WITH EIM
WITH EIM
WITH EIM
En bref
Expansion https://dx.doi.org/10.1136/ebmental-2018- Formation et Éditions; 2017. p. 42-8. 300015 360. Journal of Educational Psychology 1998, 90 : 536-544 IFRAH G.
HAS TDAH Argumentaire 2024 — HAS (2024)
Expansion https://dx.doi.org/10.1136/ebmental-2018- Formation et Éditions; 2017. p. 42-8. 300015
- Caron A. Programme Attentix: gérer, 367. Zhang Z, Chang X, Zhang W, Yang S, Zhao structurer et soutenir l’attention en classe. G. The effect of meditation-based mind-body Montréal: Chenelière/McGraw-Hill; 2004. interventions on symptoms and executive function in people with ADHD: a meta-analysis of
- Renou S, Doyen C. Programme de randomized controlled trials. J Atten Disord Remédiation cognitive NEAR 2023;27:108705472311548. (Neuropsychological Educational Approach to https://dx.doi.org/10.1177/10870547231154897 Cognitive Remediation) chez des adolescents présentant un Trouble Déficit de 368. Cairncross M, Miller CJ. The effectiveness of l’Attention/Hyperactivité et/ou un Trouble du mindfulness-based therapies for ADHD: a meta- spectre Autistique. Ann Med Psychol (Paris) analytic review. J Atten Disord 2020;24(5):627- 2019;177(8):758-64. 43. https://dx.doi.org/10.1016/j.amp.2018.07.012 https://dx.doi.org/10.1177/1087054715625301 — p.220
INSERM Dys 2007 — INSERM (2007)
American kindergartners. Journal of Educational Psychology 1998, 90 : 536-544 IFRAH G. Histoire universelle des chiffres. Robert Laffont, Paris, 1994
JASPERS MWM, VAN LIESHOUT ECDM. A CAI program for instructing text analysis and modelling of word problems to educable mentally retarded children. Instruc- tional Science 1994a, 22 : 115-136 JASPERS MWM, VAN LIESHOUT ECDM. The evaluation of two computerised instruc- tion programs for arithmetic word-problem solving by educable mentally retarded children. Learning and Instruction 1994b, 4 : 193-215 131 — p.149
src-dgs-sfp-langage-collection-difficultes-et-troubles-des-apprentissages-chez-l — DGS-SFP (2007)
E. ANNEXES
RETOUR AU SOMMAIRE — _p.25_