Programa integral para la enseñanza de habilidades a niños con autismo

Bibliographic References

• American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (text revisión). Washington, DC: Autor (versión española, 2002. Barcelona: Masson).
• Autism ‘miracle cure’ isn’t (1999, December 8). Philadelphia Daily News, p. 44.
• Ayllon, T. y Azrin, N.H. (1968b). The token economy: a motivational system for therapy and rehabilitation. Nueva York: Appleton Century Crofts.
• Bespalova, I.N. y Buxbaum, J.D. (2003) Disease susceptibility genes for autism. Annals of Medicine, 35, 274-281.
• Bondy, A. y Frost, L. (1994). The Delaware Autistic Program. In S. Harris y J. Handleman (Eds.): Preschool Programs for Children with Autism (pp. 37-54) Austin, Texas, Estados Unidos: Pro-Ed.
• Catania, A.C., Matthews, B.A. y Shimoff, E. (1982). Instructed versus shaped human verbal behavior: Interactions with nonverbal responding. Journal of the Experimental Analysis of Behavior, 38, 233-248.
• Cooper, J.O., Heron, T.E. y Heward, W.I. (1987). Applied behavior analysis. Nueva York: Macmillan.
• De Rose, J.C., de Souza, D.G. y Hanna, E.S. (1996). Teaching reading and spelling: exclusion and stimulus equivalence. Journal of Applied Behavior Analysis, 29, 451-469.
• Dorow, L.G., McCorkle, N. y Greer, R.D. (1987). A scripted curriculum for verbal behavior. Yonkers, NY: The Fred S. Keller School.
• Fenske, E.C., Zalenski, S., Krantz, P.J. y McClannahan, L.E. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 49-58.
• Fuentes Ortega, J.B. y Quiroga Romero, E. (2004). Los dos principios irrenunciables del análisis funcional de la conducta y del conductismo radical. Psicothema, 16, 555-562.
• González Menéndez, A.M., Williams, G. y Pérez-González, L.A. (2003). Guía de tratamientos psicológicos eficaces para el autismo. En M. Pérez Álvarez, J.R. Fernández Hermida, C. Fernández Rodríguez e I. Amigo Vázquez (Eds.): Guía de tratamientos psicológicos eficaces III: Infancia y adolescencia (pp. 17-56). Madrid: Pirámide.
• Green, G. (1996). Early behavioral intervention for autism. En C. Maurice, Green y S.C. Luce (Eds.): Behavioral intervention for young children with autism (pp. 29-44). Austin, Texas, Estados Unidos: PRO-ED.
• Green, G., Brennan, L.C. y Fein, D. (2002). Intensive behavioral treatment for a toddler at high risk for autism. Behavior Modification, 26, 69-102.
• Greer, R.D. (1991). The teacher as strategic scientist: a solution to our educational crisis? Behavior and Social Issues, 1, 25-41.
• Greer, R.D. (1996). The education crisis. In M. Mattaini y B. Thyer (Eds.): Finding solutions to social problems: behavioral strategies for change (pp. 113-146). Washington, DC: American Psychological Association Books.
• Greer, R.D., McCorkle, N. y Williams, G. (1989). A sustained analysis of the behaviors of schooling. Behavioral Residential Treatment, 4, 113-141.
• Greer, R.D., McCorkle, N.P. y Twyman, J.S. (1996a). Preschool Inventory of Repertoires for Kindergarten (P.I.R.K.). Yonkers, Nueva York: The Fred S. Keller School and CABASsm.
• Greer, R.D., McCorkle, N.P. y Twyman, J.S. (1996b). Toddler Inventory of Behaviors (T.I.B.). Yonkers, Nueva York: The Fred S. Keller School and CABASsm.
• Greer, R.D. y McDonough, S.H. (1999). Is the learn unit a fundamental measure of pedagogy. The Behavior Analyst, 22, 5-16.
• Guess, D., Sailor, W.S. y Baer, D.M. (1976). A functional speech and language training program for the severely handicapped. Lawrence, Kansas, Estados Unidos: H & H Enterprises, Inc.
• Hartmann, D.P. y Hall, R.V. (1976). The changing criterion design. Journal of Applied Behavior Analysis, 9, 527-532.
• Hayes, S.C. (1991). A relational theory of stimulus equivalence. En L.J. Hayes y P.N. Chase (Eds.): Dialogues on verbal behavior (pp. 19-46). Reno, NV: Context Press.
• Hayes, S.C. (1994). Relational frame theory: a functional approach to verbal events. En S.C. Hayes, L.J. Hayes, M. Sato y K. Ono (Eds.): Behavior analysis of language and cognition (pp. 9-30). Reno, NV: Context Press.
• Hayes, S.C., Barnes-Holmes, D. y Roche, B. (2001). Relational frame theory: a post-Skinnerian account of human language and cognition. Nueva York: Plenum Publishers.
• Hayes, S.C. y Hayes, L.J. (1989). The verbal action of the listener as a basis for rule governance. In S.C. Hayes (Ed.): Rule-governed behavior: cognition, contingencies, and instructional control (pp. 153-190). New York: Plenum Press.
• Johnson, K.R. (1993). Morningside mathematics fluency: basic numeric skills. Seatle, Washington, Estados Unidos: Morningside Press.
• Kelly, T.M. (1994). Functional relations between numbers of learn unit presentations and emissions of self-injurious and assaultive behavior. Tesis doctoral sin publicar, Universidad de Columbia, Nueva York.
• Kelly, T.M. y Greer, R.D. (1992, mayo). Functional relationships between learn units and maladaptive behavior. Comunicación presentada a la Annual Convention of the Association for Behavior Analysis. San Francisco, Estados Unidos.
• Kephart, B. (1999). A place called Brick. Newsletter of the National Alliance for Autism Research, 5, 1-17.
• Lamarre, J. y Holland, J.G. (1985). The functional independence of mands and tacts. Journal of the Experimental Analysis of Behavior, 43, 5-19.
• Lamm, N. y Greer, R.D. (1991). A systematic replication and a comparative analysis of CABAS. Journal of Behavioral Education, 1, 427-444.
• Lovaas, O.I. (1977). The autistic child. New York: Irvington Publishers.
• Lovass, O.I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3-9.
• Lovaas, O.I., Ackerman, A., Alexander, D., Firestone, P., Perkins, J. y Young, D. (1981). Teaching Developmentally Disabled Children: The Me Book, Austin, Texas, Estados Unidos: Pro-Ed Publishing Company.
• Luciano, M.C. (1986). Acquisition, maintenance and generalization of productive intraverbal behavior through transfer of stimulus control procedures. Applied Research in Mental Retardation, 7, 1-20.
• Maurice, C. (1993). Let me hear your voice. Nueva York: Fawcett Colmbine.
• Mayer, G.R., Butterworth, T., Nafpaktitis, M. y Sulzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: a three-year study. Journal of Applied Behavior Analysis, 16, 355-369.
• McEachin, J.J., Smith, T. y Lovaas, O.I. (1993). Long-term outcome for children with autism who received early intensive behavioral treatment. American Journal on Mental Retardation, 97, 359-372.
• Michael, J. (1984). Verbal behavior. Journal of the Experimental Analysis of Behavior, 42, 363-376.
• Michael, J. (1993). Concepts and principles of behavior analysis. Kalamazoo, Michigan: Society for the Advancement of Behavior Analysis.
• Muhle, R., Trentacoste, S.V. y Rapin, I. (2004) The genetics of autism. Pediatrics, 113, 472-486.
• Partington, J.W. y Bailey, J. (1993). Teaching intraverbal behavior to preschool children. The Analysis of Verbal Behavior, 11, 9-18.
• Pérez-González, L.A. (1994). Transfer of relational stimulus control in conditional discriminations. Journal of the Experimental Analysis of Behavior, 61, 487-503.
• Pérez-González, L.A. (2001). Procesos de aprendizaje de discriminaciones condicionales. Psicothema, 13, 650-658.
• Pérez-González, L.A., Spradlin, J.E. y Saunders K.J. (2000) Learning-set outcome in second-order conditional discriminations. The Psychological Record, 50, 429-442.
• Perry, R., Cohen, I. y DeCarlo, R. (1995). Case study: deterioration, autism and recovery in two siblings. Journal of the American Academy of Child and Adolescence Psychiatry, 34, 232-237.
• Polirstock, S.R. y Greer, R.D. (1977). Remediation of mutually aversive interactions between a problem student and four teachers by training the student in reinforcement techniques. Journal of Applied Behavior Analysis, 10, 707-716.
• Porterfield, J.K., Herbert-Jackson, E. y Risley, T.R. (1976). Contingent observation: an effective and acceptable procedure for reducing disruptive behavior of young children in a group setting. Journal of Applied Behavior Analysis, 9, 55-64.
• Rodier, P.M. (2000). The early origins of autism. Scientific American, 282(2), 56-63.
• Rodier, P.M., Ingram, J.L., Tisdale, B., Nelson, S. y Romano J. (1996). Embryological origin for autism: developmental anomalies of the cranial nerve motor nuclei. Journal of Comparative Neurology, 370, 247-261.
• Ruiz Rubio, M. (2003). Genética del autismo. Manuscrito sin publicar.
• Sandler, A.D., Sutton, K.A., DeWeese, J., Girardi, M.A., Sheppard, V. y Bodfish, J.W. (1999). New England Journal of Medicine, 341, 1.801-1.806.
• Selinske, J.E., Greer, R.D. y Lodhi, S. (1991). A functional analysis of the comprehensive application of behavior analysis to schooling. Journal of Applied Behavior Analysis, 24, 107-117.
• Sheinkopf, S. y Siegel, B. (1998). Home-based behavioral treatment for young autistic children. Journal of Autism and Developmental Disorders, 23, 15-23.
• Sidman, M. (1994). Equivalence relations and behavior: a research history. Boston: Authors Cooperative.
• Sidman, M. y Tailby, W. (1982). Conditional discrimination vs. matching to sample: an expansion of the testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
• Skinner, B.F. (1953). Science and human behavior. Nueva York: Macmillan.
• Skinner, B.F. (1957). Verbal behavior. Englewood Cliffs, Nueva Jersey, Estados Unidos: Prentice-Hall.
• Smith, T. (1996). Are other treatments effective? En C. Maurice, Green y S.C. Luce (Eds.): Behavioral intervention for young children with autism (pp. 45-59). Austin, Texas, Estados Unidos: PRO-ED.
• Smith, T., Groen, A.D. y Wynn, J.W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269-285.
• Sundberg, M.L. (1990). Teaching verbal behavior to the developmentally disabled. Danville, California, Estados Unidos: Behavior Analysts, Inc.
• Sundberg, M.L. y Partington, J.W. (1998). Teaching language to children with autism or other developmental disabilities. Danville, California, Estados Unidos: Behavior Analysts, Inc.
• Twyman, J.S. (1998). The Fred S. Keller School. Journal of Applied Behavior Analysis, 31, 695-701.
• Veenstra-VanderWeele, J. y Cook, E.H., Jr. (2004) Molecular genetics of autism spectrum disorder. Molecular Psychiatry, 9, 819-832.
• Vives Montero, M.C., Luciano Soriano, M.C. y Valero Aguayo, L. (2002). Influencia de dos procedimientos sobre la generalización de la corrección de errores articulatorios. Psicothema, 14, 144-153.
• Vargas, E.A. (1988). Event governed and verbally governed behavior. The Analysis of Verbal Behavior, 6, 11-22.
• Williams, G. (1988, mayo). Teacher performance rate and accuracy of contingent consequation in kindergarten and nursery school settings. Comunicación presentada a la Annual Convention of the Association for Behavior Analysis. Filadelfia, PA, Estados Unidos.
• Williams, G. (1998, noviembre). Un tratamiento longitudinal de una niña con autismo. Comunicación presentada al cuarto Congreso Internacional sobre Conductismo. Sevilla.
• Williams, G. y Greer, R.D. (1993). A comparison of verbal-behavior and linguistic-communication curricula for training developmentally delayed adolescents to acquire and maintain vocal speech. Behaviorology, 1, 31-46.