LEADER 00941nam0-2200289 --450 001 9910519510103321 005 20220128101202.0 010 $a978-88-297-0958-8 100 $a20220128d2020----kmuy0itay5050 ba 101 0 $aita 102 $aIT 105 $a 001yy 200 1 $aAutonomia, differenziazione, responsabilità$enumeri, principi e prospettive del regionalismo rafforzato$fAndrea Giovanardi, Dario Stevanato$gprefazione di Nicola Rossi 210 $aVenezia$cMarsilio$d2020 215 $a268 p.$d21 cm 225 1 $aSaggi 610 0 $aRegionalismo$aItalia$aDiritto 676 $a342.45042$v23 700 1$aGiovanardi,$bAndrea$f<1967- >$0308247 701 1$aStevanato,$bDario$0235607 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a9910519510103321 952 $aXIII A 180$b729 cos$fDDCIC 959 $aDDCIC 996 $aAutonomia, differenziazione, responsabilità$92583377 997 $aUNINA LEADER 05506nam 2200697Ia 450 001 9910792325203321 005 20230725023522.0 010 $a1-282-55784-X 010 $a9786612557842 010 $a1-60623-671-7 010 $a1-60623-672-5 035 $a(CKB)2670000000019251 035 $a(EBL)533874 035 $a(OCoLC)630543554 035 $a(SSID)ssj0000419583 035 $a(PQKBManifestationID)12191611 035 $a(PQKBTitleCode)TC0000419583 035 $a(PQKBWorkID)10385080 035 $a(PQKB)10702801 035 $a(MiAaPQ)EBC533874 035 $a(Au-PeEL)EBL533874 035 $a(CaPaEBR)ebr10389910 035 $a(CaONFJC)MIL255784 035 $a(OCoLC)642206124 035 $a(EXLCZ)992670000000019251 100 $a20100226d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHigh-functioning autism/Asperger syndrome in schools$b[electronic resource] $eassessment and intervention /$fFrank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan 210 $aNew York $cGuilford Press$dc2010 215 $a1 online resource (276 p.) 225 1 $aThe Guilford practical intervention in the schools series 300 $aDescription based upon print version of record. 311 $a1-60623-670-9 320 $aIncludes bibliographical references and index. 327 $aCover; Copyright Page; Dedication; About the Authors; Preface; Contents; 1. Introduction: What Is High- Functioning Autism/Asperger Syndrome?; Diagnostic Definitions/Issues; Contemporary Conceptualization of HFA/AS; Developmental Course; Preschool Years; Elementary School; Middle/High School; Long-Term Outcomes; Prevalence; Epidemiology; Educational Placement and Service Delivery Trends; Looking Ahead; 2. Areas of Impairment; Overview; Core Areas of Impairment; Social Interactions; Behavioral Rigidity and Circumscribed Interests; Language and Communication Abilities 327 $aAssociated Areas of ImpairmentResponses to Sensory Stimuli; Academic Performance Difficulties; Sleep Disturbances; Motor Abilities; Anxiety and Depression; Theoretical Frameworks for Understanding Areas of Impairment; Theory of Mind; Executive Functioning; Central Coherence; Conclusion; 3. Consultation and Collaboration Efforts; Overview; The Ecological Model of School-Based Services; The Roles of Parents and Other Key Stakeholders; Parents as Primary Stakeholders; Educators and Student Support Services Personnel as Key Stakeholders 327 $aOther Health Professionals and Community-Based Providers as Key StakeholdersCollaborative Problem Solving as a Foundation for Effective Practice; Conjoint Behavioral Consultation; Conjoint Needs Identification; Conjoint Needs Analysis; Plan Implementation; Conjoint Plan Evaluation; CBC Case Study: Alex; Conclusion; 4. Conducting a Comprehensive Assessment; Overview; Traditional School-Based Assessment; Assessing Intellectual Functioning; Issues in Intellectual Assessment; Considerations in Selecting a Cognitive Measure; Measures of Intellectual Functioning; Assessing Academic Skills 327 $aTraditional Academic MeasuresCurriculum-Based Assessment; Assessing Adaptive Behavior; Assessing Diagnostic Characteristics of HFA/AS; Assessing Behavioral Skills; Functional Behavioral Assessment; Assessing Social Skills; Interviews; Observations; Rating Scales; Assessing Emotional Difficulties; Conclusion; 5. Improving Academic Skills; Overview; General Strategies; Task Presentation; Teacher Communication; Priming; Assignments; Homework and Study Skills; Specific Strategies; Reading Support; Writing Support; Math Support; Conclusion; 6. Providing Behavioral Supports; Overview 327 $aEffective Behavioral SupportPreventative Approaches; Environmental Modifications; Choice and Preference; Visual Supports; Direct Intervention Strategies; Teaching Replacement Behaviors; Providing Contingent Positive Reinforcement; Contingency Agreements and Behavioral Contracts; Token Economies; Self-Management; Conclusion; 7. Enhancing Social Skills; Overview; Programming for Social Skills in Schools; Schoolwide (Primary) Approaches; Schoolwide Positive Behavior Support; Character Education; Large-Group Social Skills Instruction; Small-Group (Secondary) Approaches; Social Skills Groups 327 $aPeer-Mediated Approaches 330 $a Meeting a growing need for school-based practitioners, this book provides vital tools for improving the academic, behavioral, and social outcomes of students with high-functioning autism or Asperger syndrome (HFA/AS). Research-based best practices are presented for conducting meaningful assessments; collaborating with teachers, students, and parents to prevent school difficulties and problem solve when they occur; and developing effective individualized education programs (IEPs). In a large 410 0$aGuilford practical intervention in the schools series. 606 $aAutism spectrum disorders 606 $aAutistic children$xEducation$zUnited States 615 0$aAutism spectrum disorders. 615 0$aAutistic children$xEducation 676 $a371.94 700 $aSansosti$b Frank J$01585125 701 $aCowan$b Richard J$065417 701 $aPowell-Smith$b Kelly A$01585126 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792325203321 996 $aHigh-functioning autism$93869428 997 $aUNINA LEADER 03229nam 22006372 450 001 9910783096903321 005 20151005020622.0 010 $a1-107-18436-3 010 $a1-283-33006-7 010 $a1-139-13457-4 010 $a9786613330062 010 $a1-139-12952-X 010 $a1-139-13333-0 010 $a0-511-50412-8 010 $a0-511-61939-1 010 $a0-511-50626-0 035 $a(CKB)1000000000748272 035 $a(EBL)424614 035 $a(OCoLC)437110138 035 $a(SSID)ssj0000365150 035 $a(PQKBManifestationID)11279236 035 $a(PQKBTitleCode)TC0000365150 035 $a(PQKBWorkID)10401642 035 $a(PQKB)11211434 035 $a(UkCbUP)CR9780511619397 035 $a(MiAaPQ)EBC424614 035 $a(Au-PeEL)EBL424614 035 $a(CaPaEBR)ebr10297068 035 $a(EXLCZ)991000000000748272 100 $a20141103d2008|||| uy| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRegulating vice $emisguided prohibitions and realistic controls /$fJim Leitzel$b[electronic resource] 210 1$aCambridge :$cCambridge University Press,$d2008. 215 $a1 online resource (xv, 301 pages) $cdigital, PDF file(s) 300 $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015). 311 $a0-521-70660-2 311 $a0-521-88046-7 320 $aIncludes bibliographical references (p. 279-293) and index. 327 $aThe harm principle -- Addiction : rational and otherwise -- The robustness principle -- Prohibition -- Taxation, licensing, and advertising controls -- Commercial sex -- The Internet and vice -- Free trade and federalism. 330 $aRegulating Vice provides a new, interdisciplinary lens for examining vice policy, and focuses that lens on traditional vices such as alcohol, nicotine, drugs, gambling, and commercial sex. Regulating Vice argues that public policies toward addictive activities should work well across a broad array of circumstances, including situations in which all participants are fully informed and completely rational, and other situations in which vice-related choices are marked by self-control lapses or irrationality. This precept rules out prohibitions of most private adult vice, and also rules out unfettered access to substances such as alcohol, tobacco, and cocaine. Sin taxes, advertising restrictions, buyer and seller licensing, and treatment subsidies are all potentially legitimate components of balanced vice policies. 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