參考書目 - edb · 2019. 3. 7. · the scerts [tm] model: a comprehensive educational approach...

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社交思考課程研究及編輯小組(2009) :《社交思考「六」面睇—ILAUGH實用手 冊》。香港:SOCIAL THINKING-Think Social Publishing, Inc. 、香港中文大學人 類傳意科學研究所、香港明愛康復服務、香港特別行政區政府教育局。 香港社交思考研究小組(2013) :《社交思考實用手冊2-解構關鍵提示》。香港: 香港中文大學耳鼻咽喉—頭頸外科學系、香港明愛康復服務、香港特別行政區政 府教育局、Think Social Publishing, Inc. 教育局(2001) :《融合教育之自閉症篇》。香港:教育局。 教育局(2014) :《執行技巧訓練:指導計劃》。香港:教育局。 陳詠恩(2016) :《友情GPS─提升自閉症青少年社交技能課程》。香港:東華三院 何玉清教育心理服務中心。 American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, (5th ed.). Arlington, VA: American Psychiatric Association. Aspy, R., Grossman, B. G. (2011). The ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger syndrome. AAPC Publishing. Autism Education Trust (2014). The national autism standards for schools and educational settings. http://www.autismeducationtrust.org.uk Baker, J. E. (2003). Social skills training for students with Asperger’s Syndrome and related social communication disorders. Shawnee Mission, KS: Autism Asperger Publishing. Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37-46. Bellini S. (2006). Building school relationships: a systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing. 參考書目 262

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Page 1: 參考書目 - EDB · 2019. 3. 7. · The SCERTS [TM] Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Brookes Publishing Company. PO Box 10624,

社交思考課程研究及編輯小組(2009):《社交思考「六」面睇—ILAUGH實用手

冊》。香港:SOCIAL THINKING-Think Social Publishing, Inc.、香港中文大學人

類傳意科學研究所、香港明愛康復服務、香港特別行政區政府教育局。

香港社交思考研究小組(2013):《社交思考實用手冊2-解構關鍵提示》。香港:

香港中文大學耳鼻咽喉—頭頸外科學系、香港明愛康復服務、香港特別行政區政

府教育局、Think Social Publishing, Inc.。

教育局(2001):《融合教育之自閉症篇》。香港:教育局。

教育局(2014):《執行技巧訓練:指導計劃》。香港:教育局。

陳詠恩(2016):《友情GPS─提升自閉症青少年社交技能課程》。香港:東華三院

何玉清教育心理服務中心。

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders, (5th ed.). Arlington, VA: American Psychiatric Association.

Aspy, R., Grossman, B. G. (2011). The ziggurat model: A framework for designing comprehensive interventions for individuals with high-functioning autism and Asperger syndrome. AAPC Publishing.

Autism Education Trust (2014). The national autism standards for schools andeducational settings. http://www.autismeducationtrust.org.uk

Baker, J. E. (2003). Social skills training for students with Asperger’s Syndrome and related social communication disorders. Shawnee Mission, KS: Autism Asperger Publishing.

Baron-Cohen, S., Leslie, A. M., & Frith, U. (1985). Does the autistic child have a “theory of mind”? Cognition, 21(1), 37-46.

Bellini S. (2006). Building school relationships: a systematic approach to teaching social interaction skills to children and adolescents with autism spectrum disorders and other social difficulties. Shawnee Mission, KS: Autism Asperger Publishing.

參考書目

參考書目

262

Page 2: 參考書目 - EDB · 2019. 3. 7. · The SCERTS [TM] Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Brookes Publishing Company. PO Box 10624,

參考書目

Bellini, S., & Akullian, J. (2007). A meta analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children,73(3), 264–287.

Bleiweiss, J. D., Hough L., & Cohen S. (2013). Everyday classroom strategies and practices for supporting children with Autism Spectrum disorders. USA: AAPC Publishing.

Buron, K. D., & Curtis, M. (2004). The incredible 5-point scale: assisting students with autism spectrum disorders in understanding social interactions and controlling their emotional responses. Shawnee Mission, KS: Autism Asperger Publishing.

Carol Gray Center. http://www.thegraycenter.org

Chan, J. M., et al. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 3(4), 876-889.

Collet-Klingenberg, L. (2008). Overview of functional behavior assessment. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, The University of Wisconsin.

Ferreri, S. (2013). Token Economy. In: Encyclopedia of Autism Spectrum Disorders (pp. 3131-3138). Springer New York.

Gray, C. A., & Garand, J. D. (1993). Social Stories: improving responses of students with autism with accurate social information. Focus on Autistic Behavior, 8(1), 1-10.

Gray, C. A. (1994). Comic Strip Conversations. Texas: Future Horizons.

Gray, C. A. (2000). The New Social Story Book. Arlington, TX: Future Horizons.

Happé, F., & Frith, U. (2006). The weak coherence account: detail-focused cognitive style in autism spectrum disorders. Journal of autism and developmental disorders, 36(1), 5-25.

Henry, S., & Smith M. B. (2007). The comprehensive autism planning system (CAPS) for individuals with asperger syndrome, autism, and related disabilities: Integrating best practices throughout the student’s day. Shawnee Mission, KS: Autism AspergerPublishing Company.

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參考書目

Hill, E. L. (2004). Executive dysfunction in autism. Trends in cognitive sciences, 8(1), 26-32.

Koenig, K.P., et al. (2009). The ASD nest program: A model for inclusive public education for students with autism spectrum disorders. Teaching Exceptional Children, 42(1), 6-13.

Laugeson, E.A., & Frankel, F. (2010). Social Skills for Teenagers with Developmental and Autism Spectrum Disorders: The PEERS Treatment Manual. New York: Routledge.

Laugeson, E. (2014). The PEERS curriculum for school based professionals : Social skills training for adolescents with autism spectrum disorder. New York: Routledge.

LeGoff, D. B. (2004). Use of LEGO© as a therapeutic medium for improving social competence. Journal of Autism and Developmental Disorders, 34(5), 557-571.

LeGoff, D. B., & Sherman, M. (2006). Long-term outcome of social skills intervention based on interactive LEGO© play. Autism, 10(4), 317-329.

LeGoff, D. B. (2014). LEGO®-Based Therapy: How to build social competence through LEGO®-based Clubs for children with autism and related conditions. London and Philadelphia: Jessica Kingsley Publishers.

Linder, T. (2015). Benefits of Board Games for Children with Autism. Autism Spectrum Quarterly Magazine, Spring 2015, 22-23.

Mesibov, G., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Plenum Press.

Myles, B. S. (Ed.). (2005). Children and youth with Asperger syndrome: Strategies for success in inclusive settings. SAGE.

Myles, B.S., Adreon, D., & Gitlitz, D. (2006). Simple strategies that work! Helpful hints for all educators of students with Asperger syndrome, high-functioning autism, and related disabilities. Shawnee Mission, KS: Autism Asperger Publishing.

Myles, B. S., Trautman, M. L., & Schelvan, R. L. (2004). The Hidden Curriculum: Practical Solutions for Understanding Unstated Rules in Social Situations. Shawnee Mission, KS: Autism Asperger Publishing Company.

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參考書目

National Autism Center. (2015). Findings and conclusions: National standards project, phase 2. Randolph, MA: Author. http://www.nationalautismcenter.org/

Owens, G., et al. (2008). LEGO® therapy and the social use of language programme: an evaluation of two social skills interventions for children with high functioning autism and Asperger syndrome. Journal of autism and developmental disorders, 38(10), 1944-1957.

Owens, G., Humphrey, A., & Baron-Cohen, S. (2006). LEGO® therapy and the Social Use of Language Programme (SULP). In: Presentation at International Meeting for Autism Research conference.

Prizant, B. M., et al. (2005). The SCERTS [TM] Model: A Comprehensive Educational Approach for Children with Autism Spectrum Disorders. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Rajendran, G., & Mitchell, P. (2007). Cognitive theories of autism. Developmental Review, 27(2), 224-260.

Reaven J, Blakeley-Smith A, Culhane-Shelburne K & Hepburn S. (2012). Group cognitive behavior therapy for children with high-functioning autism spectrum disorders and anxiety: a randomized trial. J Child Psychol Psychiatry, 53(4), 410-9.

Sansosti, F. J. (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools, 47(3), 257-281.

Sofronoff K, Attwood T & Hinton S.(2005). A randomized controlled trial of a CBT intervention for anxiety in children with Asperger syndrome. J Child Psychol Psychiatry, 46(11), 1152-60.

Taylor, G. (1997). Community Building in Schools: Developing a ‘Circle of Friends’. Educational and Child Psychology, 14, 45-50.

Wolfberg, P. J., & Schuler, A. L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23(3), 467-489.

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參考書目

Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S.,… & Schultz, T. R. (2014). Evidence-based practices for children, youth, and young adults with Autism Spectrum Disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group. http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/2014-EBP-Report.pdf

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