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The Use of Grammatical Morphemes by Mandarin-Speaking Children with High Functioning Autism / Peng ZHOU in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : The Use of Grammatical Morphemes by Mandarin-Speaking Children with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Ye TANG, Auteur ; Meixiang JIA, Auteur Article en page(s) : p.1428-1436 Langues : Anglais (eng) Mots-clés : Autism Grammatical morphology Temporal processing Event structure Language development Index. décimale : PER Périodiques Résumé : The present study investigated the production of grammatical morphemes by Mandarin-speaking children with high functioning autism. Previous research found that a subgroup of English-speaking children with autism exhibit deficits in the use of grammatical morphemes that mark tense. In order to see whether this impairment in grammatical morphology can be generalised to children with autism from other languages, the present study examined whether or not high-functioning Mandarin-speaking children with autism also exhibit deficits in using grammatical morphemes that mark aspect. The results show that Mandarin-speaking children with autism produced grammatical morphemes significantly less often than age-matched and IQ-matched TD peers as well as MLU-matched TD peers. The implications of these findings for understanding the grammatical abilities of children with autism were discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1428-1436[article] The Use of Grammatical Morphemes by Mandarin-Speaking Children with High Functioning Autism [Texte imprimé et/ou numérique] / Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Ye TANG, Auteur ; Meixiang JIA, Auteur . - p.1428-1436.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1428-1436
Mots-clés : Autism Grammatical morphology Temporal processing Event structure Language development Index. décimale : PER Périodiques Résumé : The present study investigated the production of grammatical morphemes by Mandarin-speaking children with high functioning autism. Previous research found that a subgroup of English-speaking children with autism exhibit deficits in the use of grammatical morphemes that mark tense. In order to see whether this impairment in grammatical morphology can be generalised to children with autism from other languages, the present study examined whether or not high-functioning Mandarin-speaking children with autism also exhibit deficits in using grammatical morphemes that mark aspect. The results show that Mandarin-speaking children with autism produced grammatical morphemes significantly less often than age-matched and IQ-matched TD peers as well as MLU-matched TD peers. The implications of these findings for understanding the grammatical abilities of children with autism were discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2304-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 The Use of in Vitro Brain Slices for Multidisciplinary Studies of Synaptic Function / Gary LYNCH in Annual Review of Neuroscience, 3 (1980)
[article]
Titre : The Use of in Vitro Brain Slices for Multidisciplinary Studies of Synaptic Function Type de document : Texte imprimé et/ou numérique Auteurs : Gary LYNCH, Auteur ; Peter SCHUBERT, Auteur Année de publication : 1980 Article en page(s) : p.1-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348
in Annual Review of Neuroscience > 3 (1980) . - p.1-22[article] The Use of in Vitro Brain Slices for Multidisciplinary Studies of Synaptic Function [Texte imprimé et/ou numérique] / Gary LYNCH, Auteur ; Peter SCHUBERT, Auteur . - 1980 . - p.1-22.
Langues : Anglais (eng)
in Annual Review of Neuroscience > 3 (1980) . - p.1-22
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=348 The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders / Allison L. WAINER in Research in Autism Spectrum Disorders, 5-1 (January-March 2011)
[article]
Titre : The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur Année de publication : 2011 Article en page(s) : p.96-107 Langues : Anglais (eng) Mots-clés : Autism-spectrum-disorders Computer-technology Multimedia Social–communication Index. décimale : PER Périodiques Résumé : For individuals with autism spectrum disorders (ASD), the use of technology to provide intervention, particularly targeting the core social–communication deficits of the disorder, is promising. This literature review will examine studies that have used innovative technology, such as interactive computer programs and virtual reality, to deliver direct intervention focused on the development of social and communication skills to individuals with an ASD. Given that the study and use of such programs is still relatively new, the majority of the published literature is descriptive or exploratory in nature. As such, this review will provide a summary of these initial studies and preliminary findings, and provide suggestions for the future development and evaluation of similar programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.96-107[article] The use of innovative computer technology for teaching social communication to individuals with autism spectrum disorders [Texte imprimé et/ou numérique] / Allison L. WAINER, Auteur ; Brooke R. INGERSOLL, Auteur . - 2011 . - p.96-107.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 5-1 (January-March 2011) . - p.96-107
Mots-clés : Autism-spectrum-disorders Computer-technology Multimedia Social–communication Index. décimale : PER Périodiques Résumé : For individuals with autism spectrum disorders (ASD), the use of technology to provide intervention, particularly targeting the core social–communication deficits of the disorder, is promising. This literature review will examine studies that have used innovative technology, such as interactive computer programs and virtual reality, to deliver direct intervention focused on the development of social and communication skills to individuals with an ASD. Given that the study and use of such programs is still relatively new, the majority of the published literature is descriptive or exploratory in nature. As such, this review will provide a summary of these initial studies and preliminary findings, and provide suggestions for the future development and evaluation of similar programs. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.08.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=111 The use of instructive feedback for teaching language skills to children with autism / Lara DELMOLINO in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : The use of instructive feedback for teaching language skills to children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur Article en page(s) : p.648-661 Langues : Anglais (eng) Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661[article] The use of instructive feedback for teaching language skills to children with autism [Texte imprimé et/ou numérique] / Lara DELMOLINO, Auteur ; Amy P. HANSFORD, Auteur ; Meredith J. BAMOND, Auteur ; Kate E. FISKE, Auteur ; Robert H. LARUE, Auteur . - p.648-661.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.648-661
Mots-clés : Autism Discrete trial teaching Instructive feedback Index. décimale : PER Périodiques Résumé : Instructive feedback (IF) is a teaching strategy in which extra information is presented to a student during teaching trials for other target skills. Research has shown that when IF is utilized with students with disabilities, they acquire additional skills without additional instructional time (fewer trials and sessions), resulting in more efficient instruction. Only one published study has focused specifically on the effectiveness of IF for children with autism, and demonstrated that the inclusion of IF resulted in more efficient teaching during 1:1 instruction for four preschoolers with autism/developmental delay. The current pair of studies seeks to replicate and extend the findings of Reichow and Wolery. In Study 1, we examined the effectiveness of IF with older students with autism with greater levels of impairment. Out of four students, only one showed more efficient acquisition with IF than without IF during 1:1 instruction. In Study 2, the student who demonstrated positive effects with IF in Study 1 participated in dyad instruction with IF. The effectiveness of IF for that student did not extend to the dyad context for this student. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.015 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199 The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism / Peng ZHOU in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
[article]
Titre : The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Meixiang JIA, Auteur Article en page(s) : p.17-32 Langues : Anglais (eng) Mots-clés : Autism Sentence comprehension Linguistic cues Word order Executive function Child language Index. décimale : PER Périodiques Résumé : Two studies were conducted to investigate how high-functioning children with autism use different linguistic cues in sentence comprehension. Two types of linguistic cues were investigated: word order and morphosyntactic cues. The results show that children with autism can use both types of cues in sentence comprehension. However, compared to age-matched typically developing peers, children with autism relied significantly more on word order cues and exhibited significantly more difficulties in interpreting sentences in which there was a conflict between the morphosyntactic cue and the word order cue. We attribute the difficulties exhibited by children with autism to their deficits in executive function. We then discuss the implications of the findings for understanding the nature of the sentence processing mechanism in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2912-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.17-32[article] The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism [Texte imprimé et/ou numérique] / Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Meixiang JIA, Auteur . - p.17-32.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.17-32
Mots-clés : Autism Sentence comprehension Linguistic cues Word order Executive function Child language Index. décimale : PER Périodiques Résumé : Two studies were conducted to investigate how high-functioning children with autism use different linguistic cues in sentence comprehension. Two types of linguistic cues were investigated: word order and morphosyntactic cues. The results show that children with autism can use both types of cues in sentence comprehension. However, compared to age-matched typically developing peers, children with autism relied significantly more on word order cues and exhibited significantly more difficulties in interpreting sentences in which there was a conflict between the morphosyntactic cue and the word order cue. We attribute the difficulties exhibited by children with autism to their deficits in executive function. We then discuss the implications of the findings for understanding the nature of the sentence processing mechanism in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2912-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 The use of movement-based interventions with children diagnosed with autism for psychosocial outcomes—A scoping review / Keven LEE in Research in Autism Spectrum Disorders, 24 (April 2016)
PermalinkThe use of music to engage children with autism in a receptive labelling task / Kate SIMPSON in Research in Autism Spectrum Disorders, 7-12 (December 2013)
PermalinkThe use of noninvasive brain stimulation techniques in autism spectrum disorder / Sunday M. FRANCIS ; Sarah H. LISANBY in Autism Research, 17-1 (January 2024)
PermalinkThe Use of Nonword Repetition as a Test of Phonological Memory in Children with Down Syndrome / Glynis LAWS in Journal of Child Psychology and Psychiatry, 39-8 (November 1998)
PermalinkThe Use of Oral Midazolam to Facilitate the Ophthalmic Examination of Children with Autism and Developmental Disorders / G. R. MCBRIDE in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkThe Use of Orthographic Analogies in Learning to Read Chinese / Connie Suk-Han HO in Journal of Child Psychology and Psychiatry, 40-3 (March 1999)
PermalinkThe Use of Peer Networks to Increase Communicative Acts of Students With Autism Spectrum Disorders / Debra M. KAMPS in Focus on Autism and Other Developmental Disabilities, 29-4 (December 2014)
PermalinkThe Use of Photovoice in Research With People on the Autism Spectrum: A Meta-Synthesis of the Literature / Phuong L. DO in Research in Autism Spectrum Disorders, 87 (September 2021)
PermalinkThe use of prosody during syntactic processing in children and adolescents with autism spectrum disorders / Joshua John DIEHL in Development and Psychopathology, 27-3 (August 2015)
PermalinkThe Use of Randomization Tests in Single-Subject Research / Regine HAARDORFER in Focus on Autism and Other Developmental Disabilities, 25-1 (March 2010)
PermalinkThe Use of Response Prompting and Frames for Teaching Sentence Writing to Students With Moderate Intellectual Disability / Robert PENNINGTON in Focus on Autism and Other Developmental Disabilities, 33-3 (September 2018)
PermalinkPermalinkThe Use of Self-Modeling to Promote Social Interactions Among Young Children / Tom BUGGEY in Focus on Autism and Other Developmental Disabilities, 28-4 (December 2013)
PermalinkThe Use of Sign Language Pronouns by Native-Signing Children with Autism / Aaron SHIELD in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
PermalinkThe 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)
PermalinkThe use of Social Stories by teachers and their perceived efficacy / Georgina REYNHOUT in Research in Autism Spectrum Disorders, 3-1 (January 2009)
PermalinkThe use of sodium valproate in a case of status epilepticus / S. E. BARNES in Developmental Medicine & Child Neurology, 18-2 (April 1976)
PermalinkThe Use of a Stimulus Control Transfer Procedure to Teach Motivation-Controlled Mands to Children With Autism / Karen D. WARD in Focus on Autism and Other Developmental Disabilities, 34-4 (December 2019)
PermalinkThe Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism / Janine P. STICHTER in Journal of Autism and Developmental Disorders, 39-6 (June 2009)
PermalinkThe Use of the Autism Diagnostic Interview-Revised with a Latino Population of Adolescents and Adults with Autism / Sandy MAGAÑA in Journal of Autism and Developmental Disorders, 43-5 (May 2013)
PermalinkThe use of the Autism-spectrum Quotient in differentiating high-functioning adults with autism, adults with schizophrenia and a neurotypical adult control group / Saskia G.M. WOUTERS in Research in Autism Spectrum Disorders, 5-3 (July-September 2011)
PermalinkThe use of the Denver Developmental Screening Test in infant welfare clinics / Michael JAFFE in Developmental Medicine & Child Neurology, 22-1 (February 1980)
PermalinkThe use of the valvogram for the detection of shunt blockage in hydrocephalic children / R. C. EVANS in Developmental Medicine & Child Neurology, S35 (December 1975)
PermalinkThe Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays / David F. CIHAK in Focus on Autism and Other Developmental Disabilities, 27-1 (March 2012)
PermalinkThe Use of Weighted Vests with Children with Autism Spectrum Disorders and Other Disabilities / Jennifer STEPHENSON in Journal of Autism and Developmental Disorders, 39-1 (January 2009)
PermalinkThe usefulness of the Revised Psychoeducational Profile for the assessment of preschool children with pervasive developmental disorders / Claudia PORTOGHESE in Autism, 13-2 (March 2009)
PermalinkThe uses and abuses of reliability measures in developmental medicine / Ian PLEWIS in Developmental Medicine & Child Neurology, 24-3 (June 1982)
PermalinkThe uses of cognitive training technologies in the treatment of autism spectrum disorders / Sam V. WASS in Autism, 18-8 (November 2014)
PermalinkThe Utility of MRI in Children with Autism Spectrum Disorder / Xue MING in Autism - Open Access, 6-1 ([01/01/2016])
PermalinkThe utility of parent-report screening tools in differentiating autism versus attention-deficit/hyperactivity disorder in school-age children / S. GUTTENTAG in Autism, 26-2 (February 2022)
PermalinkThe Utility of the Child and Adolescent Psychopathy Construct in Hong Kong, China / Annis LAI-CHU-FUNG in Journal of Clinical Child & Adolescent Psychology, 39-1 (January-February 2010)
PermalinkThe Utility of the Screening Tool for Autism in 2-Year-Olds in Detecting Autism in Taiwanese Toddlers Who are Less than 24 Months of Age: A Longitudinal Study / Chin-Chin WU in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
PermalinkThe Utility of the Social Communication Questionnaire in Screening for Autism in Children Referred for Early Intervention / Lisa D. WIGGINS in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)
PermalinkThe utility of Thin Slice ratings for predicting language growth in children with autism spectrum disorder / Katherine M. WALTON in Autism, 20-3 (April 2016)
PermalinkThe utilization of psychopharmacological treatments for individuals with autism spectrum disorder (ASD) in a middle-income European country / Anirban CHATTERJEE ; Yasir Ahmed SYED ; Vladimir TRAJKOVSKI in Research in Autism Spectrum Disorders, 111 (March 2024)
PermalinkThe validity and reliability of the simplified Chinese version of the Social Communication Questionnaire / Si-Yu LIU in Autism Research, 15-9 (September 2022)
PermalinkThe validity and usefulness of public health surveillance of autism spectrum disorder / Maureen S. DURKIN in Autism, 19-1 (January 2015)
PermalinkThe Validity of the Baby and Infant Screen for Children with aUtIsm Traits: Part 1 (BISCUIT: Part 1) / Johnny L. MATSON in Journal of Autism and Developmental Disorders, 41-9 (September 2011)
PermalinkThe validity of the social communication questionnaire in adults with intellectual disability / Whitney T. BROOKS in Research in Autism Spectrum Disorders, 7-2 (February 2013)
PermalinkThe valproic acid rat model of autism presents with gut bacterial dysbiosis similar to that in human autism / F. LIU in Molecular Autism, 9 (2018)
PermalinkThe value added of attachment theory, research, and intervention for US child care and early childhood education: Reflecting and carrying forward the legacy of Edward Zigler / Lisa J. BERLIN in Development and Psychopathology, 33-2 (May 2021)
PermalinkThe value of brain imaging in the study of development and its disorders / Chris D. FRITH in Journal of Child Psychology and Psychiatry, 47-10 (October 2006)
PermalinkThe value of a developmental history / Hilary HART in Developmental Medicine & Child Neurology, 20-4 (August 1978)
PermalinkThe value of a developmental history / Ronald S. ILLINGWORTH in Developmental Medicine & Child Neurology, 20-5 (October 1978)
PermalinkThe value of LEGO® therapy in promoting social interaction in primary-aged children with autism / Miranda ANDRAS in Good Autism Practice - GAP, 13-2 (October 2012)
PermalinkThe value of training in the understanding of the autism spectrum for staff working in CAMHS Tier 4 in-patient provision / Paula FORRESTER in Good Autism Practice - GAP, 11-2 (October 2010)
PermalinkThe Variation of Psychopharmacological Prescription Rates for People With Autism Spectrum Disorder (ASD) in 30 Countries / Angel Y. S. WONG in Autism Research, 7-5 (October 2014)
PermalinkThe verbal information pathway to fear and heart rate changes in children / Andy P. FIELD in Journal of Child Psychology and Psychiatry, 48-11 (November 2007)
PermalinkThe Very Early Autism Phenotype / Nurit YIRMIYA in Journal of Autism and Developmental Disorders, 37-1 (January 2007)
PermalinkThe 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)
PermalinkThe visual rooting reflex in individuals with autism spectrum disorders and co-occurring intellectual disability / Annelies A. DE BILDT in Autism Research, 5-1 (February 2012)
PermalinkThe Vulnerability Experiences Quotient (VEQ): A Study of Vulnerability, Mental Health and Life Satisfaction in Autistic Adults / S. GRIFFITHS in Autism Research, 12-10 (October 2019)
PermalinkThe Walsall Befriending Project: a model for developing social confidence and independence in adults with autism / Emma CROSS in Good Autism Practice - GAP, 15-1 (May 2014)
PermalinkThe Way Forward in Autism: The Paradigm Shift from the Problem to the Solution in Autism / K. RAJALAKSHMI in Autism - Open Access, 4-3 ([01/06/2014])
Permalink‘The way we do the things we do’ – decision making transparency at the Journal of Child Psychology and Psychiatry / Edmund J. S. SONUGA-BARKE in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)
PermalinkThe weight of the cerebellum in children with myelomeningocele / S. VARIEND in Developmental Medicine & Child Neurology, S29 (1973)
PermalinkThe within-subject application of diffusion tensor MRI and CLARITY reveals brain structural changes in Nrxn2 deletion mice / E. PERVOLARAKI in Molecular Autism, 10 (2019)
PermalinkThe Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims / Katie MARAS in Autism, 24-6 (August 2020)
PermalinkThe word learning profile of adults with developmental language disorder / Karla K MCGREGOR in Autism & Developmental Language Impairments, 5 (January-December 2020)
PermalinkThe world as we know it and the world as it is: Eye-movement patterns reveal decreased use of prior knowledge in individuals with autism / M. KROL in Autism Research, 12-9 (September 2019)
PermalinkThe world is nuanced but pixelated: Autistic individuals? perspective on HIPPEA / Rosalind Elizabeth Mcbean HATTON ; Sarveen SADIQUE ; Frank Earl POLLICK in Autism, 28-2 (February 2024)
PermalinkThe Young Adolescent Project: A longitudinal study of the effects of maltreatment on adolescent development / Sonya NEGRIFF in Development and Psychopathology, 32-4 (October 2020)
PermalinkThe Youth Self Report: Applicability and Validity Across Younger and Older Youths / Chad EBESUTANI in Journal of Clinical Child & Adolescent Psychology, 40-2 (March-April 2011)
PermalinkTheatre and dramatherapy in health education and autism / Bill HEEKS in Good Autism Practice - GAP, 16-2 (October 2015)
PermalinkThéâtre ou piscine ? Restez critique ! / Frédérick DELORME in Déclic, 132 (Novembre-Décembre 2009)
PermalinkUn théâtre polonais accueille des acteurs avec autisme in Link Autisme-Europe, 63 (Juin 2015)
PermalinkLe théâtre pour les personnes autistes, à quoi cela peut-il servir? / Françoise SERRE in Sésame, 208 (Décembre 2018)
PermalinkThéâtre pour tous / Julius SUZAT in Déclic, 177 (Mai-Juin 2017)
PermalinkThematic matching as remedial teaching for symbolic matching for individuals with autism spectrum disorder / Karen M. LIONELLO-DENOLF in Research in Autism Spectrum Disorders, 8-5 (May 2014)
PermalinkTheophylline neurotoxicity resulting in significant unilateral brain-damage / Michael J. NOETZEL in Developmental Medicine & Child Neurology, 27-2 (April 1985)
PermalinkA theoretical model of continuity in anxiety and links to academic achievement in disaster-exposed school children / Carl F. WEEMS in Development and Psychopathology, 25-3 (August 2013)
PermalinkLa théorie de l'esprit chez les enfants sourds profonds implantés cochléaires / Sophie CHAINET-TERRISSE in Développements, 7 (Janvier 2011)
PermalinkLa Théorie de l’esprit Entre cognition, émotion et adaptation sociale. Nathalie Nader-Grosbois / Jacqueline MANSOURIAN-ROBERT in Bulletin Scientifique de l'arapi (Le), 29 (Juillet 2012)
PermalinkThéorie de l’esprit et langage : convergences entre les syndromes autistique, x-fragile, et d’Asperger / Jean-Adolphe RONDAL in Glossa, 101 (septembre 2007)
PermalinkThéorie et évaluation de l’acalculie / Marie VILLAIN in Rééducation Orthophonique, 274 (Juin 2018)
PermalinkThéorie et évaluation des différents aspects pragmatiques du langage : lexico-sémantique, inférentiel, discursif et conversationnel / Claire SAINSON in Rééducation Orthophonique, 274 (Juin 2018)
PermalinkDe la théorie de Piaget à la construction de dispositifs d'intervention psycho-pédagogiques auprès d'enfants et d'adolescents en milieu populaire / Béatrice CLAVEL in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 176 (Février 2022)
PermalinkDe la théorie à la pratique: APA et poststructuralisme / LISETTE BURROWS in Nouvelle Revue de l'AIS (La), 58 (Juillet 2012)
PermalinkDe la théorie à la pratique : Témoignage d'un professionnel / Ioana IVANESCU COANDA in Le Bulletin de l'arapi, 30 (Mars 1997)
PermalinkLes théories du développement cognitif et leur relations avec la paralysie cérébrale / Claire L. in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 126-127 (Décembre 2013)
PermalinkDes théories de l'esprit aux actes de communication : étude développementale d'enfants autistes et d'enfants normaux / Marie-Hélène PLUMET in Bulletin Scientifique de l'arapi (Le), 11 (automne 2003)
PermalinkThéories et évaluation des troubles de la production et de la compréhension de phrases dans l’aphasie / François RIGALLEAU in Rééducation Orthophonique, 274 (Juin 2018)
PermalinkTheories of Autism and Autism Treatment from the DSM III Through the Present and Beyond: Impact on Research and Practice / G. VIVANTI in Journal of Autism and Developmental Disorders, 51-12 (December 2021)
PermalinkThéories et pratiques de l’apprentissage: sur l’enaction / J.-P. GAILLARD in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 48 (Septembre 1998)
PermalinkThéories et rôle de l’attention / Eric SIEROFF in Approche Neuropsychologique des Apprentissages chez l'Enfant - A.N.A.E., 157 (Décembre 2018)
PermalinkPermalinkTheory of Mind Among Swedish Children with ASD, Down Syndrome and Typically Developing Group / Nazila SHOJAEIAN in Journal of Autism and Developmental Disorders, 52-11 (November 2022)
PermalinkTheory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits / Elif GÖKÇEN in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
PermalinkTheory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder / Yael KIMHI in Journal of Autism and Developmental Disorders, 44-9 (September 2014)
PermalinkTheory of Mind and Moral Decision-Making in the Context of Autism Spectrum Disorder / Jessica E. RINGSHAW in Journal of Autism and Developmental Disorders, 52-4 (April 2022)
PermalinkTheory of Mind, Causal Attribution and Paranoia in Asperger Syndrome / Alison J. BLACKSHAW in Autism, 5-2 (June 2001)
PermalinkTheory of Mind Deficit versus Faulty Procedural Memory in Autism Spectrum Disorders / Miguel Angel ROMERO-MUNGUIA in Autism Research and Treatment, (May 2013)
PermalinkTheory of Mind Development in Children with Visual Impairment: The Contribution of the Adapted Comprehensive Test ToM Storybooks / G. BARTOLI in Journal of Autism and Developmental Disorders, 49-9 (September 2019)
PermalinkTheory of Mind Development in Italian Children with Specific Language Impairment and Autism Spectrum Disorder: Delay, Deficit, or Neither? / Daniela BULGARELLI in Journal of Autism and Developmental Disorders, 52-12 (December 2022)
PermalinkTheory of Mind in Adults with HFA and Asperger Syndrome / Annelies A. SPEK in Journal of Autism and Developmental Disorders, 40-3 (March 2010)
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