LEADER 01301nam0 2200289 450 001 000035951 005 20180529094904.0 100 $a20140224d1934----km-y0itaa50------ba 101 0 $aita 102 $aIT 200 1 $a2. quadriennio di sperimentazione per la cerealicoltura$e1929-1933$frelazione disposta dal Ministero dell'agricoltura e delle foreste$g[introduzione di Giacomo Acerbo] 210 $aPortici$c<> Della Torre$d1934 215 $a326 p.$d26 cm. 517 $aSecondo quadriennio di sperimentazione per la cerealicoltura 606 1 $aCerealicoltura 676 $a633.1$v(22. ed.)$9Colture da pieno campo e da piantagione. Cereali 702 1$aAcerbo,$bGiacomo$f<1888-1969> 710 01$aItalia$bMinistero dell'agricoltura e foreste$0287625 801 0$aIT$bUniversità della Basilicata - B.I.A.$gREICAT$2unimarc 912 $a000035951 996 $a2. quadriennio di sperimentazione per la cerealicoltura$9102109 997 $aUNIBAS CAT $aSTD093$b01$c20140224$lBAS01$h0945 CAT $aTTM$b30$c20140312$lBAS01$h0913 CAT $aATR$b20$c20180529$lBAS01$h0949 FMT Z30 -1$lBAS01$LBAS01$mBOOK$1BASA2$APolo Tecnico-Scientifico$2FVIG$BFondo Viggiani$3FVig/41286$641286$5T41286$7Collocato presso la Scuola di Agraria$820140224$f35$FStanza riservata LEADER 00933nam0-22003131i-450 001 990000002720203316 005 20211115111640.0 010 $a2-213-02658-7 035 $a0000272 035 $aUSA010000272 035 $a(ALEPH)000000272USA01 035 $a0000272 100 $a20000914d1991----|||y0itay0103----ba 101 0 $afre 102 $aFR 105 $a||||||||001yy 200 1 $aAux origines de l'action franðcaise$eintelligence et politique vers 1900$fVictor Nguyen$gprâeface de Pierre Chaunu. 210 $a[S.l.]$cFayard$d1991 215 $a958 p.$d24 cm 610 $aFrancia Cultura Sec. 20 610 $aIntellettuali francesi$xPolitica$zSec. 20 676 $a944.08 700 1$aNGUYEN,$bVictor$0624230 912 $a990000002720203316 951 $aX.3.B. 5044 (ISP IV 720)$b21746 G.$d00189870 959 $aBK 969 $aGIU 996 $aAux origines de l'Action française$91098010 997 $aUNISA LEADER 06082nam 22008773u 450 001 9911019264403321 005 20251116142430.0 010 $a1-118-60201-3 035 $a(CKB)3710000000530060 035 $a(EBL)4189537 035 $a(SSID)ssj0001580412 035 $a(PQKBManifestationID)16258047 035 $a(PQKBTitleCode)TC0001580412 035 $a(PQKBWorkID)14002011 035 $a(PQKB)10311442 035 $a(PQKBManifestationID)15255037 035 $a(PQKBWorkID)13719924 035 $a(PQKB)24269241 035 $a(MiAaPQ)EBC4189537 035 $a(BIP)52762250 035 $a(EXLCZ)993710000000530060 100 $a20151221d2016|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInterventions for Autism $eEvidence for Educational and Clinical Practice 210 $cWiley$d2014 215 $a1 online resource (371 p.) 300 $aDescription based upon print version of record. 311 08$a0-470-66992-6 327 $aTitle Page; Copyright Page; Contents; Acknowledgements; Chapter 1 Autism Spectrum Disorders - What is the Problem?; Autism Spectrum Disorders; Treating ASD; The Size of the ASD Problem; An ASD epidemic?; Definitional issues; Methodological issues; The Economic Cost of ASD; Prognosis for Individuals with ASD; Treatment Approaches to be Included; Wide-ranging nature; Cohesive principles of treatment; Strength of evidence; Structure of the Present Chapters; Outcome-effectiveness studies ; Assessing the collective evidence; Chapter 2 Autism Spectrum Disorders 327 $aCore Functioning Domains Implicated in ASDSocial and emotional interactions; Communication - verbal and nonverbal; Behavioural and cognitive flexibility; Sensory responsiveness; Externalizing behaviours; Summary; Co-Morbid and Secondary Symptoms of ASD ; Motor and coordination problems; Learning disabilities; Depression and mood disorders; Anxiety; Summary; The Unitary Nature of Autism Spectrum Disorders; The dyad versus the triad; Beyond the dyad and triad; Implications for ASD Interventions; Chapter 3 The Relationship of Theory and Interventions for ASD; Within-Person Theories of ASD 327 $aHigh-level theories Low-level theories; Evaluation of within-person views of ASD; Learning-Social and Behavioural Views of ASD; Environment and learning; Historical behavioural conceptions of ASD; Historical primacy of behavioural interventions; Overview; Chapter 4 Behavioural Approaches to ASD; The UCLA/Lovaas Approach; Outline of the UCLA discrete-trial approach; Background development; Initial outcome evaluation study; Major criticisms of Lovaas (1987); Summary; Verbal Behaviour Programme; Programme background principles; Outline of teaching procedures 327 $aEffectiveness of Verbal Behaviour programmesSummary; Complete Application of Behaviour Analysis to Schools (CABAS®); Summary; Overview; Chapter 5 Evaluation of Comprehensive Behavioural Interventions; Characteristics of Comprehensive Behavioural Interventions; Overall Outcomes; Intellectual functioning; Language functioning; Adaptive functioning; Autism severity and placement outcomes; Overall Effectiveness; Chapter 6 Child Predictors for Comprehensive Behavioural Intervention Outcomes; Child Characteristics in Behavioural Programmes; Autism Severity; Age at Intake; Intellectual Functioning 327 $aLanguage FunctioningAdaptive Behaviours; Summary; Chapter 7 Teaching Environment Modification Techniques; Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH); Background and implementation of TEACCH; Reviews of the effectiveness of TEACCH; Outcome-effectiveness of TEACCH; Predictors of outcome; Summary; Learning Experiences and Alternative Programme for preschoolers and their parents (LEAP); Background and implementation; Outcome-effectiveness evidence; Daily Living Skills Therapy (Higashi); Philosophy; Implementation; Outcome-effectiveness evidence 327 $aChapter 8 Developmental and Parent-Mediated Treatment Models 330 $aProviding a vital link between theory and practice, this unique volume translates the latest research data on the effectiveness of interventions for Autism Spectrum Disorder (ASD) into practical guidance for education professionals working with ASD pupils. Reformulates new research data on interventions for ASD into guidance for professionals, drawing on the author's in-depth academic knowledge and practical experience Offers a comprehensive review of up-to-date evidence on effectiveness across a wide range of interventions for ASD Focuses on environmental factors in understanding ASD rather than outdated 'deficit' approaches, and discusses key issues in education provision such as inclusion 606 $aAutism spectrum disorders$xTreatment 606 $aAutism in children 606 $aChild 606 $aAutistic Disorder 606 $aChild Development Disorders, Pervasive 606 $aAge Groups 606 $aNeurodevelopmental Disorders 606 $aPersons 606 $aMental Disorders 606 $aNamed Groups 606 $aPsychiatry and Psychology 606 $aPediatrics$2HILCC 606 $aMedicine$2HILCC 606 $aHealth & Biological Sciences$2HILCC 615 0$aAutism spectrum disorders$xTreatment. 615 0$aAutism in children. 615 2$aChild. 615 2$aAutistic Disorder. 615 2$aChild Development Disorders, Pervasive. 615 2$aAge Groups. 615 2$aNeurodevelopmental Disorders. 615 2$aPersons. 615 2$aMental Disorders. 615 2$aNamed Groups 615 2$aPsychiatry and Psychology 615 7$aPediatrics 615 7$aMedicine 615 7$aHealth & Biological Sciences 676 $a616.8588206 700 $aReed$b Phil$01842087 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9911019264403321 996 $aInterventions for Autism$94422044 997 $aUNINA