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La douleur d'autrui : allier la philosophie et la Science / Charles JOUSSELLIN in Rééducation Orthophonique, 290 (Juin 2022)
[article]
Titre : La douleur d'autrui : allier la philosophie et la Science Type de document : Texte imprimé et/ou numérique Auteurs : Charles JOUSSELLIN, Auteur Article en page(s) : p.23-37 Langues : Français (fre) Mots-clés : douleur phénoménologie science rencontre personne douloureuse Index. décimale : PER Périodiques Résumé : Prendre en charge la douleur d'autrui ne représente pas une lutte contre un symptôme ou une expérience seulement sensorielle et émotionnelle, mais une rencontre entre deux personnes. Cette rencontre, sous l'angle de la philosophie phénoménologique, décrit les phénomènes vivants qui apparaissent et le sens de ce qui se montre. Pour découvrir et faire une proposition scientifique adaptée et efficiente, le professionnel de santé doit préalablement offrir une disponibilité d'accueil et d'écoute à la personne douloureuse ; et prendre un temps de mise en réserve et d'affrontement au réel en mettant de côté quelques instants son savoir et la rationalité. Une alliance pertinente de la philosophie et de la science au coeur de l'humanité. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=479
in Rééducation Orthophonique > 290 (Juin 2022) . - p.23-37[article] La douleur d'autrui : allier la philosophie et la Science [Texte imprimé et/ou numérique] / Charles JOUSSELLIN, Auteur . - p.23-37.
Langues : Français (fre)
in Rééducation Orthophonique > 290 (Juin 2022) . - p.23-37
Mots-clés : douleur phénoménologie science rencontre personne douloureuse Index. décimale : PER Périodiques Résumé : Prendre en charge la douleur d'autrui ne représente pas une lutte contre un symptôme ou une expérience seulement sensorielle et émotionnelle, mais une rencontre entre deux personnes. Cette rencontre, sous l'angle de la philosophie phénoménologique, décrit les phénomènes vivants qui apparaissent et le sens de ce qui se montre. Pour découvrir et faire une proposition scientifique adaptée et efficiente, le professionnel de santé doit préalablement offrir une disponibilité d'accueil et d'écoute à la personne douloureuse ; et prendre un temps de mise en réserve et d'affrontement au réel en mettant de côté quelques instants son savoir et la rationalité. Une alliance pertinente de la philosophie et de la science au coeur de l'humanité. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=479 Leveraging science to inform social policy: How Ed Zigler created a movement / Kimber BOGARD in Development and Psychopathology, 33-2 (May 2021)
[article]
Titre : Leveraging science to inform social policy: How Ed Zigler created a movement Type de document : Texte imprimé et/ou numérique Auteurs : Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur Année de publication : 2021 Article en page(s) : p.431-440 Langues : Anglais (eng) Mots-clés : Ed Zigler mentorship philanthropy policy science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Development and Psychopathology > 33-2 (May 2021) . - p.431-440[article] Leveraging science to inform social policy: How Ed Zigler created a movement [Texte imprimé et/ou numérique] / Kimber BOGARD, Auteur ; Ruby TAKANISHI, Auteur . - 2021 . - p.431-440.
Langues : Anglais (eng)
in Development and Psychopathology > 33-2 (May 2021) . - p.431-440
Mots-clés : Ed Zigler mentorship philanthropy policy science Index. décimale : PER Périodiques Résumé : Ed Zigler believed that developmental science should be applied to policy, programs, and practices to improve the lives of children and families. He shared this belief with others and paved the way for alternative career pathways. This paper describes how Ed influenced others to connect science with program development, evaluation, and policy, and created networks of applied scholars. Ed Zigler's influence is broad and spans beyond academia to influencer organizations. We weave our own professional experiences throughout the paper, which we organized around three lessons we learned from Ed: (a) explore alternative career pathways and build the field; (b) start with the science and think application; (c) apply the knowledge and influence policy. En ligne : http://dx.doi.org/10.1017/s0954579420002126 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability / Victoria F. KNIGHT in Focus on Autism and Other Developmental Disabilities, 28-2 (June 2013)
[article]
Titre : Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur Article en page(s) : p.115-126 Langues : Anglais (eng) Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126[article] Using Systematic Instruction and Graphic Organizers to Teach Science Concepts to Students With Autism Spectrum Disorders and Intellectual Disability [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Fred SPOONER, Auteur ; Diane M. BROWDER, Auteur ; Bethany R. SMITH, Auteur ; Charles L. WOOD, Auteur . - p.115-126.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 28-2 (June 2013) . - p.115-126
Mots-clés : science graphic organizer comprehension systematic instruction students with ASD and intellectual disability Index. décimale : PER Périodiques Résumé : Literacy in science is important for all students and is one component of access and progress in the general education curriculum. One barrier to science literacy for students with autism spectrum disorders (ASD) is the extensive amount of vocabulary involved in comprehending science content. Based on the inherent link between vocabulary knowledge and comprehension, graphic organizers (GOs) paired with explicit instruction can improve vocabulary as well as comprehension for students with disabilities. Using a multiple probe design, three students with ASD and intellectual disability were taught various scientific concepts related to convection (e.g., precipitation, condensation) via systematic instruction that included constant time delay and multiple exemplars of a teacher-directed GO. A functional relation was demonstrated between the GO with systematic instruction and students’ number of correct steps completed on the task analysis. Future research and implications for practice are discussed. En ligne : http://dx.doi.org/10.1177/1088357612475301 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder / Victoria F. KNIGHT in Journal of Autism and Developmental Disorders, 45-5 (May 2015)
[article]
Titre : A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur Article en page(s) : p.1213-1229 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Evidence-based practice Content areas Comprehension Math ELA Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x 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.1213-1229[article] A Comprehensive Literature Review of Comprehension Strategies in Core Content Areas for Students with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Victoria F. KNIGHT, Auteur ; Emily SARTINI, Auteur . - p.1213-1229.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-5 (May 2015) . - p.1213-1229
Mots-clés : Autism spectrum disorder Evidence-based practice Content areas Comprehension Math ELA Science Index. décimale : PER Périodiques Résumé : Understanding text can increase access to educational, vocational, and recreational activities for individuals with autism spectrum disorder (ASD); however, limited research has been conducted investigating instructional practices to remediate or compensate for these comprehension challenges. The current comprehensive literature review expanded previous reviews and evaluated research quality using Reichow (Evidence-based practices and treatments for children with autism, pp 25–39. doi:10.1007/978-1-4419-6975-0_2, 2011) criteria for identifying evidence-based practices. Three questions guided the review: (a) Which approaches to comprehension instruction have been investigated for students with ASD?; (b) Have there been a sufficient number of acceptable studies using a particular strategy to qualify as an evidence-based practice for teaching comprehension across the content areas?; and (c) What can educators learn from the analysis of high quality studies? Of the 23 studies included in the review, only 13 achieved high or adequate ratings. Results of the review suggest that both response-prompting procedures (e.g., model-lead-test, time delay, system of least prompts,) and visual supports (e.g., procedural facilitators) can increase comprehension skills in content areas of ELA, math, and science. Authors conclude with a discussion of (a) research-based examples of how to use effective approaches, (b) implications for practitioners, and (c) limitations and future research. En ligne : http://dx.doi.org/10.1007/s10803-014-2280-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259