|
COMUNICACIÓN, AUTISMO Y SÍNDROME DE
ASPERGER. HACIA UN ESTADO DE LA CUESTIÓN DESDE EL
PUNTO DE VISTA BIBLIOGRÁFICO
Francisco José Rodríguez Muñoz
RESUMEN
Este repertorio
bibliográfico pretende ser una versión actualizada de algunos trabajos
aparecidos entre 2000 y 2007 que abordan los trastornos del espectro autista y
el síndrome de Asperger desde la perspectiva comunicativa. La colaboración de
la lingüística con otras ciencias es un hecho indiscutible en nuestros días.
Por ello, los estudios recogidos no corresponden exclusivamente al ámbito
lingüístico, sino que a menudo proceden de lugares colindantes con otras
disciplinas.
ABSTRACT
The following bibliography is an up-dated version of some journal articles, books and book chapters published from 2000 to 2007 about communicative behaviour in autism and Asperger syndrome. The collaboration between linguistics and other sciences is nowadays an unquestionable fact. Therefore, the references which this paper includes come from different disciplines.
La lingüística en el
cambio de siglo ha declarado firmemente su interés por participar en
determinados aspectos de la vida social. Este hecho es fácilmente comprobable
si atendemos a la creciente bibliografía que en los últimos años ha fertilizado
un terreno tan interdisciplinario como el que proporciona la relación entre
salud y comunicación. Cuando la ciencia del lenguaje ponía solución a
cuestiones relacionadas estrictamente con el sistema, los psicólogos fueron los
primeros en atender a las limitaciones relativas a la producción y la
comprensión verbales. No obstante, la intervención del lingüista en asuntos
relacionados con la comunicación es ineludible, teniendo siempre en cuenta que
en muchas ocasiones va a ser obligada la conexión con otros dominios del saber.
Un caso paradigmático sobre lo que venimos apuntando es, precisamente, el que
se ocupa del estudio de las patologías asociadas a la comunicación. No es mucha
la atención que se ha prestado en nuestro país al examen de ciertas conductas
comunicativas, no siempre deficitarias, ligadas a determinados trastornos del
desarrollo con base neurológica, como podrían ser los del espectro autista,
entre los que puede incluirse –aunque no necesariamente– el síndrome de
Asperger.
Las áreas de
intersección entre la lingüística y otros ámbitos se ponen de manifiesto en los
estudios que se han ido realizando desde finales del siglo XX. Así pues,
atendiendo a la literatura reciente sobre el tema, este sucinto repertorio
bibliográfico pretende dar cuenta de algunos de los trabajos sobre
comunicación, autismo y síndrome de Asperger publicados entre 2000 y 2007.
Conscientes de la dificultad que supone adentrarnos en un campo que no
llegaríamos a abarcar íntegramente si no fuera por la cooperación de varias
disciplinas, las referencias que aparecen a continuación no sólo corresponden a
publicaciones lingüísticas, sino que en la mayoría de los casos proceden de
lugares limítrofes entre ésta y otras ciencias como la psicología, la
psiquiatría, la neurología o la pedagogía. De cualquier modo, no son pocos los
estudios que tienen como punto de partida distintas metodologías discursivas,
pragmáticas, psicolingüísticas, etc. o que, más
específicamente, estudian los trastornos autistas centrándose en la modalidad
oral (por ejemplo, en el nivel fónico).
Producción
bibliográfica
Adams, C.; Green, J.; Gilchrist, A. y A. Cox (2002): «Conversational
behaviour of children with Asperger syndrome and
conduct disorder», The Journal of Child
Psychology and Psychiatry and Allied Disciplines, 43 (5): 679-690.
Aldred,
C.; Pollard, C. y C. Adams (2001): «Child'sTalk-For
Children with Autism and Pervasive Developmental Disorder», International Journal of Language &
Communication Disorders, 36 (supl.): 469-473.
Adrien, J-L.; Rossignol-Deletang,
N.; Martineau, J.; Couturier, G. y C. Barthelemy (2000): «Regulation of cognitive activity and
early communication development in young autistic, mentally retarded, and young
normal children», Developmental
Psychobiology, 39 (2): 124-136.
Alonso Peña, J. R. (2005): Autismo y síndrome de Asperger. Guía para
familiares, amigos y profesionales.
Anderson, A. E. (2002):
«Augmentative communication and autism: a comparison of sign language and the
picture exchange communication system», Dissertation
Abstracts International, B: Sciences and Engineering, 62 (9): 4269-B.
Artigas Pallarés, J. (2000): «Aspectos neurocognitivos del síndrome de Asperger», Revista de Neurología Clínica, 1 (1):
34-44.
Ashwin, C. (2004): «Linking the brain and behaviour in autism spectrum
disorders», Applied Cognitive Psychology, 18 (7): 933-935.
Ashwin, C.; Wheelwright, S. y S. Baron-Cohen (2005): «Laterality biases to chimeric faces in Asperger
Syndrome: What's ‘right’ about face processing?», Journal
of Autism and Developmental Disorders,
35 (2): 183-196.
Ashwin, C.; Wheelwright, S. y S. Baron-Cohen (2006): «Attention bias to faces
in Asperger Syndrome: a pictorial emotion Stroop study Psychological Medicine», Psychological
Medicine, 36 (6): 835-843.
Ashwin, C.; Wheelwright, S. y S. Baron-Cohen (2006): «Finding a face in the
crowd: Testing the anger superiority effect in Asperger
Syndrome», Brain and Cognition,
61 (1): 78-95.
Attridge, C. (2005): «Giggle Time-Establishing the Social Connection-A Program
to Develop the Communication Skills of Children with Autism, Asperger Syndrome and PDD», Child Language Teaching and Therapy, 21 (3): 313-314.
Audet, L. R. (2001): «Commenting in children with autism», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 61 (10): 3950-A.
Baker, J. E. (2003): Social skills training for children and
adolescents with Asperger syndrome and
social-communication problems, Shawnee Mission (KS), Autism Asperger Publishing Company.
Balandin, S. (2002): «Communication and older people with lifelong disability: a
role for speech pathologists?», Advances in Speech-Language Pathology, 4 (2): 109-117.
Bara, B. G.; Bucciarelli, M. y L. Colle (2001): «Communicative abilities in autism: evidence
for attentional deficits», Brain and Language, 77 (2): 216-240.
Barnhill, G. P.; Tapscott Cook, k.; Tebbenkamp, K.
y B. Smith Myles (2002): «The effectiveness of social skills intervention
targeting nonverbal communication for adolescents with Asperger
syndrome and related pervasive developmental delays», Focus on Autism and Other Developmental Disabilities, 17 (2):
112-118.
Barrett, S.; Prior, M. y J.
Manjiviona (2004): «Children on the borderlands of
autism: differential characteristics in social, imaginative, communicative and
repetitive behaviour domains», Autism,
8 (1): 61-87.
Bartlett, S. C.; Armstrong,
E. y J. Roberts (2005): «Linguistic resources of individuals with Asperger syndrome», Clinical
Linguistics & Phonetics, 19 (3): 203-213.
Beaud, L. y C. de Guibert (2005): «Pathology as the
only “exception that proves the rule”? The example of
autism», Faits de Langues,
2005, 25, 93-96.
Bedrosian, J.; Lasker, J.; Speidel,
K. y A. Politsch (2003): «Enhancing the written
narrative skills of an AAC student with autism: evidence-based research
issues», Topics in Language Disorders,
23 (4): 305-324.
Belinchón Carmona, M. (coord.) (2001): Situación y necesidades de las personas con
trastornos del espectro autista en la Comunidad de Madrid. Madrid, Caja
Madrid.
Belinchón Carmona, M. (2005): «Algunos problemas
actuales respecto a la definición y el diagnóstico del síndrome o trastorno de
Asperger», Psiquis, 26 (3): 5-16.
Belinchón Carmona, M. y J. S. Olivar (2000): Comunicación y trastornos del desarrollo:
evaluación de la competencia comunicativo-referencial de personas con autismo.
Valladolid, Universidad de Valladolid.
Bellon-Harn, M. L.; Ogletree, B. T. y W.
Bellon-Harn, M. L. y W.
Bishop, D. V. M. y G. Baird
(2001): «Parent and teacher report of pragmatic aspects of communication: use
of the children's communication checklist in a clinical setting», Developmental Medicine and Child Neurology,
43 (12): 809-818.
Bishop, D. V. M. y F. Norbury (2002): «Exploring the borderlands of autistic
disorder and specific language impairment: a study using standardised
diagnostic instruments», The Journal of
Child Psychology and Psychiatry and Allied Disciplines, 43 (7): 917-929.
Bishop, D. V. M. y F. Norbury (2005): «Executive functions in children with
communication impairments, in relation to autistic symptomatology.
1: generativity», Autism,
9 (1): 7-27.
Bishop, D. V. M. y F. Norbury (2005): «Executive functions in children with
communication impairments, in relation to autistic symptomatology.
2: response inhibition», Autism, 9
(1): 29-43.
Blanc, R.; Adrien, J–L.; Roux, S y C. Barthelemy
(2005): «Dysregulation of pretend play and
communication development in children with autism», Autism, 9 (3): 229-245.
Blischak, D. M. y R. W. Schlosser (2003): «Use of technology to support
independent spelling by students with autism», Topics in Language Disorders, 23 (4): 293-304.
Boatman, D. (2004): «Speech
sound perception in a child with high-functioning autism», GOVOR: Casopis za fonetiku, 21 (2): 83-92.
Boettcher, M. A. (2004):
«Teaching social conversation skills to children with autism through
self-management: an analysis of treatment gains and meaningful outcomes», Dissertation Abstracts International, B:
Sciences and Engineering, 65 (6): 3135-B.
Bogdsahina, O. (2005): Communication issues
in autism and Asperger syndrome: do we speak the same
language? Londres/Filadelfia, Jessica Kingsley
Publishers.
Bono, M. A.; Daley, T. y M.
Sigman (2004): «Relations among joint attention,
amount of intervention and language gain in autism», Journal of Autism and Developmental Disorders, 34 (5): 495-505.
Bonvillian, J. D.; Gershoff, E. T.; Seal, B. C. y H. C.
Richards (2001): «Hand preferences in sign-learning students with autistic
disorder», Laterality: Asymmetries of
Body, Brain and Cognition, 6 (3): 261-281.
Bopp, K. D.; Brown, K. E. y P. Mirenda (2004):
«Speech-language pathologists' roles in the delivery of positive behavior support for individuals with developmental
disabilities», American Journal of
Speech-Language Pathology, 13 (1): 5-19.
Bosch, A. S. (2005): «Síndrome de Asperger: habilidades
sociales y comunicativas en la adolescencia», en Domènech-Llaberia, E. (2005): Actualizaciones
en psicología y psicopatología de la adolescencia,
Bellaterra: Universitat Autònoma de Barcelona: 289-306.
Botting, N. (2002): «Asperger Syndrome», International Journal of Language &
Communication Disorders, 37 (4): 491-492.
Botting, N. (2004): «Children's communication checklist (CCC) scores in
11-year-old children with communication impairments», International Journal of Language & Communication Disorders, 39
(2): 215-227.
Boyle, C. y M. Alexander
(2005): «Public health research at the CDC: implications for communication
sciences and disorders», Journal of
Communication Disorders, 38 (4): 263-270.
Braithwaite, K. L. y A. L. Richdale (2000): «Functional communication training to
replace challenging behaviors across two behavioral outcomes», Behavioral Interventions, 15 (1): 21-36.
Broderick, A. A. (2004):
«“Recovery”, “science”, and the politics of hope: a critical discourse analysis
of applied behavior analysis for young children labeled with autism», Dissertation
Abstracts International, A: The Humanities and Social Sciences, 65 (5):
1731-A.
Bullard, H. R. (2003): «A
comparative case study examining the processes of learning to read between a
child with autism and his non-autistic twin», Dissertation Abstracts International, A: The Humanities and Social
Sciences, 64 (6): 2040-A.
Cafiero, J. M. (2001): «The effect of an augmentative communication
intervention on the communication, behavior, and
academic program of an adolescent with autism», Focus on Autism and Other Developmental Disabilities, 16 (3):
179-189.
Calzetta, J. J. y D. Orlievsky
(2004): «Trastornos severos del desarrollo: de la escritura a la
representación», Anuario de
Investigaciones, 12: 317-325.
Campos Castelló, J. y S. Briceño Cuadros (2002): «Trastornos de la
comunicación: diagnóstico diferencial», Revista
de Neurología, 35 (1): 36-44.
Canal, R. y Á. Rivière Gómez (2000): «La
conducta comunicativa de los niños autistas en situaciones naturales de
interacción», Estudios de Psicología. Revista Trimestral
de Psicología General, 65-66:
101-125.
Cardoso, C. y F. D. M. Fernandes (2003): «The use of
interpersonal and non-Interpersonal communicative functions in children of the
autistic spectrum», PRO-FONO: Revista de Actualizacao Cientifica, 15 (3): 279-286.
Cardoso,
C. y F. D. M. Fernandes (2004): «Autistic children's
communication in group activities», PRO-FONO:
Revista de Actualizacao Cientifica, 16 (1): 67-74.
Cardoso,
C. y F. D. M. Fernandes (2006): «The relation between
social cognitive aspects and the functional communication profile in a group of
adolescents with autistic spectrum disorders», PRO-FONO: Revista de Actualizacao
Cientifica, 18 (1): 89-98.
Carey, S. y M. A. Preissler (2005): «The role
of inferences about referential intent in word learning: Evidence from autism»,
Cognition, 97 (1): B13-B23.
Casas Fernández, C.
(2002): «Trastornos de la comunicación», Revista
de Neurología, 35 (1): 29-32.
Cascella,
P. W. y C. S. Colella (2004): «Knowledge of autism
spectrum disorders among
Cassel,
T. D.; Messinger, D. S.; Ibanez, L. V.; Haltigan, J. D.; Acosta, S. I. y A. C. Buchman
(2007): «Early social and emotional communication in the infant siblings of
children with autism spectrum disorders: an examination of the broad
phenotype», Journal of Autism and
Developmental Disorders, 37 (1): 122-132.
Charlop-Christy,
M. H. y S.
Charman,
T. (2004): «Matching preschool children with autism spectrum disorders and
comparison children for language ability: methodological challenges», Journal of Autism and Developmental
Disorders, 34 (1): 59-64.
Charman,
T.; Baron-Cohen, S.; Swettenham, J.; Baird, G.; Drew,
A. y A. Cox (2003): «Predicting language outcome in infants with autism and
pervasive developmental disorder», International
Journal of Language & Communication Disorders, 38 (3): 265-285.
Charman,
T.; Drew, A.; Baird, C. y G. Baird (2003): «Measuring early language
development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form)», Journal of Child
Language, 30 (1): 213-236.
Christopher, J. A.; Sears, L. L.; Williams, P. G.; Oliver, J. y J. Hersh (2004): «Familial, medical and developmental patterns
of children with autism and a history of language regression», Journal of Developmental and Physical
Disabilities, 16 (2): 163-170.
Conti-Ramsden, G.; Botting,
N.; Simkin, Z. y E. Knox (2001): «Follow-up of
children attending infant language units: outcomes at 11 years of age», International Journal of Language &
Communication Disorders, 36 (2): 207-219.
Corbett, E. y P. A. Prelock (2006): «Language play in Children with
Autism Spectrum Disorder (ASD): Implications for practice», Seminars in Speech and
Language, 27 (1): 21-31.
Courtois-du-Passage, N. y A-S.
Galloux (2004): «Language and speech evaluation in
the autistic child: formal aspects and pragmatics of language»,
Neuropsychiatrie de l'enfance et
de l'adolescence, 52 (7): 478-489.
Damico, J. S. y R. L. Nelson (2005): «Interpreting problematic behavior: systematic compensatory adaptations as emergent
phenomena in autism», Clinical
Linguistics & Phonetics, 19 (5): 405-417.
Dautenhahn,
K. e I. Werry (2004): «Towards interactive robots in
autism therapy: Background, motivation and challenges», Pragmatics & Cognition, 12 (1): 1-35.
De Villiers, J.; Garfield, J. L. y D. Kamawar (2002): «Coherence as an explanation for theory of
Mind Task Failure in autism», Psycholinguistics,
17 (3): 266-275.
Del Valle, P. R.; McEachern, A. G. y H. D.
Chambers (2001): «Using social stories with autistic children», Journal of Poetry Therapy, 14 (4):
187-197.
Diehl, S. F. (2003): «The SLP's role in
collaborative assessment and intervention for children with ASD», Topics in Language Disorders, 23 (2):
95-115.
Diehl, S. F.; Ford, C. S. y J. Federico (2005): «The communication
journey of a fully included child with an autism spectrum disorder», Topics in Language Disorders, 25 (4):
375-387.
Díez Cuervo, Á.; Muñoz
Yunta, J. A.; Fuentes Biggi, J.; Canal Bedia, R.; Idiazábal Aletxa, M. A.; Ferrari Arroyo, M. J.; Mulas Delgado, F.; Tamarit Cuadrado, J.; Valdizán,
J. R.; Hervás Zúñiga, A.; Artigas Pallarés,
J.; Belinchón Carmona, M.; Hernández López, J. M.;
Martos Pérez, J.; Palacios, S. y M. Posada de la Paz (2005): «Guía de buena
práctica para el diagnóstico de los trastornos del espectro autista», Revista de Neurología, 41 (5): 299-310.
Dobbinson,
S.; Perkins, M. y J. Boucher (2003): «The interactional
significance of formulas in autistic language», Clinical Linguistics & Phonetics, 17 (4-5): 299-307.
Dockrell,
J. E.; Lindsay, G.; Letchford, B. y C. Mackie (2006):
«Educational provision for children with specific speech and language
difficulties: perspectives of speech and language therapy service managers», International Journal of Language &
Communication Disorders, 41 (4): 423-440.
Donaldson, A. L. (2006):
«An investigation of assessment methods for examining the production of
requests for information by young children with autism spectrum disorders», Dissertation Abstracts International, B:
Sciences and Engineering, 66 (12): 6570.
Dorado, M. (2004): Otra forma de
mirar. Memorias de un joven con síndrome de Asperger. Madrid, Minor Network.
Drager, K. D. R.; Postal, V. J.; Carrolus, L.; Castellano, M.; Gagliano, C. y J.
Glynn (2006): «The effect of aided language modeling
on symbol comprehension and production in 2 preschoolers with autism», American Journal of Speech-Language
Pathology, 15 (2): 112-125.
Eaves, L. C.; Wingert, H. y H. H. Ho (2006): «Screening for autism:
agreement with diagnosis», Autism, 10
(3): 229-242.
Elder, L. M.; Caterino, L. C.; Chao, J.; Shacknai, D. y G. De Simona (2006): «The efficacy of social skills treatment for
children with Asperger syndrome», Education & Treatment of Children,
29 (4): 635-663.
Emerich,
D. M.; Creaghead, N. A.; Grether,
S. M.; Murray, D. y C. Grasha (2003): «The
comprehension of humorous materials by adolescents with high-functioning autism
and Asperger's syndrome», Journal of Autism and Developmental Disorders, 33 (3): 253-257.
Equipo DELETREA (2004): Un
acercamiento al síndrome de Asperger. Una guía teórica y práctica.
Valencia, Asociación Asperger España.
Farmer, M. y A. Oliver
(2005): «Assessment of pragmatic difficulties and socio-emotional adjustment in
practice», International Journal of
Language & Communication Disorders, 40 (4): 403-429.
Feeley, K. M. (2000): «Examining the use of negative teaching exemplars in
establishing a general requesting response in young children with severe
disabilities», Dissertation Abstracts
International, B: Sciences and Engineering, 60 (8): 3896-B-3897-B.
Fein, D. (2001): «The
primacy of social and language deficits in autism», Tokushu Kyoikugaku Kenkyu/Japanese
Journal of Special Education, 38 (6): 1-16.
Fernandes, F. D. M. (2003): «Communicative profile, social-cognitive performance,
vocabulary and meta-representation in children of the autistic spectrum», PRO-FONO: Revista
de Actualizacao Cientifica,
15 (3): 267-278.
Foley, B. E. y A. H.
Staples (2003): «Developing augmentative and alternative communication (AAC)
and literacy interventions in a supported employment setting», Topics in Language Disorders, 23 (4):
325-343.
Forbes, J. y H. Welbon (2001): «Teacher/therapist collaboration: a Scottish
higher education institution development», International
Journal of Language & Communication Disorders, 36 (supl.):
417-422.
Fuentes Biggi, J.; Ferrari Arroyo, M.; Boada Muñoz, L.; Touriño
Aguilera, E.; Artigas Pallarés, J.; Belinchón Carmona, M.; Muñoz Yunta, J. A.; Hervás Zúñiga, A.; Canal Bedia,
R.; Hernández Rodríguez, J. M.; Díez Cuervo, Á.; Idiazábal
Alecha, M. Á.; Mulas Delgado, F.; Palacios Antón, S.;
Tamarit Cuadrado, J.; Martos Pérez, J. y M. Posada de
la Paz (2006): «Guía de buena práctica
para el tratamiento de los trastornos del espectro autista», Revista de Neurología, 43 (7): 425-438.
Gadia, C. A. y R. F. Tuchman
(2003): «Manejo de los niños con trastornos del espectro autista», Revista de
Neurología, 36 (2): 166-173.
Ganz, J. B. (2003): «Collateral effects of an augmentative communication
system on word utterances in children with characteristics of autism», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 63 (10): 3516-A.
Ganz, J. B. y R. L. Simpson (2004): «Effects on communicative requesting and
speech development of the picture exchange communication system in children
with characteristics of autism», Journal
of Autism and Developmental Disorders, 34 (4): 395-409.
García de la Torre, M. P. (2002): «Trastornos de la comunicación en el
autismo», Revista galego-portuguesa de psicoloxía e educación: revista de estudios e investigación
en psicología y educación, 8: 409-417.
García, F. y Á. Padrón (2003): «Sistemas de apoyo a la comunicación a
través de web para familias de personas con autismo», Siglo Cero, 34 (1): 70-74.
Gepner, B. (2001): «Therapeutic impact of facilitated communication on twelve
autistic persons. Results of a longitudinal study», Neuropsychiatrie de l'enfance et de l'adolescence, 49 (4):
301-312.
Gerber, S. (2003): «A
developmental perspective on language assessment and intervention for children
on the autistic spectrum», Topics in
Language Disorders, 23, (2): 74-94.
Geurts,
H. M.; Verte, S.; Oosterlaan,
J.; Roeyers, H.; Hartman, C. A.; Mulder,
E. J.; van Berckelaer-Onnes, I. A. y J. A. Sergeant
(2004): «Can the children's communication checklist differentiate between
children with autism, children with ADHD, and normal controls?», The Journal of Child Psychology and
Psychiatry and Allied Disciplines, 45 (8): 1437-1453.
Gibbon, F.; McCann, J.; Peppé, S.; O'Hare, A.
y M. Rutherford (2006): «Assessing prosodic and pragmatic ability in children
with high-functioning autism», Journal of
Pragmatics, 38 (10): 1776-1791.
Goffard,
S. (2006): «Language and autistic persons», Le
Francais aujourd'hui,
152: 61-68.
Goldberg, W. A.; Jarvis, K. L.; Osann, K.; Laulhere, T. M.; Straub, C.; Thomas, E.; Filipek, P. y M. A. Spence (2005): «Brief report: early
social communication behaviors in the younger
siblings of children with autism», Journal
of Autism and Developmental Disorders, 35 (5): 657-664.
Goldstein, H. (2002): «Communication intervention for children with
autism: a review of treatment efficacy», Journal
of Autism and Developmental Disorders, 32 (5): 373-396.
Gortázar, P. (2002):
«Intervención en casos con autismo: estado de la cuestión. Presentación caso
clínico», en VV.AA., Homenaje al Doctor Jorge Perelló Gilberga:
Congreso Internacional de Foniatría, Audiología,
Logopedia y Psicología del Lenguaje: aportaciones al comienzo de un nuevo siglo,
Salamanca, Universidad Pontificia de Salamanca: 143-168.
Gunter, H. L.; Ghaziuddin, M. y H. D. Ellis
(2002): «Asperger syndrome: tests of right hemisphere
functioning and interhemispheric communication», Journal of Autism and Developmental
Disorders, 32 (4): 263-281.
Hale, C. M. (2004): «Social communication in children with autism: the
role of theory of mind in discourse development», Dissertation Abstracts International, B: Sciences and Engineering,
64 (8): 4038-B.
Hale, C. M. y H. Tager-Flusberg (2005): «Brief
report: the relationship between discourse deficits and autism symptomatology», Journal
of Autism and Developmental Disorders, 35 (4): 519-524.
Hale, C. M. (2005): «Social communication in children with autism: the
relationship between theory of mind and discourse development», Autism, 9 (2): 157-178.
Hancock, T. B. y A. P. Kaiser (2002): «The effects of
trainer-implemented enhanced milieu teaching on the social communication of
children with autism», Topics in Early
Childhood Special Education, 22 (1): 39-54.
Harpur,
J. M. L. y M. Fitzgerald (2006): Suceeding with
interventions for Asperger syndrome adolescents: a
guide to communication and socialisation in interaction therapy, Londres/Filadelfia, Jessica Kingsley Publishers.
Hess, L. (2006): «I would like to play but I don't know how: a case
study of pretend play in autism», Child
Language Teaching and Therapy, 22 (1): 97-116.
Hetzroni,
O. E. y J. Tannous (2004): «Effects of a
computer-based intervention program on the communicative functions of children
with autism», Journal of Autism and
Developmental Disorders, 34 (2): 95-113.
Hilton, J. C. (2005): «Communication skills of young children diagnosed
with autism: comparative effectiveness of applied behavior
analysis and developmental, individual-difference, relationship-based interventions»,
Dissertation Abstracts International, B:
Sciences and Engineering, 66 (5): 2551-B.
Hoppe, S. E. (2003): «The effects of computer-assisted instruction on
communicative interactions and disruptive behavior
for individuals with autism»,
Dissertation Abstracts International, A:
The Humanities and Social Sciences, 64 (3): 796-A.
Howlin,
P. (2000): «The handbook of autism: a guide for parents and professionals (2nd
edition)», International
Journal of Language & Communication Disorders, 35 (4): 574-575.
Howlin,
P. (2003): «Outcome in high-functioning adults with autism with and without
early language delays: implications for the differentiation between autism and Asperger syndrome», Journal
of Autism and Developmental Disorders, 33 (1): 3-13.
Howlin,
P. (2004): Autism and Asperger syndrome: preparing for
adulthood, Londres, Routledge.
Ingersoll,
B.; Dvortcsak, A.; Whalen, C. y D. Sikora (2005): «The effects of a developmental,
social-pragmatic language intervention on rate of expressive language
production in young children with autistic spectrum disorders», Focus on Autism and Other Developmental
Disabilities, 20 (4): 213-222.
Jackson, C. T.; Fein, D.; Wolf, J.; Jones, G.; Hauck, M.; Waterhouse, L.
y C. Feinstein (2003): «Responses and sustained interactions in children with
mental retardation and autism», Journal
of Autism and Developmental Disorders, 33 (2): 115-121.
Jegatheesan,
B. (2006): «Ways of being in home and community: language socialization of
children with autism in multilingual South Asian immigrant families», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 66 (12): 4351.
Jensen, A. K., ed. (2005): When
babies read: a practical guide to helping young children with hyperlexia, Asperger syndrome and
high-functioning autism, Filadelfia, Jessica
Kingsley Publishers.
Jiménez Martínez, F.
(2001): «Autismo y comunicación», Revista
Galego do Ensino, (32):
219-234.
Jiménez Martínez, F.
(2003): «Autismo, comunicación y educación», en Acosta Rodríguez, V. M. y A. M.
Moreno Santana (eds.), Dificultades del lenguaje, colaboración e inclusión educativa: manual
para logopedas, psicopedagogos y profesores,
Barcelona, STM Editores: 231-253.
Johnston, S.; Nelson, C.; Evans, J. y K. Palazolo
(2003): «The use of visual supports in teaching young children with autism
spectrum disorder to initiate interactions», Augmentative and Alternative Communication, 19 (2): 86-103.
Jones, C. M. (2005): «Using the picture exchange communication system
and time delay to enhance the spontaneous speech of children with autism», Dissertation Abstracts International, B:
Sciences and Engineering, 65 (8): 4270-B-4271-B.
Joseph, R. M.; McGrath, L. M. y H. Tager-Flusberg
(2005): «Executive dysfunction and its relation to language ability in verbal
school-age children with autism», Developmental
Neuropsychology, 27 (3): 361-378.
Jurecic,
A. (2006): «Mindblindness: autism, writing, and the
problem of empathy», Literature and
Medicine, 25 (1): 1-23.
Kaderavek,
J. N. y P. Rabidoux (2004): «Interactive to
independent literacy: a model for designing literacy goals for children with
atypical communication»,
Reading & Writing Quarterly, 20
(3): 237-260.
Kaiser, A. P.; Hester, P. P. y A.
Kashinath,
S. P. (2003): «Effects of enhancing the generalized use of teaching strategies
by caregivers of children with autism», Dissertation
Abstracts International, B: Sciences and Engineering, 63 (12): 5797-B.
Kashinath,
S. P.; Woods, J. y H. Goldstein (2006): «Enhancing generalized teaching
strategy use in daily routines by parents of children with autism», Journal of Speech, Language, and Hearing
Research, 49 (3): 466-485.
Keen, D. (2003): «Communicative repair strategies and problem behaviours
of children with autism», International
Journal of Disability, Development and Education, 50 (1): 53-64.
Keen, D.; Sigafoos, J. y G. Woodyatt (2000): «Functional communication training and prelinguistic communication behavior
of children with autism», Advances in
Speech-Language Pathology, 2 (2): 107-117.
Keen, D.; Sigafoos, J. y G. Woodyatt (2001): «Replacing prelinguistic
behaviors with functional communication», Journal of Autism and Developmental
Disorders, 31 (4): 385-398.
Keen, D.; Sigafoos, J. y G. Woodyatt (2002): «Verifying teacher perceptions of the
potential communicative acts of children with autism», Communication Disorders Quarterly, 23 (3): 133-142.
Keen, D.; Sigafoos, J. y G. Woodyatt (2005): «Teacher responses to the communicative
attempts of children with autism», Journal
of Developmental and Physical Disabilities, 17 (1): 19-33.
Kjelgaard, M. M. y H. Tager-Flusberg (2001): «An
investigation of language impairment in autism: implications for genetic
subgroups», Language and Cognitive
Processes, 16 (2-3): 287-308.
Koegel, L-K.
(2000): «Interventions to facilitate communication in autism», Journal of Autism and Developmental
Disorders, 30 (5): 383-391.
Koenig, K.; Rubin, E.; Klin,
A. y F. R. Volkmar (2000): «Autism and the pervasive
developmental disorders», en C. Zeanah (ed.), Handbook of Infant Mental Health (2ª
ed.), Nueva York, Guilford Press: 298-310.
Konno, Y. (2003): «Establishing joint attention and communication in a
child with autism through therapeutic touch, including a "sense of
melting" experience: Dohsa method», Tokushu Kyoikugaku
Kenkyu/Japanese Journal of Special Education, 40
(6): 701-711.
Koppenhaver,
D. A. y K. A. Erickson (2003): «Natural emergent literacy supports for
preschoolers with autism and severe communication impairments»,Topics in Language Disorders, 23 (4): 283-292.
Koul,
R. K.; Schlosser, R. W. y S. Sancibrian (2001):
«Effects of symbol, referent, and instructional variables on the acquisition of
aided and unaided symbols by individuals with autism spectrum disorders», Focus on Autism and Other Developmental
Disabilities, 16 (3): 162-169.
Kravits,
T. R.; Kamps, D. M.; Kemmerer, K. y J. Potucek (2002): «Brief report: increasing communication
skills for an elementary-aged student with autism using the picture exchange
communication system», Journal of Autism
and Developmental Disorders, 32 (3): 225-230.
Kremer-Sadlik, T. (2004): «How children with
autism and Asperger syndrome respond to questions: a
‘naturalistic’ theory of mind task», Discourse
Studies, 6 (2): 185-206.
Lamers,
K. y L. J. Hall (2003): «The response of children with autism to preferred
prosody during instruction», Focus on
Autism and Other Developmental Disabilities, 18 (2): 95-104.
Laurent, A. C. y E. Rubin (2004): «Challenges in emotional regulation in
Asperger syndrome and high-functioning autism», Topics in Language Disorders, 24 (4):
286-297.
Laws, G. y D. V. M. Bishop (2004): «Pragmatic language impairment and social
deficits in Williams syndrome: a comparison with Down's syndrome and specific
language impairment», International
Journal of Language & Communication Disorders, 39 (1): 45-64.
Le, L. (2002): «Increasing vocabulary through question-asking for
children with autism», Dissertation
Abstracts International, B: Sciences and Engineering, 63 (5): 2569-B.
Liddle,
K. (2001): «Implementing the picture exchange communication system (
Liu, D.; Wellman, H. M.; y C. C. Peterson (2005): «Steps in
theory-of-mind development for children with deafness or autism», Child Development, 76 (2): 502-517.
Ljubesic,
M. (2005): «Characteristics of communication in infantile autism»,
Hrvatska Revija za Rehabilitacijska Istrazivanja, 41 (2): 103-109.
Lloyd, H.; Paintin, K. y
Loncola,
J. A. (2004): «Teaching social communication skills to children with autism», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 65 (3): 892-A.
Lord, C.; Shulman, C. y P. DiLavore
(2004): «Regression and word loss in autistic spectrum disorders», The Journal of Child Psychology and
Psychiatry and Allied Disciplines, 45 (5): 936-955.
Luyster,
R.; Richler, J.; Risi, S.;
Hsu, W-L.; Dawson, G.; Bernier, R.; Dunn, M.; Hepburn, S.; Hyman, S. L.;
McMahon, W. M.; Goudie-Nice, J.; Minshew,
N.; Rogers, S.; Sigman, M.; Spence, M. A.; Goldberg,
W. A.; Tager-Flusberg, H.; Volkmar,
F. R. y C. Lord (2005): «Early regression in social communication in autism
spectrum disorders: a CPEA study», Developmental
Neuropsychology, 27 (3): 311-336.
Martín Borreguero, P.
(2004): El síndrome de Asperger. ¿Excentricidad o discapacidad social? Madrid, Alianza Editorial.
Martin, C. A.; Drasgow, E.;
Martin,
Brain and Language, 85 (3): 451-466.
Martin,
Martínez del Río, C.
(2005): «El síndrome de Asperger», Cuadernos
de Pedagogía, (344): 38-41.
Martos, J. y R. Ayuda
(2002): «Comunicación y lenguaje en el espectro autista: el autismo y la
disfasia», Revista de Neurología, 34
(supl. 1): 58-63.
Martos, J. y M. Pérez, coords. (2002): Autismo.
Un enfoque orientado a la formación en logopedia, Valencia, Nau Llibres.
Mawhood,
L.; Howlin, P. y M. Rutter
(2000): «Autism and Developmental Receptive Language Disorder-A Comparative
Follow-Up in Early Adult Life, I: Cognitive and Language Outcomes», TheJournal of Child Psychology and Psychiatry and
Allied Disciplines, 41 (5): 547-559.
McCann, J. y S. Peppe (2003): «Prosody in
autism spectrum disorders: a critical review», International Journal of Language & Communication Disorders, 38
(4): 325-350.
McCathren,
R. B. (2000): «Teacher-implemented prelinguistic
communication intervention», Focus on
Autism and Other Developmental Disabilities, 15 (1): 21-29.
McCleery,
J. P.; Tully, L.; Slevc, L. R. y L. Schreibman (2006): «Consonant production patterns of young
severely language-delayed children with autism», Journal of Communication Disorders, 39 (3): 217-231.
McDuffie, A. S. (2004): «The relationship of four prelinguistic
skills and rapid word-object mapping to vocabulary outcomes in young children
with autism», Dissertation Abstracts
International, A: The Humanities and Social Sciences, 65 (3): 892-A.
McDuffie, A. S.; Yoder, P. y W. Stone (2005): «Prelinguistic
predictors of vocabulary in young children with autism spectrum disorders», Journal of Speech, Language, and Hearing
Research, 48 (5): 1080-1097.
McDuffie, A. S.; Yoder, P. y W. Stone (2006): «Fast-mapping in young
children with autism spectrum disorders», First
Language, 26 (4): 421-438.
McNerney,
E. K. (2003): «Videotape communication between school and clinic and the
effects on teacher behavior and generalization of
expressive language to classroom settings for children with autism», Dissertation Abstracts International, B:
Sciences and Engineering, 64 (6): 2929-B.
Meadan,
H.;
Mendoza Lara, E. (2001):
«Del TEL al autismo: el trastorno semántico-pragmático (TSP)», en E. Mendoza
Lara (coord.), Trastorno específico del
lenguaje (TEL), Madrid, Pirámide: 225-250.
Mendoza Lara, E. y P.
López Herrero (2004): «Consideraciones sobre el desarrollo de la Teoría de la
Mente (ToM) y del lenguaje», Revista de Psicología General y Aplicada, 57 (1): 49-67.
Millar, D. C.; Light, J. C. y R. W. Schlosser (2006): «The impact of
augmentative and alternative communication intervention on the speech
production of individuals with developmental disabilities: a research review», Journal of Speech, Language, and Hearing
Research, 49 (2): 248-264.
Miller, C. A. (2006): «Developmental Relationships between Language and
Theory of Mind», American Journal of
Speech-Language Pathology, 15 (2): 142-154.
Mirenda,
P. (2001): «Autism, augmentative communication, and assistive technology: what
do we really know?», Focus on Autism and Other Developmental Disabilities, 16 (3):
141-151.
Mirenda,
P. (2003): «Clinical forum. Toward functional augmentative and alternative
communication for students with autism: manual signs, graphic symbols, and
voice output communication aids», Language
Speech and Hearing Services in Schools, 34 (3): 203-216, 255-263.
Mirenda,
P. (2003): «Toward functional augmentative and alternative communication for
students with autism: manual signs, graphic symbols, and voice output
communication aids», Language, Speech,
and Hearing Services in Schools, 34 (3): 203-216.
Monfort, M.; Juárez, A. e I. Monfort (2004): Niños con trastornos pragmáticos de la
comunicación. Descripción e intervención. Madrid, Entha.
Monteiro de Carvalho,
G. M. y T. Costa de Alvear (2001): «Levantamento de questoes sobre o reconhecimento da fala do
autista», Psicologia. Teoria e Prática, 3 (2): 13-19.
Moore, V. y S. Goodson (2003): «How well does early diagnosis of autism
stand the test of time? Follow-up study of children assessed for autism at age
2 and development of an early diagnostic service», Autism, 7 (1): 47-63.
Nacewicz, B. M.; Dalton, K. M.; Johnstone, T.; Long,
M. T.; McAuliff, E. M; Oakes, T. R.; Alexander, A. L.
y R. J. Davidson (2006): «Amygdala volume and
nonverbal social impairment in adolescent and adult males with autism», Archives of General Psychiatry, 63 (12):
1417-1428.
Narbona García, J. y A. Patiño
García (2002): «Estudios genéticos de los trastornos de la comunicación», Revista de Neurología, 35
(1): 32-36.
Nigam,
R. (2001): «Dynamic assessment of graphic symbol combinations by children with
autism», Focus on Autism and Other
Developmental Disabilities, 16 (3): 190-197.
Noens,
Noens,
Norbury,
C. F. (2004): «Factors supporting idiom comprehension in children with communication
disorders», Journal of Speech, Language,
and Hearing Research, 47 (5): 1179-1193.
Norbury,
C. F. (2005): «The relationship between theory of mind and metaphor: evidence
from children with language impairment and autistic spectrum disorder», British Journal of Developmental Psychology,
23 (3): 383-399.
Norbury,
C. F. y D. V. M. Bishop (2002): «Inferential processing and story recall in
children with communication problems: a comparison of specific language
impairment, pragmatic language impairment and high-functioning autism», International Journal of Language &
Communication Disorders, 37 (3): 227-251.
Norbury,
C. F. y D. V. M. Bishop (2003): «Narrative skills of children with
communication impairments», International
Journal of Language & Communication Disorders, 38 (3): 287-313.
Norbury,
C. F. y D. V. M. Bishop (2005): «Children's communication checklist-2: a
validation study», Travaux neuchatelois de linguistique (TRANEL), 42: 53-63.
Norbury,
C. F.; Nash, M.; Baird, G. y D. V. M. Bishop (2004): «Using a parental
checklist to identify diagnostic groups in children with communication
impairment: a validation of the children's communication checklist-2», International Journal of Language &
Communication Disorders, 39 (3): 345-364.
Ochs,
E.; Kremer-Sadlik, T.; Sirota,
K. G. y O. Solomon (2004): «Autism and the social world: an anthropological
perspective», Discourse Studies, 6
(2): 147-183.
Ochs,
E.; Solomon, O. y L. Sterponi (2005): «Limitations
and transformations of habitus in child-directed
communication», Discourse Studies, 7
(4-5): 547-583.
Oesterreich,
R. (2002): «Autism and body language-distorted signal processing of mind and
body», Gesture, 2 (2): 287-289.
Ogletree,
B. T. y W.
Ohtake,
Y.; Yanagihara, M.; Nakaya,
A.; Takahashi, S.; Sato, E. y M. Tanaka (2005): «Repair strategies used by
elementary-age beginning communicators with autism: a preliminary descriptive
study», Focus on Autism and Other
Developmental Disabilities, 20 (3): 158-168.
Oi,
M. (2005): «Interpersonal compensation for pragmatic impairments in Japanese
children with Asperger syndrome or high-functioning
autism», Journal of Multilingual
Communication Disorders, 3 (3): 203-210.
Olivar Parra, J. S. y M.
Belinchón (2003): «Trastornos del espectro autista en
personas con (relativo) alto nivel de funcionamiento: Diferenciación funcional
mediante análisis multivariado», Acción psicológica,
2 (3): 223-238.
Olivar Parra, J. S. y M.
del Valle Flores (2004): «Relación entre teoría de la mente y comunicación
referencial: una explicación de los déficits
pragmáticos en personas con autismo y síndrome de Down»,
Acción psicológica, 3 (1): 31-42.
Olney, M. F. (2000): «Working with autism and other social-communication
disorders», Journal of Rehabilitation,
66 (4): 51-56.
O'Loughlin,
R. A. (2000): «Facilitating prelinguistic
communication skills of attention by integrating a music stimulus within
typical language intervention with autistic children», Dissertation Abstracts International, A: The Humanities and Social
Sciences, 61 (3): 947-A.
Ottinger,
B. (2003): Tictionary: a reference guide to the world of Tourette syndrome, Asperger
syndrome, attention deficit hyperactivity disorder and obsessive compulsive
disorder for parents and professionals, Shawnee Mission (KS), Autism Asperger Publishing Company.
Panerai,
S.; Buono, S.; Amato, G. y M. Zappala
(2000): «Rehabilitation experience with autism», Acta Phoniatrica Latina, 22 (1-2): 77-96.
Paul, R. (2003): «Promoting social
communication in high functioning individuals with autistic spectrum
disorders», Child and Adolescent
Psychiatric Clinics of North America, 12 (1): 87-106, VI-VII.
Paul, R.;
Shriberg, L. D.; McSweeny,
J.; Cicchetti, D.; Klin, A.
y F. Volkmar (2005): «Brief report: relations between
prosodic performance and communication and socialization ratings in high
functioning speakers with autism spectrum disorders», Journal of Autism and Developmental Disorders, 35 (6): 861-869.
Paz Míguez,
M. J. y C. Sineiro García (2006): «Juego de ficción:
aplicación de un programa de intervención en autismo», Psicothema, 18 (1): 9-17.
Perkins, M. R. (2000): «The scope of pragmatic disability: a cognitive
approach», en Müller, N. (ed.), Pragmatics in Speech and Language Pathology,
Persson,
C.; Niklasson, L.; Oskarsdottir,
S.; Johansson, S.; Jonsson, R. y
Peterson, C. C. (2004): «Theory-of-mind development in oral deaf
children with cochlear implants or conventional hearing aids», The Journal of Child Psychology and
Psychiatry and Allied Disciplines, 45 (6): 1096-1106.
Pietz,
J.; Ebinger, F. y D. Rating, D. (2003): «Prosopagnosia in a preschool child with Asperger
syndrome», Developmental Medicine and
Child Neurology, 45 (1): 55-57.
Plaisted,
K. y M. O'Riordan (2001): «Problem with O’Riordan: Enhanced discrimination in autism», The Quarterly Journal of Experimental
Psychology Section A, 54 (4): 961-979.
Polirstok,
S. R.; Dana, L.; Buono, S.; Mongelli,
V. y G. Trubia (2003): «Improving functional
communication skills in adolescents and young adults with severe autism using
gentle teaching and positive approaches», Topics
in Language Disorders, 23 (2): 146-153.
Poon, K. K-L.
(2005): «Predicting language and intellectual outcomes of children with autism
spectrum disorders based on the retrospective analysis of infant home videos», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 66 (4): 1321-A.
Preis,
J. (2002): «The effect of picture communication symbols on the verbal
comprehension of young children with autism», Dissertation Abstracts International, B: Sciences and Engineering,
63 (3): 1330-B.
Prelock, P. A. (2002): «Interventions for children with Autism
Spectrum Disorders: Making decisions based on the evidence», Perspectives on Language Learning and
Education, 9 (2): 3-7.
Prelock, P. A. y T. J. Hutchins (2006): «Using social stories
and comic strip conversations to promote socially valid outcomes for children
with autism», Seminars
in Speech and Language, 27 (1): 47-59.
Prelock, P. A.; Prendeville, J. y G.
Unwin (2006): «Peer play interventions to support the
social competence of children with Autism Spectrum Disorders (AAD)», Seminars in Speech and Language, 27 (1): 32-46.
Prizant, B. M.; Wetherby, A. M.; Rubin, E. y A. C. Laurent (2003): «The
SCERTS model: A transactional, family-centered
approach to enhancing communication and socioemotional
abilities of children with autism spectrum disorder», Journal of Infants and Young Children, 16 (4): 296-316.
Prizant, B. M.; Wetherby, A. M.; Rubin, E.; Laurent, A. C. y P. J. Rydell (2002): «The SCERTS model: Enhancing communication
and socioemotional abilities of children with Autism
Spectrum Disorders», Jenison Autism
Journal, 14 (4): 2-19.
Prizant, B. M.; Wetherby, A. M.; Rubin, E.; Laurent,
A. C. y P. J. Rydell (2005): The SCERTS Model: A comprehensive educational approach for children
with autism spectrum disorders, Baltimore, Paul H. Brookes Publishing
Company.
Rajendran,
G. y P. Mitchell (2006): «Text chat as a tool for referential questioning in Asperger syndrome», Journal
of Speech, Language, and Hearing Research, 49 (1): 102-112.
Rajendran,
G.; Mitchell, P. y H. Rickards (2005): «How do
individuals with Asperger syndrome respond to nonliteral language and inappropriate requests in
computer-mediated communication?», Journal of Autism and Developmental
Disorders, 35 (4): 429-443.
Rees, R. J. y M. L. Bellon (2002): «The
acquisition of communication skills by people with brain injury: some comparisons
with children with autism», International
Journal of Disability, Development and Education, 49 (2): 175-189.
Reichle,
J.; McComas, J.; Dahl, N.; Solberg, G.; Pierce, S. y
D. Smith (2005): «Teaching an individual with severe intellectual delay to request
assistance conditionally», Educational
Psychology, 25 (2-3): 275-286.
Reuterskiold
Wagner, C. y U. Nettelbladt (2005): «Tor: Case study of a boy with autism between the age of
three and eight», Child Language Teaching
and Therapy, 21 (2): 123-145.
Riboni,
C. (2005): «Divergence and rule: an analysis of the conditions of discourse
production in a case of autistic pathology», Faits de Langues, 25: 97-102.
Rice, M. L.; Roberts, J. A. y H. Tager–Flusberg (2004): «Tense marking in children with autism», Applied Psycholinguistics, 25 (3):
429-448.
Rivière Gómez, Á. (2001): Obras escogidas. Volumen II: lenguaje,
simbolización y alteraciones del desarrollo, Madrid, Médica Panamericana.
Roberts, J. (2002): «Communication, autism, and ageing», Advances in Speech- Language Pathology,
4 (2): 129-133.
Rogers, J. F. (2001): «Invitations to literacy: a case study of a child
with autism»,Dissertation Abstracts International, A: The Humanities
and Social Sciences, 61 (8): 3121-A.
Ronald, A; Happe, F.; Bolton, P.; Butcher, L.
M.; Price, T. S.; Wheelwright, S. M. A.; Baron-Cohen, S. y R. Plomin (2006): «Genetic heterogeneity between the three
components of the autism spectrum: a twin study», Journal of the American Academy of Child & Adolescent Psychiatry,
45 (6): 691-699.
Ross, B. (2004): «Effects of verbal cues on the eye gaze behaviors of children with autism during turn-taking
activities», Dissertation Abstracts
International, B: Sciences and Engineering, 64 (12): 6049-B-6050-B.
Rubin, E. (2004): «Asperger syndrome and high functioning autism: addressing
social communication and emotional regulation», Topics in Language Disorders, 24 (4): 245-322.
Rubin, E. y A. C. Laurent (2004): «Implementing a curriculum-based
assessment to prioritize learning objectives in Asperger
syndrome and high-functioning autism», Topics
in Language Disorders, 24 (4): 298-315.
Rubin, E. y L. Lennon (2004): «Challenges in social communication in Asperger syndrome and high-functioning autism», Topics in Language Disorders, 24 (4):
271-285.
Safran,
S. P.; Safran, J. S. y K. Ellis (2003): «Intervention
ABCs for children with Asperger syndrome», Topics in Language Disorders, 23 (2):
154-165.
Salmon, M. D. (2005): «Script training with storybooks and puppets: a
social skills intervention package across settings for young children with
autism and their typically developing peers», Dissertation Abstracts International, A: The Humanities and Social
Sciences, 66 (6): 2172-A.
Salt, J.; Sellars, V.; Shemilt,
J.; Boyd, S.; Coulson, T. y S. McCool (2001): «The
Scottish centre for autism preschool treatment programme», Autism, 5 (4): 362-373.
Sandberg, A. D.; Ehlers, S.; Hagberg, B. y C. Gillberg (2000): «The Rett
syndrome complex: communicative functions in relation to developmental level
and autistic features», Autism, 4
(3): 249-267.
Sandiford,
J. (2001): «Teaching children with autism to mind-read: a practical guide», International Journal of Language &
Communication Disorders, 36 (4): 535-536.
Schaeffer, B.; Raphael, A. y Kollinzas, G. (2005): Habla signada para alumnos no
verbales.
Schepis,
J. A. (2003): «The effects of a fluency building intervention on the language
of preschool children with autism and developmental disabilities and their
peers», Dissertation Abstracts International,
A: The Humanities and Social Sciences, 63 (7): 2506-A.
Schertz, H. H. (2006): «Promoting joint attention in toddlers with
autism: a parent-mediated developmental model», Dissertation Abstracts International, A: The Humanities and Social
Sciences, 66 (11): 3982.
Schlosser, R. W. y D. M. Blischak (2001): «Is
there a role for speech output in interventions for persons with autism? A
review», Focus on Autism and Other
Developmental Disabilities, 16 (3): 170-178.
Schuler, A. L. (2003): «Beyond echoplaylia:
promoting language in children with autism», Autism, 7 (4): 455-469.
Seeman,
C. (2006): «When babies read: a practical guide to helping young children with hyperlexia, Asperger syndrome and
high-functioning autism», Library Journal,
131 (3): 128.
Shanker,
S. (2004): «The roots of mindblindness», Theory & Psychology, 14 (5):
685-703.
Shea, V. (2005): «A perspective on the research literature related to early
intensive behavioral intervention (Lovaas) for young children with autism», Communication Disorders Quarterly, 26
(2): 102-111.
Shriberg,
L. D. y R. Paul (2001): «Speech and prosody characteristics of adolescents and
adults with high-functioning autism and Asperger
syndrome», Journal of Speech, Language,
and Hearing Research, 44 (5): 1097-1115.
Shyu,
V. (2001): «The respective roles of general processing limitations and theory
of mind impairments in determining the language profile seen in autism», Dissertation Abstracts International, B:
Sciences and Engineering, 61 (12): 6732-B.
Siegal,
M. y M. Blades (2003): «Language and auditory processing in autism»,Trends in Cognitive Sciences, 7 (9): 378-380.
Sigafoos,
J. y
Sigafoos,
J.; O'Reilly, M. F.; Seely-York, S.; Weru, J.; Son, S. H.; Green, V. A. y G. E. Lancioni (2004): «Transferring AAC intervention to the
home», Disability and Rehabilitation,
2004, 26 (21-22): 1330-1334.
Siller,
M. y M. Sigman (2002): «The behaviors
of parents of children with autism predict the subsequent development of their
children's communication», Journal of
Autism and Developmental Disorders, 32 (2): 77-89.
Sirota,
K. G. (2004): «Positive politeness as discourse process: politeness practices
of high-functioning children with autism and Asperger
syndrome», Discourse Studies, 6 (2):
229-251.
Smith, C.; Goddard, S. y M.
Fluck (2004): «A scheme to promote social attention
and functional language in young children with communication difficulties and
autistic spectrum disorder», Educational
Psychology in Practice, 20 (4): 319-333.
Solis, T.; Derby, K. M. y T. F. McLaughlin (2003): «The effects of
precision teaching techniques and functional communication training on problem behavior for a 12-year old male with autism», International Journal of Special Education,
18 (1): 49-54.
Solomon, O. G. (2002): «Narrative introduction practices of children
with autism and Asperger syndrome», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 62 (12): 4147-A.
Son, S-H.
(2006): «Comparing two modes of AAC intervention for children with autism», Dissertation Abstracts International, A: The
Humanities and Social Sciences, 66 (7): 2544-A-2545-A.
Sonders,
S. A. (2003): Giggle time: establishing
the social connection: a program to develop the communication skills with
autism, Asperger syndrome and PDD, Londres/Filadelfia, Jessica Kingsley Publishers.
Sonnenmeier, R. M.; McSheehan, M. y C. M. Jorgensen
(2005): «A case study of team supports for a student with autism's
communication and engagement within the general education curriculum:
preliminary report of the beyond access model», Augmentative and Alternative Communication, 21 (2): 101-115.
Sterponi,
L. (2004): «Construction of rules, accountability and moral identity by
high-functioning children with autism», Discourse
Studies, 6 (2): 207-228.
Stevenson, C. L.; Krantz, P. J. y L.
Stuart-Hamilton,
Sullivan, M. T. (2003): «Communicative functions of echolalia in
children with autism: assessment and treatment», Dissertation Abstracts International, B: Sciences and Engineering,
63 (10): 4948-B-4949-B.
Tanet-Mory,
Tanguay,
P. B. (2002): Nonverbal learning
disabilities at school: educating students with NLD, Asperger
syndrome and related conditions, Londres/Filadelfia,
Jessica Kingsley Publishers.
Thiemann, K. S. y H. Goldstein (2004): «Effects of peer training and
written text cueing on social communication of school-age children with
pervasive developmental disorder», Journal
of Speech, Language, and Hearing Research, 47 (1): 126-144.
Tincani,
M. J. (2003): «Effects of selection-based versus topography-based communication
training on the acquisition of mands by children with
autism and multiple disabilities», Dissertation
Abstracts International, A: The Humanities and Social Sciences, 63 (7):
2506-A-2507-A.
Tincani,
M. J. (2004): «Comparing the picture exchange communication system and sign
language training for children with autism», Focus on Autism and Other Developmental Disabilities, 19 (3):
152-163.
Tjus,
T.; Heimann, M. y K. E. Nelson (2001): «Interaction
patterns between children and their teachers when using a specific multimedia
and communication strategy: observations from children with autism and mixed
intellectual disabilities», Autism, 5
(2): 175-187.
Tomblin,
J. B.; Hafeman, L. L. y M. O'Brien (2003): «Autism
and autism risk in siblings of children with specific language impairment», International Journal of Language &
Communication Disorders, 38 (3): 235-250.
Tortosa Nicolás, F. (2003):
«Internet y las personas con autismo de alto nivel y síndrome de Asperger», Comunicación y pedagogía: Nuevas tecnologías
y recursos didácticos, 192: 89-93.
Toth,
K.; Dawson, G.; Meltzoff, A.N.; Greenson,
J. y D. Fein (2007): «Early social, imitation, play, and language abilities of
young non-autistic siblings of children with autism», Journal of Autism and Developmental Disorders, 37 (1): 145-157.
Trevarthen, C. (2000): «Autism as a neurodevelopmental
disorder affecting communication and learning in early childhood: prenatal
origins, post-natal course and effective educational support», Prostaglandins, Leukotrienes
and Essential Fatty Acids, 63 (1-2): 41-46.
Travis, L.; Sigman, M. y E. Ruskin (2001):
«Links between social understanding and social behavior
in verbally able children with autism», Journal
of Autism and Developmental Disorders, 31 (2): 119-130.
Treiber,
D. M. (2000): «Increasing the use of comments by a child with an autistic
spectrum disorder and hyperlexia: a case study», Dissertation Abstracts International, B:
Sciences and Engineering, 60, 7, Jan, 3245-B.
Trottier,
M-J.; Cantin, C. y A. Sutton (2004): «Photo-object
matching skills and functional communication with photos in a young child with
autism», Journal of Speech-Language
Pathology and Audiology/Revue d'orthophonie
et d'audiologie, 28 (2):
85-96.
Tsuchiya, R. y J. Yamamoto
(2001): «An experimental study investigating the conditions for establishing
joint attention and declarative communication in children with autism», Tokushu Kyoikugaku
Kenkyu/Japanese Journal of Special Education, 38
(6): 33-49.
Tuchman, R. F. y C. A. Gadia (2003): «Manejo de los niños con trastornos del
espectro autista», Revista de neurología,
36 (2): 166.
Verte,
S.; Geurts, H. M.; Roeyers,
H.; Rosseel, Y.; Oosterlaan,
J. y J. A. Sergeant (2006): «Can the children's communication checklist differentiate
autism spectrum subtypes?», Autism,
10 (3): 266-287.
Volden,
J. (2004): «Conversational repair in speakers with autism spectrum disorder», International Journal of Language &
Communication Disorders, 39 (2): 171-189.
Volkmar, F. R.; A. Klin y R. Paul (2005): Handbook
of autism and pervasive developmental disorders (3ª ed.), Nueva York, John Wiley.
Volkmar, F.; Klin,
A.; Schultz, R.; Rubin, E. y R. Bronen (2000):
«Clinical case conference: Asperger's disorder», American Journal of Psychiatry, 157 (2):
262-267.
Von Tetzchner,
S.; Ovreeide, K. D.; Jorgensen, K. K.; Ormhaug, B. M.; Oxholm, B. y R. Warme (2004): «Acquisition of graphic communication by a
young girl without comprehension of spoken language», Disability and Rehabilitation, 26 (21-22): 1335-1346.
Wahlberg,
T. y J. P. Magliano (2004): «The ability of high
function individuals with autism to comprehend written discourse», Discourse Processes, 38 (1): 119-144.
Warren, S. F.; Rice, M. L. y S. K. Betz (2005): «Language symptoms of
developmental language disorders: An overview of autism, Down syndrome, fragile
X, specific language impairment, and Williams syndrome», Applied Psycholinguistics, 26 (1): 7-27.
Wenglorz,
M. y W. Deutsch (2001): «How can an autistic child's communication develop?», Hrvatska Revija za Rehabilitacijska Istrazivanja, 37 (1): 53-60.
Werth,
A.; Perkins, M. y J. Boucher (2001): «“Here's the weavery
looming up”: verbal humour in a woman with high-functioning autism», Autism, 5 (2): 111-125.
Whittaker, C. A. y J. Reynolds (2000): «Hand signalling in dyadic
proximal communication: social strengths of children with autism who do not
speak»,
Child Language Teaching and Therapy,
16 (1): 43-57.
Williams, C. Y. (2001): «A
longitudinal study of cognitive, language, and social competence in adolescents
and young adults with autism», Dissertation
Abstracts International, B: Sciences and Engineering, 62 (2): 1121-B.
Williams, E. (2004): «Who
really needs a 'theory' of mind?: An interpretative
phenomenological analysis of the autobiographical writings of ten
high-functioning individuals with an autism spectrum disorder», Theory & Psychology, 14 (5):
704-724.
Wing,
L.; Leekam, S. R.; Libby, S. J.; Gould, J. y M. Larcombe (2002): «Diagnostic interview for social and
communication disorders: background, inter-rater
reliability and clinical use», Journal of
Child Psychology and Psychiatry and Allied Disciplines, 43 (3): 307.
Wolk,
L. y J. Giesen (2000): «A phonological investigation
of four siblings with childhood autism», Journal
of Communication Disorders, 33 (5): 371-389.
Woods, J. J. y A. M. Wetherby (2003): «Early identification of and intervention
for infants and toddlers who are at risk for autism spectrum disorder», Language, Speech, and Hearing Services in
Schools, 34 (3): 180-193.
Woods, J. y H. Goldstein
(2003): «When the toddler takes over: changing challenging routines into
conduits for communication», Focus on
Autism and Other Developmental Disabilities, 18 (3): 176-181.
Yalof, J. A. (2006): «Case illustration of a boy with nonverbal learning
disorder and Asperger's features: neuropsychological
and personality assessment», Journal of
Personality Assessment, 87 (1): 15.
Yoder, P. y W. L. Stone
(2006): «A randomized comparison of the effect of two prelinguistic
communication interventions on the acquisition of spoken communication in
preschoolers with ASD», Journal of
Speech, Language, and Hearing Research, 49, (4): 698-711.
Yokoyama, K.; Naoi, N. y J. Yamamoto (2006):
«Teaching verbal behavior using the picture exchange
communication system (
Young, E. C.; Diehl, J. J.; Morris, D.; Hyman, S. L. y L. Bennetto (2005): «The use of two language tests to identify
pragmatic language problems in children with autism spectrum disorders», Language, Speech and Hearing Services in Schools,
36 (1): 62-72.
Zercher,
C.; Hunt, P.; Schuler, A. y J. Webster (2001): «Increasing joint attention,
play and language through peer supported play», Autism, 5 (4): 374-398.
|