Referencias Bibliográficas

1. Introducción

1.1. Presentación

Boyd, B. A., Odom, S. L., Humphreys, B. P., & Sam, A. M. (2010). Infants and Toddlers With Autism Spectrum Disorder: Early Identification and Early Intervention. Journal of Early Intervention, 32(2), 75-98.

Dawson, G., Jones, E. J. H., Merkle, K., Venema, K., Lowy, R., Faja, S., … Webb, S. J. (2012). Early behavioral intervention is associated with normalized brain activity in young children with autism. Journal of the American Academy of Child and Adolescent Psychiatry, 51(11), 1150-1159.

Federación Estatal de Asociaciones de Profesionales de Atención Temprana. (2000). Libro Blanco de Atención Temprana.

Hernández, J. M., Artigas-Pallarés, J., Martos-Pérez, J., Palacios-Antón, S., Fuentes-Biggi, J., Belinchón-Carmona, M., … Grupo de Estudio de los Trastornos del Espectro Autista del Instituto de Salud Carlos III. (2005). [Best practice guidelines for the early detection of Autistic Spectrum Disorders (I)]. Revista De Neurologia, 41(4), 237-245.

Odom, S. L., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 425-436.

Organización de Naciones Unidas. (2006). Convención de Derechos de las personas con Discapacidad.

Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology: The Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53, 37(1), 8-38.

1.2. Trastornos del Espectro Autista

Baranek, G. T., Parham, L. D., & Bodfish, J. W. (2005). Sensory and Motor Features in Autism: Assessment and Intervention. Hoboken, NJ, US: John Wiley & Sons Inc, Hoboken, NJ.

Charman, T., Jones, C. R. G., Pickles, A., Simonoff, E., Baird, G. y Happé, F. (2011). Defining the cognitive phenotype of autism. Brain research, 1380, 10-21.

Charman, T., Pickles, A., Simonoff, E., Chandler, S., Loucas, T. y Baird, G. (2011). IQ in children with autism spectrum disorders: data from the Special Needs and Autism Project (SNAP). Psychological medicine, 41(3), 619-627.

Corbett, B. A., Carmean, V., & Fein, D. (2009). Assessment of neuropsychological functioning in autism spectrum disorders. En Assessment of autism spectrum disorders. (pp. 253-289). New York, NY, US: Guilford Press, New York, NY.

Fuentes-Biggi, J., Ferrari-Arroyo, M. J., Boada-Muñoz, L., Touriño-Aguilera, E., Artigas-Pallarés, J., Belinchón-Carmona, M., … Grupo de Estudio de los Trastornos del Espectro Autista del Instituto de Salud Carlos III. Ministerio de Sanidad y Consumo, España. (2006). [Good practice guidelines for the treatment of autistic spectrum disorders]. Revista De Neurologia, 43(7), 425-438.

Provost, B., Lopez, B., & Heimerl, S. (2007). A Comparison of Motor Delays in Young Children: Autism Spectrum Disorder, Developmental Delay, and Developmental Concerns. Journal of Autism and Developmental Disorders, 37(2), 321-328.

Rapin, I., & Dunn, M. (2003). Update on the language disorders of individuals on the autistic spectrum. Brain and Development, 25(3), 166-172.

Whitehouse, A. J. O., Barry, J. G., & Bishop, D. V. M. (2007). The broader language phenotype of autism: A comparison with specific language impairment. Journal of Child Psychology and Psychiatry, 48(8), 822-830.

Williams, D., Botting, N., & Boucher, J. (2008). Language in autism and specific language impairment: where are the links? Psychological bulletin, 134(6), 944-963.

1.3. Modelo de intervención

Howlin, P., Magiati, I., & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American journal on intellectual and developmental disabilities, 114(1), 23-41.

Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: randomized controlled trial of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 53(4), 431-439.

Kazdin, A. E. (2008). Evidence-based treatment and practice: new opportunities to bridge clinical research and practice, enhance the knowledge base, and improve patient care. The American Psychologist, 63(3), 146-159.

Laugeson, E. A., Frankel, F., Gantman, A., Dillon, A. R., & Mogil, C. (2012). Evidence-based social skills training for adolescents with autism spectrum disorders: the UCLA PEERS program. Journal of Autism and Developmental Disorders, 42(6), 1025-1036.

Marquez, Carmen. (2013). Recomendaciones para familias que buscan Atención Temprana para su hijo con Trastorno del Espectro del Autismo. Ediciones ALTARIA.

Missouri Autism Guidelines Initiative. (2012). Autism Spectrum Disorders: Guide to Evidence-based Interventions.

Myers, S. M., Johnson, C. P., & American Academy of Pediatrics Council on Children With Disabilities. (2007). Management of children with autism spectrum disorders. Pediatrics, 120(5), 1162-1182.

Oono, I. P., Honey, E. J., & McConachie, H. (2013). Parent-mediated early intervention for young children with autism spectrum disorders (ASD). The Cochrane Database of Systematic Reviews, 4, CD009774.

Turnbull, A. P., Summers, J. A., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., Stroup-Rentier, V. (2007). Family Supports and Services in Early Intervention: A Bold Vision. Journal of Early Intervention, 29(3), 187-206.

Wallace, K. S., & Rogers, S. J. (2010). Intervening in infancy: implications for autism spectrum disorders. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(12), 1300-1320.

Wetherby, A. M., & Prizant, B. M. (2000). Autism Spectrum Disorders: A Transactional Developmental Perspective (1st edition.). Baltimore: Paul H Brookes Publishing.

2. Proceso de Evaluación e Intervención

2.1. Orientaciones para la evaluación

Autism diagnosis in children and young people: Recognition, referral and diagnosis of children and young people on the autism spectrum | Guidance and guidelines | NICE.

Díez-Cuervo, A., Muñoz-Yunta, J. A., Fuentes-Biggi, J., Canal-Bedia, R., Idiazábal-Aletxa, M. A., Ferrari-Arroyo, M. J., … Grupo de Estudio de los Trastornos del Espectro Austista del Instituto de Salud Carlos III. (2005). [Best practice guidelines for the diagnosis of autistic spectrum disorders]. Revista De Neurologia, 41(5), 299-310.

Fernandez Matamoros, I; Fuentes, J y Rueda, P. (1991). Tabla de Desarrollo Haizea-Llevant. Servicio Central de Publicaciones. Gobierno Vasco, 1991.

Leal, Linda. (2008). Un enfoque de la discapacidad intelectual centrado en la familia (FEAPS Madrid.).

McWilliam, R. A. (2012). Implementing and Preparing for Home Visits. Topics in Early Childhood Special Education, 31(4), 224-231.

Montero, D y Fernández Pinto I (2013). Sistema de evaluación de la Conducta Adaptativa ABAS II. TEA Ediciones.

Newborg, J; Stock J. R. y Wnek, L. (1998). Inventario de desarrollo Battelle. TEA Ediciones.

Perez Sánchez, I, Lorenzo Rivero MJ. (2001) Inventario de Desarrollo Atención Temprana (IDAT). Ediciones Amaru.

Schopler, E., Lansing, M. D., Reichler, R. J., & Marcus, L. M. (2005). Psychoeducational Profile: TEACCH individualized assessment for children with autism spectrum disorders, Third Edition. Austin, TX: Pro Ed, Inc.

Sparrow, S, Cichetti, D y Balla, D (2005). Vineland Adaptative Behavior Scale Second Edition. Pearson.

Turnbull, A. P., Summers, J. A., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., … Stroup-Rentier, V. (2007). Family Supports and Services in Early Intervention: A Bold Vision. Journal of Early Intervention, 29(3), 187-206.

Turnbull, A. P., Turbiville, V., & Turnbull, H. R. (2000). Evolution of family–professional partnerships: Collective empowerment as the model for the early twenty-first century. En Handbook of early childhood intervention (2nd ed.). (pp. 630-650). New York, NY, US: Cambridge University Press, New York, NY.

2.2. Orientaciones para la programación

Luckasson, R., Borthwick-Duyl, S., Buntinx, W.H.E., Coulter, D.L., Craig, E.M., Reeve, A., Schalock, R.L.,Snell, M.E., Spitalnik, D.M., Spreat, S. y Tasse, M.J. (2002). Mental retardation: Definition, classification, and systems of supports (10″ ed.). Washington, DC: American Association on Mental Retardation.

Tamarit, J (1992) ¿Qué son los Sistemas alternativos de Comunicación?, En Sistemas Aumentativos de Comunicación.Universidad Nacional de Educación a Distancia.

2.3. Orientaciones para la intervención

Boyd, B. A., McDonough, S. G., & Bodfish, J. W. (2012). Evidence-based behavioral

interventions for repetitive behaviors in autism. Journal of Autism and DevelopmentalDisorders, 42(6), 1236-1248.

Charlop-Christy, MH, LeBlanc, LA, & Carpenter, MH (1999). Naturalistic Teaching Strategies (NaTS) to teach speech to Children with Autism: Historical perspective, development, and current practice. California School Psychologist, 4¸¬ 30-46.

Fenske, EC, Krantz, PJ, & McClannahan, LE (2001). Incidental teaching: A not-discrete-trial teaching procedure. In Maurice, C., Green, G., & Foxx, RM (Eds.), Making a Difference: Behavioral intervention for autism. Austin, TX: Pro-Ed.

Norris,J.;Hoffman,P.(1990).Language intervention within naturalistic environments. Language,Speech and Hearing Services in Schools,21,2,72-85.

Norris,J.;Damico,J.S. (1990). Whole language in theory and practice. Language, Speech and Hearing Services in Schools.21,4,212-220

Quill. K (2000). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Paul Brookes Publishing

Schwartz,I.S.(1987). A review of thechniques for naturalistic language training.Child language teaching and therapy.3,3.267- 272.

Sussman, F. (2012) More Than Words: A Parent’s Guide to Building Interaction and Language Skills for Children with Autism Spectrum Disorder or Social Communication Difficulties. Toronto: The Hanen Centre

Programa AITTEA

Programa Sociocomunicativo de Atención Infantil Temprana para los Trastornos del Espectro del Autismo

Referencias Bibliográficas