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Myriam Chrétien-Vincent; Marie Grandisson; Chantal Desmarais; Élise Milot – Journal of Occupational Therapy, Schools & Early Intervention, 2024
Strategies to support children's participation when their sensory needs are not met are misunderstood and not sufficiently supported by scientific evidence. However, early childhood educators who work with autistic children in an inclusive setting need support to understand these reactions and implement effective strategies to promote their…
Descriptors: Sensory Integration, Early Intervention, Capacity Building, Occupational Therapy
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Mitten, H. Rae – International Journal of Special Education, 2013
Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N =150 was…
Descriptors: Fetal Alcohol Syndrome, Older Adults, Adults, Parents
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Mitten, H. Rae – International Journal of Special Education, 2013
Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N=150 was…
Descriptors: Evidence, Best Practices, Guidelines, Fetal Alcohol Syndrome
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Wong, V. C. N. – Journal of Autism and Developmental Disorders, 2009
A cross-sectional survey of the use of CAM by children was undertaken in the Duchess of Kent Children's Hospital in Hong Kong (March-December 2006). A questionnaire survey concerning the use of CAM was administered to chief caretakers (only the mothers) who accompanied children with neurodevelopmental disabilities followed up in our…
Descriptors: Pervasive Developmental Disorders, Children, Medicine, Sensory Integration
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Fast, Lynette – Canadian Review of Art Education: Research and Issues, 1997
Explores the relationship between drawing pictures and the development of reading skills in preschool and primary grades. Maintains that a definite link exists between the two and briefly notes some of the relevant research. Concludes that further investigation is warranted. Includes an 11-item related bibliography. (MJP)
Descriptors: Art Education, Cognitive Development, Creative Expression, Developmental Stages