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Libros sobre el tema "Design for autism"

Autor: Grafiati
Publicado: 10 de marzo de 2023

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1

Paron-Wildes, A. J. Interior design for autism from childhood to adolescence. Hoboken, New Jersey: John Wiley & Sons, Inc., 2013.

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2

Paron-Wildes, A. J. Interior design for autism from adulthood to geriatrics. Hoboken, New Jersey: John Wiley and Sons, Inc., 2014.

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3

Paron-Wildes, A. J. Interior design for autism from birth to early childhood. Hoboken, New Jersey: John Wiley & Sons, Inc., 2013.

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4

Talu, Valentina y Giulia Tola. La città per immagini: Verso la definizione di un insieme di requisiti spaziali per la progettazione di città autism friendly. Trento]: LISt Lab, 2018.

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5

Yanni, Carla. The architecture of madness: Insane asylums in the United States. Minneapolis: University of Minnesota Press, 2007.

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6

The architecture of madness: Insane asylums in the United States. Minneapolis, USA: University of Minnesota Press, 2007.

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7

Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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8

Paron-Wildes, A. J. Interior Design for Autism from Childhood to Adolescence. Wiley & Sons, Incorporated, John, 2013.

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9

Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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10

Paron-Wildes, A. J. Interior Design for Autism from Adulthood to Geriatrics. Wiley & Sons, Incorporated, John, 2013.

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11

Paron-Wildes, A. J. Interior Design for Autism from Childhood to Adolescence. Wiley & Sons, Incorporated, John, 2013.

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12

Paron-Wildes, A. J. Interior Design for Autism from Childhood to Adolescence. Wiley & Sons, Incorporated, John, 2013.

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13

Paron-Wildes, A. J. Interior Design for Autism from Birth to Early Childhood. Wiley & Sons, Incorporated, John, 2013.

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14

Paron-Wildes, A. J. Interior Design for Autism from Birth to Early Childhood. Wiley & Sons, Incorporated, John, 2013.

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15

Paron-Wildes, A. J. Interior Design for Autism from Birth to Early Childhood. Wiley & Sons, Incorporated, John, 2013.

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16

Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2018.

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17

Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2016.

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18

Bourne, Angela, Michelle Pearson, Kristi Gaines y Mesha Kleibrink. Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2016.

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19

MARTIN, Denise. Garden Planting Task: Autism Awareness Design for Autistic Kids Awareness. Independently Published, 2021.

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20

Bourne, Angela, Michelle Pearson, Kristi Gaines y Mesha Kleibrink. Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2016.

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21

Bourne, Angela, Michelle Pearson, Kristi Gaines y Mesha Kleibrink. Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2016.

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22

Bourne, Angela, Michelle Pearson, Kristi Gaines y Mesha Kleibrink. Designing for Autism Spectrum Disorders. Taylor & Francis Group, 2016.

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23

Twinkle Twinkle! - Peace Coloring Book: Motivational and Inspirational Sayings - Autism Awareness Design. Independently Published, 2021.

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24

Litty, Lenny. Notebook: Light It up Blue Design Autism down Syndrome Awareness - Notebook and Journal. Independently Published, 2020.

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25

Maslin, Steve y Zoe Mailloux. Mind, Design and Environments: What Autism and Neurodiversity Teach Us When Urban, Landscape and Building Designs Are Commissioned. Kingsley Publishers, Jessica, 2021.

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26

Notebook, Schneider. Composition Notebook: Autism Design for Butterfly Lovers - 50 Sheets, 100 Pages - 6 X 9 Inches. Independently Published, 2020.

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27

Stephens, Regina. Diary Notebook Journal: Womens Autism Mom Puzzle Love Quotes Autism Aware Month April Gifts Funny School Volunteer Quote Gift Design for Mothers and Fathers 120 Pages. Independently Published, 2020.

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28

buchit, Sioniz. Notebook: Elephant Autism Awareness T Shirt 2 Funny Graphic Cover Design Notebook 6x9 Inch 100 Page Blank Lined. Independently Published, 2020.

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29

Autism Awareness Design for Autistic Kids Awareness Body Progress Tracker: 6 X 9 Inches Size and 114 Pages. Independently Published, 2021.

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30

Castle, R. J. How to Design Then Build or Renovate a House for Handicap and Autism Special Needs with Ideas to Keep Them Engaged. Independently Published, 2018.

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31

Anthony, Bells. Notebook Diary: Cool Autism Teacher Funny Quotes Awareness Month Puzzle Gift Funny Quote Gift Design for ... Appreciation Lined Notebook for Neos, Officers, ... Diary. Independently Published, 2020.

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32

Lover, Book. My Ausome Notebook; Handwriting Paper/ (8. 5x11) Inches/200 Pages/notebook for Kids and Adults with Autism Spectrum Disorder to Practice Handwriting Skills/all Ages/back to School Essential, Home, Office/great Gift for Kids and Adults/autism Puzzle Design. Independently Published, 2021.

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33

Dreher, Karolin. Composition Notebook: See the Able Not the Label Design Autism down Syndrome Cookies Gothel Danzig Difficult Mistake Bracelet Mother Notebook Journal Notebook Blank Lined Ruled 6x9 100 Pages. Independently Published, 2020.

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34

Cáptàin Amer!ca Autism Awareness. pdf: Cool Book for Fans of Avénges Coloring Book Quotes with Incredible Design Illustrations. Coloring Book for Kids 4-12 Years Old, 100 Pages. Independently Published, 2022.

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35

Awareness, HmArtist Autism. Neurodiversity Celebrate the Spectrum Notebook: Lined Pretty Pride Autism Awareness Month Human Brain ADHD Colorful Cover Design Notebook Journal, Daily Diary Notes Taking Size 6x9 in Soft Cover Matte Finish. Independently Published, 2021.

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36

Arrow-Blackble, S. Notebook: Why Fit in When You Were Born to Stand Out Aspergers Autism Professional Design Notebook Composition Journal Gift with Wide Rule Line Composition for 126 Pages and Size 6in X 9in. Independently Published, 2020.

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37

Gelbar, Nicholas W., ed. Adolescents with Autism Spectrum Disorder. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190624828.001.0001.

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Adolescents with Autism Spectrum Disorder: A Clinical Handbook is an edited volume that summarizes the current state of the research concerning adolescents and young adults with autism spectrum disorder (ASD). This is important, as the research indicates that young adults have low rates of attendance in post-secondary education, of being competitively employed, and of living independently. Traditionally, the field of autism has focused on early screening, diagnosis, and intervention. The poor outcomes indicate that individuals with ASD experience lifelong struggles, and few other books have focused on adolescents and young adults with ASD. Experts from a multitude of disciplines serving this population have written chapters that summarize the research in their area of expertise and offer practical suggestions for clinicians, teachers, and parents. Each chapter provides a bullet-point abstract, a list of additional resources, and study questions. These features are designed to make it useful for college-level instructors. In addition, each chapter provides suggestions for future research, which are designed to move the field forward.
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38

Ekas, Naomi V., Abdallah M. Badahdah y Azza O. Abdelmoneium. The Well-Being of Families living with Autism Spectrum Disorder in Qatar. 2a ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137969.

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Autism is a lifelong neurodevelopmental disorder that affects approximately 1% of children worldwide. Children with autism have difficulties in social interactions and communication and often engage in repetitive behaviors or have restricted interests (American Psychiatric Association, 2013). As a result of their child’s autism diagnosis, parents of children with autism often experience increased stress and poorer psychological well-being. Moreover, relationships within the family (e.g., marital relationship) may be negatively impacted. Addressing the needs of family members, particularly parents, is critical, as decades of research have shown that parents’ psychological well-being can affect the way that parents interact with their children. These interactional patterns can, in turn, impact children’s development in many of the areas that are affected by autism, including the social and emotional, language, and cognitive domains. The government of Qatar has recently taken steps to address the needs of children with autism and their families. The overarching aim of the Qatar National Autism Plan is to improve the lives of individuals with autism and their families. The six pillars of the National Autism Plan are designed to address the needs of individuals with autism and their families in areas such as raising awareness about autism, receiving early diagnosis, and accessing treatment and education. Once these needs are met, it is likely that the families of children with autism in Qatar can flourish. However, there are likely to be other challenges and unmet needs that the National Autism Plan does not address, and it was with this in mind that this first comprehensive study of families of children with autism in Qatar was undertaken.
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39

Brugha, Traolach S. The Psychiatry of Adult Autism and Asperger Syndrome. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198796343.001.0001.

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Within general psychiatry, awareness of autism spectrum disorder (ASD) and the use of the terms ‘autism’, ‘autistic disorder’, ‘Asperger syndrome’, the ‘autism spectrum’, and ‘high functioning autism’ (HFA) are growing. However, autism has yet to become part of the accepted mainstream, core curriculum of general psychiatry. Psychiatrists are now expected to be able to recognize autism and consider its effects on their adult patients, particularly those showing signs of comorbid mental disorder, for example, schizophrenia, personality disorder, mood disorder, or attention-deficit/hyperactivity disorder (ADHD). From childhood through to adulthood and old age there is a failure in autism to develop skills in reciprocal social interaction, understanding, and flexibility. This can profoundly affect behaviour in the community, personal independence, employability, and social relationships, including marriage and parenting. Most cases of autism in adults are unrecognized and undiagnosed, both within the general population and in adults using psychiatric services. This book gives a comprehensive introduction to autism and Asperger syndrome written to fit the adult clinician’s perspective. It will assist with autism recognition and diagnosis in adulthood. It is designed to enhance the clinician’s role in treating patients with co-morbid mental disorder, while understanding and taking account of the autism component. It will also help in signposting patients with autism to appropriate care and support, as family involvement diminishes, or ceases in adulthood and old age, and in the psychiatrist’s role in providing advice to the courts and in the context of detention in accordance with mental health law.
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40

Hammel, Alice M. y Ryan M. Hourigan. Teaching Music to Students with Autism. 2a ed. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190063177.001.0001.

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Teaching Music to Students with Autism is the first resource to provide a comprehensive study of the education of students with autism within the music classroom. The approach is centered in the inclusion or self-contained music classroom and is designed for music educators, music teacher educators, and all those who have an interest in the education of students with autism. The authors focus on the diagnosis of autism, advocating for students and music programs, and creating and maintaining a team-approach when working with colleagues. A significant portion of the book is focused on understanding the communication, cognition, behavior, sensory, and socialization challenges inherent in students with autism and ways to structure classroom experiences and learning opportunities for all students. A chapter of classroom snapshots (vigsnettes) written by teachers in the field of music education provides additional opportunities to transfer information to “real life” situations. Finally, the book offers a chapter of print and web resources for further study.
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41

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2017.

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42

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2019.

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43

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2017.

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44

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2017.

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45

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2017.

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46

Kossyvaki, Lila. Adult Interactive Style Intervention and Participatory Research Designs in Autism: Bridging the Gap Between Academic Research and Practice. Taylor & Francis Group, 2017.

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47

Fantastic Designs: Adult Coloring Book for Anxiety, Stress, ADHD, Autism and Depression. Independently Published, 2022.

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48

Bearss, Karen, Cynthia R. Johnson, Benjamin L. Handen, Eric Butter, Luc Lecavalier, Tristram Smith y Lawrence Scahill. Parent Training for Disruptive Behavior. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190627812.001.0001.

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The RUBI Autism Network has developed and tested a structured parent training manual for children with autism spectrum disorder and disruptive behaviors. The manual is based on principles of applied behavior analysis and is designed for therapists to use with parents of children with autism spectrum disorder and co-occurring challenging behaviors, such as tantrums, noncompliance, difficulties with transitions, and aggression. A trained therapist utilizes the manual to guide the parent in applying techniques and tools to help manage the child’s challenging behaviors. The treatment includes 11 Core sessions, 7 Supplemental sessions, a home visit, and follow-up telephone booster sessions. Each of the sessions contains a therapist script, activity sheets, a parent handout, and treatment fidelity checklists. Additionally, accompanying each core session are video vignettes that the therapist uses to demonstrate concepts taught in the session. The videos include 30- to 60-second vignettes demonstrating common parenting mistakes as well as implementation (to varying degrees of success) of the strategies being taught. The treatment manual is designed to be delivered individually to parents in weekly outpatient visits. Parents are given homework assignments between sessions that focus on applying techniques to specific behaviors.
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49

Elder, Alexis. Robot Friends for Autistic Children. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190652951.003.0008.

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Robots seem to have great therapeutic value for patients with autism spectrum disorders. But their usefulness derives from a potentially problematic source: their appealingly friendly presence, which can lead patients to think of them as friends, or even to prefer their companionship to that of human beings. In this chapter, an analogy between false friends and counterfeit currency is leveraged to explore a potential moral hazard posed by these therapeutic robots. An objection from the subjective nature of the value of friendship is raised, and refuted by an appeal to the importance of cultivating social capabilities. I conclude that the moral hazard can be mitigated by careful design and responsible use, and that these therapies offer genuine promise. But I argue that we must tread with caution when using robots in therapeutic applications where the appearance of friendship is liable to arise.
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50

Clark, Terrell A. Assessment and Development of Deaf Children with Multiple Challenges. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0002.

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The proportion of children who are deaf or hard of hearing and also have other medical, neurodevelopmental, behavioral, or psychosocial conditions is increasing. Prevalence estimates run as high as 50% to 70%. The shifting complexity challenges not only the learners but also the teachers, administrators, and policymakers responsible for the education of deaf students. Documentation of diagnostic profiles contributes to understanding the learning profile of deaf students with concomitant conditions. This may also inform policy decisions, programmatic design, calibration of parental expectations, and implementation of effective teaching strategies. Through illustrative case examples, this chapter explores the principles of differential diagnosis and the implications of various conditions. Topics covered include genetic syndromes, vestibular dysfunction, intrauterine viral infection with associated congenital hearing loss, autism spectrum disorder, reactive attachment disorder, complex medical histories resulting in severe neurologic compromise, intellectual disabilities, cerebral palsy, and nonsyndromic genetic conditions.
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