REVISTA ELECTRÓNICA DE ESTUDIOS FILOLÓGICOS


COMUNICACIÓN, AUTISMO Y SÍNDROME DE ASPERGER. HACIA UN ESTADO DE LA CUESTIÓN DESDE EL  PUNTO DE VISTA BIBLIOGRÁFICO

Francisco José Rodríguez Muñoz
(Universidad de Almería)

 

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. Salamanca, Amarú.

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. E. Harn (2000): «Repeated storybook reading as a language intervention for children with autism: a case study on the application of scaffolding», Focus on Autism and Other Developmental Disabilities, 15 (1): 52-58.

 

Bellon-Harn, M. L. y W. E. Harn (2006): «Profiles of social communicative competence in middle school children with Asperger syndrome: Two case studies», Child Language Teaching and Therapy, 22 (1): 1-26.

 

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 connecticut school speech-language pathologists», Focus on Autism and Other Developmental Disabilities, 19 (4): 245-252.

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.

Chandler, S.; Christie, P.; Newson, E. y W. Prevezer (2002): «Developing a diagnostic and intervention package for 2- to 3-year-olds with autism: outcomes of the frameworks for communication approach», Autism, 6 (1): 47-69.

Charlop-Christy, M. H. y S. E. Kelso (2003): «Teaching children with autism conversational speech using a cue card/written script program», Education and Treatment of Children, 26 (2): 108-127.

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»,
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Kaiser, A. P.; Hester, P. P. y A. S. McDuffie (2001): «Supporting communication in young children with developmental disabilities», Mental Retardation and Developmental Disabilities Research Reviews, 7 (2): 143-150.

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.

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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 (PECS, International Journal of Language & Communication Disorders, 36 (supl.): 391-395.

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»,
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Lloyd, H.; Paintin, K. y N. Botting (2006): «Performance of children with different types of communication impairment on the clinical evaluation of language fundamentals (CELF, Child Language Teaching and Therapy, 22 (1): 47-67.

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.; Halle, J. W. y J. M. Brucker (2005): «Teaching a child with autism and severe language delays to reject: direct and indirect effects of functional communication training», Educational Psychology, 25 (2-3): 287-304.

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Martin, I. y S. McDonald (2004): «An exploration of causes of non-literal language problems in individuals with Asperger syndrome», Journal of Autism and Developmental Disorders, 34 (3): 311-328.

 

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.; Halle, J. W.; Watkins, R. V. y J. G. Chadsey (2006): «Examining communication repairs of 2 young children with autism spectrum disorder: the influence of the environment», American Journal of Speech-Language Pathology, 15 (1): 57-71.

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, I. L. J. e I. A. van Berckelaer-Onnes (2004): «Making sense in a fragmentary world: communication in people with autism and learning disability», Autism, 8 (2): 197-218.

Noens, I. L. J. e I. A. van Berckelaer-Onnes (2005): «Captured by details: sense-making, language and communication in autism», Journal of Communication Disorders, 38 (2): 123-141.

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. E. Harn (2001): «Augmentative and alternative communication for persons with autism: history, issues, and unanswered questions», Focus on Autism and Other Developmental Disabilities, 16 (3): 138-140.

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, Amsterdam, John Benjamins: 7-28.

Persson, C.; Niklasson, L.; Oskarsdottir, S.; Johansson, S.; Jonsson, R. y E. Soderpalm (2006): «Language skills in 5-8-year-old children with 22q11 deletion syndrome», International Journal of Language & Communication Disorders, 41 (3): 313-333.

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. TagerFlusberg (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. Madrid, Alianza Editorial.

 

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 E. Drasgow (2001): «Conditional use of aided and unaided AAC: a review and clinical case demonstration», Focus on Autism and Other Developmental Disabilities, 16 (3): 152-161.

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.

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