasd.2012.05.010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=165 Task interspersal and performance of matching tasks by preschoolers with autism / Christian A. BENAVIDES in Research in Autism Spectrum Disorders, 3-3 (July-September 2009)
PermalinkTask-related default mode network modulation and inhibitory control in ADHD: effects of motivation and methylphenidate / Elizabeth B. LIDDLE in Journal of Child Psychology and Psychiatry, 52-7 (July 2011)
PermalinkTask-related functional connectivity in autism spectrum conditions: an EEG study using wavelet transform coherence / Ana CATARINO in Molecular Autism, (January 2013)
PermalinkTaste Identification in Adults with Autism Spectrum Conditions / Teresa TAVASSOLI in Journal of Autism and Developmental Disorders, 42-7 (July 2012)
PermalinkTau reduction attenuates autism-like features in Fmr1 knockout mice / Xiangyu JIANG ; Linkun HAN ; Yiru JIANG ; Yong WANG ; Jian MENG ; Xiang ZHU ; Xian ZHANG ; Hong LUO ; Yun-Wu ZHANG in Molecular Autism, 14 (2023)
PermalinkTaux d’invalidité à 80 % : quels bénéfices sociaux et fiscaux ? / Caroline GELLY in Déclic, 143 (Septembre-Octobre 2011)
PermalinkLes taux d’occupation des établissements médico-sociaux: un enjeu éthique / Sébastien DAMBRA in Sésame, 206 ([01/06/2018])
PermalinkA Taxonomy of Reported Harms in Pediatric Autism Spectrum Disorder Screening: Provider and Parent Perspectives / M. PETRUCCELLI in Journal of Autism and Developmental Disorders, 52-2 (February 2022)
PermalinkTay-Sachs disease: case reports with emphasis on chromatographic study of rectal biopsy / J. Gopinath RAO in Developmental Medicine & Child Neurology, 17-2 (April 1975)
PermalinkTCC léger et fatigue: exemple d'une prise en charge d'une adolescente de 15 ans / Catia BENI in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 174 (Novembre 2021)
PermalinkTDA/H et Asperger... Quels liens? Entretien avec le Dr Mario Speranza / Noëlie HERSART in Aspiration, 6 (Mars 2015)
PermalinkLe TDA/H, clinique et critères diagnostiques / François BANGE in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 140 (Mars 2016)
PermalinkLe TDA/H et les troubles anxieux chez les jeunes : une comorbidité fréquente mais un défi pour le diagnostic différentiel et les interventions à prioriser / Marie-Claude GUAY in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 158 (Février 2019)
PermalinkDu TDA au syndrome dysexécutif / Michèle MAZEAU in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 140 (Mars 2016)
PermalinkTDAH et TSA in Lettre d'Autisme France (La), 87 (Août 2021)
PermalinkTEACCH au Québec : l’histoire d’une grande famille / Julie COUTURE in L'Express, 1 (Printemps 2008)
PermalinkTeacher and Child Predictors of Achieving IEP Goals of Children with Autism / Lisa RUBLE in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
PermalinkTeacher- and parent-reported trajectories of maladaptive behaviors among individuals with autism and non-spectrum delays / Hillary K. SCHILTZ ; Catherine LORD in Autism Research, 16-1 (January 2023)
PermalinkTeacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores / K. RIMFELD in Journal of Child Psychology and Psychiatry, 60-12 (December 2019)
PermalinkTeacher Characteristics, Knowledge and Use of Evidence-Based Practices in Autism Education in Ireland / Lorna BARRY in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
PermalinkTeacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context / Kathy LAWTON in Autism - Open Access, 3-1 (March 2013)
PermalinkTeacher insights into the barriers and facilitators of learning in autism / Emily MCDOUGAL in Research in Autism Spectrum Disorders, 79 (November 2020)
PermalinkTeacher Ratings of Externalizing Behavior at School Entry for Boys and Girls: Similar Early Predictors and Different Correlates / Beverly I. FAGOT in Journal of Child Psychology and Psychiatry, 39-4 (May 1998)
PermalinkTeacher-Reported Classroom Strategies and Techniques for Students With Autism Spectrum Disorder / Courtney A. PAISLEY in Focus on Autism and Other Developmental Disabilities, 38-3 (September 2023)
PermalinkTeacher-Reported Prevalence of FASD in Kindergarten in Canada: Association with Child Development and Problems at Home / Jacqueline PEI in Journal of Autism and Developmental Disorders, 51-2 (February 2021)
PermalinkTeacher-Reported Priorities and Practices for Students With Autism: Characterizing the Research-to-Practice Gap / Matthew E. BROCK in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)
PermalinkTeacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation / Abigail M. A. LOVE in Focus on Autism and Other Developmental Disabilities, 35-1 (March 2020)
PermalinkTeachers’ attitudes toward the inclusion of students with autism spectrum disorder: Impact of students’ difficulties / Mickaël JURY in Research in Autism Spectrum Disorders, 83 (May 2021)
PermalinkTeachers'concerns about chronically sick children: implications for paediatricians / Christine EISER in Developmental Medicine & Child Neurology, 29-1 (February 1987)
PermalinkTeachers’ Peer Buddy Selections for Children with Autism: Social Characteristics and Relationship with Peer Nominations / Jennie N. JACKSON in Journal of Autism and Developmental Disorders, 39-2 (February 2009)
PermalinkTeachers’ Perceptions Regarding the Management of Children with Autism Spectrum Disorders / Christine K. SYRIOPOULOU-DELLI in Journal of Autism and Developmental Disorders, 42-5 (May 2012)
PermalinkTeachers’ perspectives of the sexuality of children with autism spectrum disorders / Efrosini KALYVA in Research in Autism Spectrum Disorders, 4-3 (July-September 2010)
PermalinkTeaching addition strategies to students with learning difficulties / Irene POLO-BLANCO in Autism & Developmental Language Impairments, 6 (January-December 2021)
PermalinkTeaching adolescents with autism to describe a problem and request assistance during simulated vocational tasks / Kim M. DOTTO-FOJUT in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkTeaching advance movement exploration skills in water to children with autism spectrum disorders / Mehmet YANARDAG in Research in Autism Spectrum Disorders, 9 (January 2015)
PermalinkTeaching advanced operation of an iPod-based speech-generating device to two students with autism spectrum disorders / Donna ACHMADI in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTeaching behavioral therapists to conduct brief preference assessments during therapy sessions / Michele R. BISHOP in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching caregivers to implement an augmentative and alternative communication intervention to an adult with ASD / Ee Rea HONG in Research in Autism Spectrum Disorders, 8-5 (May 2014)
PermalinkTeaching caregivers to implement video modeling imitation training via iPad for their children with autism / Teresa A. CARDON in Research in Autism Spectrum Disorders, 6-4 (October-December 2012)
PermalinkTeaching Cartesian Product Problem Solving to Students With Autism Spectrum Disorder Using a Conceptual Model-Based Approach / Irene POLO-BLANCO ; Rocío BLANCO ; Juncal GOÑI-CERVERA in Focus on Autism and Other Developmental Disabilities, 38-4 (December 2023)
PermalinkTeaching children with autism how to respond to the lures of strangers / Nurgul AKMANOGLU in Autism, 15-2 (March 2011)
PermalinkTeaching Children with Autism in Small Groups with Students Who are At-Risk for Academic Problems: Effects on Academic and Social Behaviors / Jennifer R. LEDFORD in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
PermalinkTeaching Children with Autism Spectrum Disorder to Answer Questions Using an iPad-Based Speech-Generating Device / Derya GENC-TOSUN in Journal of Autism and Developmental Disorders, 53-9 (September 2023)
PermalinkTeaching children with Autism Spectrum Disorder to mand “What is it?” / Carole MARION in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)
PermalinkTeaching Children With Autism Spectrum Disorders to Answer Inferential "Why" Questions / Joel HUNDERT in Focus on Autism and Other Developmental Disabilities, 24-2 (June 2009)
PermalinkTeaching children with autism spectrum disorders to check the spelling of words / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-1 (January-March 2012)
PermalinkTeaching children with autism spectrum disorders to cooperate with injections / Binyamin BIRKAN in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
PermalinkTeaching children with autism to attend to socially relevant stimuli / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-12 (December 2013)
PermalinkTeaching children with autism to detect and respond to deceptive statements / Jennifer RANICK in Research in Autism Spectrum Disorders, 7-4 (April 2013)
PermalinkTeaching children with autism to detect and respond to sarcasm / Angela PERSICKE in Research in Autism Spectrum Disorders, 7-1 (January 2013)
PermalinkTeaching Children with Autism to Read for Meaning: Challenges and Possibilities / Judi RANDI in Journal of Autism and Developmental Disorders, 40-7 (July 2010)
PermalinkTeaching children with autism to request information / M. Alice SHILLINGSBURG in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkTeaching Digital, Block-Based Coding of Robots to High School Students with Autism Spectrum Disorder and Challenging Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
PermalinkTeaching discrimination of adult gaze direction to children with autism / Jennifer L. KLEIN in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkTeaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence / Troy V. MARIAGE in Focus on Autism and Other Developmental Disabilities, 36-1 (March 2021)
PermalinkTeaching Emotion Recognition Skills to Children with Autism / Christian RYAN in Journal of Autism and Developmental Disorders, 40-12 (December 2010)
PermalinkTeaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme / Beth T. WILLIAMS in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)
PermalinkTeaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling / Sharon Y. LEE in Journal of Autism and Developmental Disorders, 47-8 (August 2017)
PermalinkTeaching generalized reading and spelling to children with autism / Takayuki TANJI in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkTeaching "Imaginary Objects" Symbolic Play to Young Children with Autism / G. T. LEE in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
PermalinkTeaching individuals with autism receptive labeling skills involving conditional discriminations: A comparison of mass trial and intermixing before random rotation, random rotation only, and combined blocking / Elizabeth J. HOLMES in Research in Autism Spectrum Disorders, 11 (March 2015)
PermalinkTeaching individuals with autism spectrum disorder to ask questions: A systematic review / Tracy RAULSTON in Research in Autism Spectrum Disorders, 7-7 (July 2013)
PermalinkTeaching Initiated Question Asking to Children with Autism Spectrum Disorder Through a Short-Term Parent-Mediated Program / Svetlana C. POPOVIC in Journal of Autism and Developmental Disorders, 50-10 (October 2020)
PermalinkTeaching intermittent self-catheterization to young children with myelodysplasia / Kathleen F. HANNIGAN in Developmental Medicine & Child Neurology, 21-3 (June 1979)
PermalinkTeaching intraverbal behavior to children with autism / Tina R. GOLDSMITH in Research in Autism Spectrum Disorders, 1-1 (January/March 2007)
PermalinkTeaching Joint Attention: Assessing Generalization and Maintenance of Effects using Multiple Exemplar Training / Brianne M. FREDERICKS in Journal of Autism and Developmental Disorders, 53-3 (March 2023)
PermalinkTeaching medical students about epilepsy / Gregory STORES in Developmental Medicine & Child Neurology, 17-4 (August 1975)
PermalinkTeaching medical students about mental handicap / Thomas L. PILKINGTON in Developmental Medicine & Child Neurology, 19-5 (October 1977)
PermalinkTeaching Metaphorical Generation via Tact and Match-to-Sample Instructions: A Brief Report / Gabrielle T. LEE in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkTeaching Mobile Device-Based Leisure to Adults With Autism Spectrum Disorder and Intellectual Disability / Kaori NEPO in Focus on Autism and Other Developmental Disabilities, 36-2 (June 2021)
PermalinkTeaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package / Suzanne Elaine ROBINSON in Focus on Autism and Other Developmental Disabilities, 26-2 (June 2011)
PermalinkTeaching Paraprofessionals to Implement Function-Based Interventions / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 32-2 (June 2017)
PermalinkTeaching Parents Behavioral Strategies for Autism Spectrum Disorder (ASD): Effects on Stress, Strain, and Competence / S. IADAROLA in Journal of Autism and Developmental Disorders, 48-4 (April 2018)
PermalinkTeaching picture naming to two adolescents with autism spectrum disorders using systematic instruction and speech-generating devices / Debora KAGOHARA in Research in Autism Spectrum Disorders, 6-3 (July-September 2012)
PermalinkTeaching pre-employment skills to 14 to 17 year olds: the autism works now method!® / Glenys JONES in Good Autism Practice - GAP, 19-1 (May 2018)
PermalinkTeaching Preschool Children With Autism Spectrum Disorders to Expressively Discriminate Between “What’s That?” and “Where Is It?” / Cheryl OSTRYN in Focus on Autism and Other Developmental Disabilities, 26-4 (December 2011)
PermalinkA teaching procedure to help children with autistic spectrum disorder to label emotions / Kevin CONALLEN in Research in Autism Spectrum Disorders, 23 (March 2016)
PermalinkTeaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training / Binita D. SINGH in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
PermalinkTeaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices / Amy L. ACCARDO in Autism, 23-1 (January 2019)
PermalinkTeaching Robotics Coding to a Student with ASD and Severe Problem Behavior / V. F. KNIGHT in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
PermalinkTeaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom / Kaitlyn P. WILSON in Journal of Autism and Developmental Disorders, 43-8 (August 2013)
PermalinkTeaching social–emotional skills to school-aged children with Autism Spectrum Disorder: A treatment versus control trial in 41 mainstream schools / Belinda RATCLIFFE in Research in Autism Spectrum Disorders, 8-12 (December 2014)
PermalinkTeaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback / Lema KABASHI in Autism - Open Access, 7-3 ([01/06/2017])
PermalinkTeaching social studies content to students with autism using a graphic organizer intervention / Tracie-Lynn ZAKAS in Research in Autism Spectrum Disorders, 7-9 (September 2013)
PermalinkTeaching students with autism spectrum disorder and moderate intellectual disabilities to use counting-on strategies to enhance independent purchasing skills / David F. CIHAK in Research in Autism Spectrum Disorders, 2-4 (October 2008)
PermalinkTeaching students with autism to read pictures / David F. CIHAK in Research in Autism Spectrum Disorders, 1-4 (October/December 2007)
PermalinkTeaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction / Stephanie J. GARDNER in Focus on Autism and Other Developmental Disabilities, 30-4 (December 2015)
PermalinkTeaching the Imitation and Spontaneous Use of Descriptive Gestures in Young Children with Autism Using a Naturalistic Behavioral Intervention / Brooke R. INGERSOLL in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
PermalinkTeaching two boys with autism spectrum disorders to request the continuation of toy play using an iPad®-based speech-generating device / Jeff SIGAFOOS in Research in Autism Spectrum Disorders, 7-8 (August 2013)
PermalinkTeaching two household safety skills to children with autism / Jay SUMMERS in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
PermalinkTeaching two teenagers with autism spectrum disorders to request the continuation of video playback using a touchscreen computer with the function of automatic response to requests / Ching-Hsiang SHIH in Research in Autism Spectrum Disorders, 8-9 (September 2014)
PermalinkTeaching typically developing children to promote social play with their siblings with autism / Misty L. OPPENHEIM-LEAF in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkTeaching Young Children to Make Bids to Play to Peers With Autism Spectrum Disorder / Ana D. DUEÑAS in Focus on Autism and Other Developmental Disabilities, 36-4 (December 2021)
PermalinkTeaching Young Children With Social-Communication Delays to Label Actions Using Videos and Language Expansion Models / Collin SHEPLEY in Focus on Autism and Other Developmental Disabilities, 31-4 (December 2016)
PermalinkTeaching Young People who are Blind and have Autism to Make Requests Using a Variation on the Picture Exchange Communication System with Tactile Symbols: A Preliminary Investigation / Shelley K. LUND in Journal of Autism and Developmental Disorders, 38-4 (April 2008)
PermalinkTeasing apart the heterogeneity of autism: Same behavior, different brains in toddlers with fragile X syndrome and autism / Heather C. HAZLETT in Journal of Neurodevelopmental Disorders, 1-1 (March 2009)
PermalinkTeasing, Ridiculing and the Relation to the Fear of Being Laughed at in Individuals with Asperger’s Syndrome / Andrea C. SAMSON in Journal of Autism and Developmental Disorders, 41-4 (April 2011)
PermalinkTechnical Aids for Daily Activities: A Regional Survey of 204 Disabled Children / Raija KORPELA in Developmental Medicine & Child Neurology, 34-11 (November 1992)
PermalinkTechnique associant vidéo et informatique pour étudier le comportement des personnes autistes / Ouriel GRYNSZPAN in Bulletin Scientifique de l'arapi (Le), 12 (2003-2004)
PermalinkTechnique : la toilette de Marcus in Déclic, 147 (Mai-juin 2012)
PermalinkTechniques d’intervention (implant cochléaire et langue française parlée complétée) auprès d’adolescents sourds : quels effets sur les performances en lecture et compétences associées? / Stéphanie COLINS in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 138 (Novembre 2015)
PermalinkLa technologie : une alternative valable pour les personnes qui bégaient? / Maria D. HARGROVE in Rééducation Orthophonique, 256 (décembre 2013)
PermalinkLa technologie, l’enseignement professionnel et la didactique : pour une formation "tous terrains" / Patrick COURBIER in Nouvelle Revue de l'AIS (La), 33 (Avril 2006)
PermalinkTechnologies modernes et numeriques pour aider a la regulation des difficultés sensorielles / Thomas GARGOT in Bulletin Scientifique de l'arapi (Le), 49 (2022)
PermalinkLes technologies pour l'autisme ouvrent de nouvelles perspectives in Link Autisme-Europe, 56 (Décembre 2011)
PermalinkLes technologies au service des enfants malentendants. Une approche originale de l'éducation auditive / Jacques GAURIER in Nouvelle Revue de l'AIS (La), 32 (Janvier 2006)
PermalinkTechnology-Aided Instruction and Intervention in Teaching Students With Autism to Make Inferences / Jennifer KOUO in Focus on Autism and Other Developmental Disabilities, 36-3 (September 2021)
PermalinkTechnology-Aided Interventions and Instruction for Adolescents with Autism Spectrum Disorder / Samuel L ODOM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
PermalinkTechnology-delivered cognitive-behavioral therapy for pediatric anxiety disorders: a meta-analysis of remission, posttreatment anxiety, and functioning / Matti CERVIN in Journal of Child Psychology and Psychiatry, 63-1 (January 2022)
PermalinkPermalinkTechnology use as a support tool by secondary students with autism / Susan H HEDGES in Autism, 22-1 (January 2018)
PermalinkTED et mathématiques: Comment résoudre le(s)problème(s)? / Xavier CUMPLIDO in Nouvelle Revue de l'AIS (La), 60 (Janvier 2013)
PermalinkTeen childbearing and offspring internalizing symptoms: The mediating role of child maltreatment / Justin RUSSOTTI in Development and Psychopathology, 33-4 (October 2021)
PermalinkTeenage mothers'anger over twelve years: partner conflict, partner transitions and children's anger / Jennifer M. JENKINS in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)
PermalinkTele-assessment of young children referred for autism spectrum disorder evaluation during COVID-19: Associations among clinical characteristics and diagnostic outcome / Rebecca MCNALLY KEEHN in Autism, 27-5 (July 2023)
PermalinkTélé-orthophonie, consultation par visio- conférence « en binôme » et avec le patient / Jean-Claude FARENC in Rééducation Orthophonique, 286 (Juin 2021)
PermalinkUn téléfilm à voir absolument... / Karima MAHI in Bulletin Scientifique de l'arapi (Le), 26 (Décembre 2010)
PermalinkTelehealth as a Model for Providing Behaviour Analytic Interventions to Individuals with Autism Spectrum Disorder: A Systematic Review / J. FERGUSON in Journal of Autism and Developmental Disorders, 49-2 (February 2019)
PermalinkTelehealth cognitive behavioral therapy for insomnia in children with autism spectrum disorder: A pilot examining feasibility, satisfaction, and preliminary findings / Christina S. MCCRAE in Autism, 25-3 (April 2021)
PermalinkTelehealth Delivery in Part C Early Intervention: Provider and Caregiver Perspectives / Lisa V. IBANEZ ; Sabine SCOTT ; Catherine DICK ; Pascale CARPENTIER ; Wendy L. STONE in Journal of Autism and Developmental Disorders, 53-12 (December 2023)
PermalinkTelehealth delivery of cognitive-behavioral intervention to youth with autism spectrum disorder and anxiety: A pilot study / Susan L HEPBURN in Autism, 20-2 (February 2016)
PermalinkTelehealth Delivery of Function-Based Behavioral Treatment for Problem Behaviors Exhibited by Boys with Fragile X Syndrome / K. D. MONLUX in Journal of Autism and Developmental Disorders, 49-6 (June 2019)
PermalinkTelehealth for Expanding the Reach of Early Autism Training to Parents / Laurie A. VISMARA in Autism Research and Treatment, (October 2012)
PermalinkTelehealth Interventions to Promote Health and Behavior-Related Outcomes in Adolescents with Autism Spectrum Disorder / Liron LAMASH in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
PermalinkTelehealth Parent Training in the Early Start Denver Model: Results From a Randomized Controlled Study / Laurie A. VISMARA in Focus on Autism and Other Developmental Disabilities, 33-2 (June 2018)
PermalinkLa télémédecine : outil de santé publique et de coopération professionnelle en santé orale ? / Nicolas GIRAUDEAU in Rééducation Orthophonique, 285 (Mars 2021)
PermalinkTelephone-assisted self-help for parents of children with attention-deficit/hyperactivity disorder who have residual functional impairment despite methylphenidate treatment: a randomized controlled trial / Christina DOSE in Journal of Child Psychology and Psychiatry, 58-6 (June 2017)
PermalinkTelepractice Delivery of an Autism Communication Intervention Program to Parent Groups / Robyn GARNETT in Research in Autism Spectrum Disorders, 91 (March 2022)
PermalinkTelepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism / Lila KOSSYVAKI in Research in Autism Spectrum Disorders, 98 (October 2022)
PermalinkLa téléprésence en classe, une réponse aux absences scolaires pour raison de santé ? / Nathalie GAUDE in Nouvelle Revue de l'AIS (La), 51 (Octobre 2010)
PermalinkTelescoping of caregiver report on the Autism Diagnostic Interview – Revised / Vanessa HUS in Journal of Child Psychology and Psychiatry, 52-7 (July 2011)
PermalinkTélésoin et langage écrit / Géraldine ROBACHE-WICKERT in Rééducation Orthophonique, 288 (Décembre 2021)
PermalinkTelevision, Video Game and Social Media Use Among Children with ASD and Typically Developing Siblings / Micah O. MAZUREK in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
PermalinkTell Me What You Did Today: A Visual Cueing Strategy for Children With ASD / Linda C. MURDOCK in Focus on Autism and Other Developmental Disabilities, 26-3 (September 2011)
PermalinkTell me where it is: Selective difficulties in spatial language on the autism spectrum / Agata BOCHYNSKA in Autism, 24-7 (October 2020)
PermalinkTelomere Length and Autism Spectrum Disorder Within the Family: Relationships With Cognition and Sensory Symptoms / Candace R. LEWIS in Autism Research, 13-7 (July 2020)
PermalinkTémoignage / Claire DEMATEIS-KOPPEL in Rééducation Orthophonique, 258 (Juin 2014)
PermalinkTémoignage d'une accompagnatrice d'Allier Sésame Autisme / Julie BELAHCENE in Sésame, 188 (Décembre 2013)
PermalinkTémoignage : adultes atteins de TSA et famille / Bernadette SALMON in Bulletin Scientifique de l'arapi (Le), 38 (Hiver 2016)
PermalinkUn témoignage d'auxiliaire de vie scolaire (AVS) / Chantal QUELIN in Sésame, 214 (Juin 2020)
PermalinkTémoignage d'une AVS in Lettre d'Autisme France (La), 37 (Novembre 2008)
PermalinkTémoignage de Béatrice Franc / Béatrice FRANC in Sésame, 186 (2e Trimestre 2013)
PermalinkTémoignage de Christophe Haligon, responsable de médiathèque, intervenant à l'IRTS, marié, deux enfants et Asperger / Noëlie DE SEVIN in Aspiration, 8 (Mars 2016)
PermalinkTémoignage de Corse, Florian et son père / Jean-Christophe PIETRI in Lettre d'Autisme France (La), 40 (Août 2009)
PermalinkTémoignage de la directrice d’un IME engagé dans la mise œuvre de la loi de 2005 / Dominique RAQUIN in Nouvelle Revue de l'AIS (La), 39 (Novembre 2007)
PermalinkTémoignage d'une éducatrice scolaire au SESSAD "Les Comètes" / Sylvie HERVIN in Sésame, 187 (Septembre 2013)
PermalinkTémoignage d'une famille autour du projet Escape in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 86 (Mai 2006)
PermalinkUn témoignage de foi / Sophie BIETTE in Bulletin Scientifique de l'arapi (Le), 14 (2004-2)
PermalinkTémoignage : fragments d’histoire de vie de Chantal Sicile Kira, franco-américaine et mère d’un garçon avec autisme. Entretien narratif de juin 2005 / Christine PHILIP in Nouvelle Revue de l'AIS (La), 34 (Juin 2006)
PermalinkTémoignage "Gabin, amour, humour, quand tu nous tiens !" / Laurent SAVARD in Lettre d'Autisme France (La), 77 (Février 2019)
PermalinkTémoignage d'une jeune maman sur la scolarisation de son enfant / Sylvaine RIBADEAU DUMAS in Sésame, 221 (Mai 2022)
PermalinkTémoignage : Lise Larrivière in Lettre d'Autisme France (La), 80 (Novembre 2019)
Permalinktémoignage d'une mère : "l'accompagnement de ma fille autiste dans son entreprise" / Claude COLLIGNON in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 83-84 (Octobre 2005)
PermalinkTémoignage de Monsieur Carion, Directeur du Foyer "Les Houx" en Belgique in Sésame, 220 (Janvier 2022)
PermalinkTémoignage de N. Adulte TDA/H in Nouvelle Revue de l'AIS (La), 68 (Janvier 2015)
PermalinkTémoignage, normalité apparente / Danielle DAVE in Bulletin Scientifique de l'arapi (Le), 26 (Décembre 2010)
PermalinkTémoignage du parcours de jeunes parents aujourd'hui / Nadine JACOTEY in Sésame, 154 (Avril 2005)
PermalinkTémoignage d'un parent / Henri DOUCET in Bulletin Scientifique de l'arapi (Le), 19 (juin 2007)
PermalinkTémoignage d'un parent in Lettre d'Autisme France (La), 37 (Novembre 2008)
PermalinkTémoignage d’une pratique d’éducation psychomotrice et de prévention au sein d’une structure petite enfance: la « Maison des Enfants » / Odile ROBERT in Thérapie psychomotrice et recherches, 158 (2009)
PermalinkTémoignage et pratique au quotidien d'une orthophoniste sur l'utilisation dune tablette comme outil compensatoire des troubles d'apprentissage / Géraldine WICKERT in Rééducation Orthophonique, 264 (Décembre 2015)
PermalinkTémoignage d'une principale de collège / Pascale IUNG in Sésame, 187 (Septembre 2013)
PermalinkTémoignage d'un professionnel de l'accompagnement de personnes autistes "les personnes autistes ne mentent pas, ne trahissent pas, ne médisent pas, ne jalousent pas..." / Frédéric PILON in Sésame, 214 (Juin 2020)
PermalinkUn témoignage...Au restaurant chinois / Pierre FERRAND in Rééducation Orthophonique, 257 (Mars 2014)
PermalinkTémoignage sur le dispositif Pass P’as mis en place par le centre de ressources Nord-Pas-de-Calais / Arnaud DESOMBRE in Sésame, 207 (Septembre 2018)
PermalinkTémoignage sur l'évaluation et sur la prise en charge précoce d'un enfant autiste / Francine CUNY in Rééducation Orthophonique, 207 (Septembre 2001)
PermalinkTémoignage sur la mise en place d’outils numériques dans les domaines du lire/écrire, chez des jeunes en alternance avec troubles d’apprentissage. Un partenariat entre formateurs spécialisés et orthophonistes / Robert FOREST in Rééducation Orthophonique, 264 (Décembre 2015)
PermalinkTémoignage de Tony : Je suis autiste, je travaille, j'aimerais bien être embauché à la SNCF / Christine LEZER in Sésame, 193 (mars 2015)
PermalinkTémoignage : les tribulations d’Enzo à l’école / Emilie BENDKOWSKI in Sésame, 206 ([01/06/2018])
PermalinkTémoignage et vision d'une psychologue clinicienne concernant l'accompagnement de l'adulte autiste dans une MAS / Christelle BEGE in Sésame, 214 (Juin 2020)
PermalinkTémoignage : Vivre avec un TSA, une façon de voir le monde / Ramon CEREROLS in Bulletin Scientifique de l'arapi (Le), 38 (Hiver 2016)
PermalinkTémoignage: vue de l'intérieur de l'Education nationale / Sylvaine RIBADEAU DUMAS in Sésame, 210 (Juillet 2019)
PermalinkTémoignages / Margaret RICHARDS in Rett Info, 71 (Eté 2010)
PermalinkDes témoignages in Rett Info, 73 (Hiver 2010)
PermalinkTémoignages in Rett Info, 73 (Hiver 2010)
PermalinkTémoignages in Rett Info, 74 (Printemps 2011)
PermalinkTémoignages in Rett Info, 80 (Hiver 2013)
PermalinkTémoignages / Ghislaine MEILLIER in Sésame, 186 (2e Trimestre 2013)
PermalinkTémoignages in Sésame, 194 (Juillet 2015)
PermalinkTémoignages / Edith COUSIN in Sésame, 195 (Septembre 2015)
PermalinkTémoignages des "anciens" de La Pradelle, résidents et éducateurs, à l'occasion du 25ème anniversaire in Sésame, 184 (Décembre 2012)
PermalinkTémoignages : Le crime d'avoir de l'autisme ! in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 83-84 (Octobre 2005)
PermalinkTémoignages : l'épilepsie de Jadou / Anne LAFORGE in Rett Info, 79 (Eté 2012)
PermalinkTémoignages de familles in Rett Info, 84 (Mai 2021)
PermalinkTémoignages : les familles se confient / Sophie DE PRAT in Rett Info, 68 (Automne/Hiver 2009)
PermalinkTémoignages d'orthophonistes et d'anciens élèves du Centre Expérimental Orthophonique et Pédagogique CEOP / CEOP in Rééducation Orthophonique, 258 (Juin 2014)
PermalinkTémoignages de parents concernant les particularités sensorielles de leur enfant / Bernadette SALMON in Bulletin Scientifique de l'arapi (Le), 23 (juin 2009)
PermalinkTémoignages de parents d'enfants suivis par le SESSAD "Les Comètes" in Sésame, 187 (Septembre 2013)
PermalinkTémoignages des résidents de la Pradelle in Sésame, 188 (Décembre 2013)
PermalinkTemper outbursts in paediatric obsessive-compulsive disorder and their association with depressed mood and treatment outcome / Koen BOLHUIS ; Isobel HEYMAN ; David MATAIX-COLS ; Cynthia TURNER ; Argyris STRINGARIS in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)
PermalinkTemperament and character as endophenotype in adults with autism spectrum disorders or attention deficit/hyperactivity disorder / Bram B. SIZOO in Autism, 19-4 (May 2015)
PermalinkTemperament and character as risk factor for suicide ideation and attempts in adults with autism spectrum disorders / Annelie A. T. HOOIJER in Autism Research, 13-1 (January 2020)
PermalinkTemperament and Character in Adults with Asperger Syndrome / Maria RASTAM in Autism, 6-3 (September 2002)
PermalinkTemperament and developmental psychopathology / Joel T. NIGG in Journal of Child Psychology and Psychiatry, 47-3/4 (March/April 2006)
PermalinkTemperament and peer problems from early to middle childhood: Gene–environment correlations with negative emotionality and sociability / Liat HASENFRATZ in Development and Psychopathology, 27-4 (Part 1) (November 2015)
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