La formación del profesorado sobre el autismo basada en la evidenciala Instrucción e Intervención Mediada por Pares

Bibliographische Referenzen

• American Psychiatric Association. (2013), Diagnostic and statistical manual of mental disorders, fifth edition (DSM-5). Washington DC: American Psychiatric Association.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Bass, J. D. y Mulick, J. A. (2007). Social play skill enhancement of children with autism using peers and siblings as therapists. Psychology in the Schools, 44(7), 727-735.
• Battaglia, A. A. y Radley, K. C. (2014). Peer-mediated social skills training for children with autism spectrum disorder. Beyond Behavior, 23(2), 4-13.
• Carter, E. W., Asmus, J. y CSESA. (2014a). Peer network facilitator manual. The Center on Secondary Education for Students with Autism. Recuperado el 31 de abril de 2019 de https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/Peer%20Network%20Manual.pdf
• Carter, E. W., Asmus, J. y CSESA. (2014b). Peer supports facilitator manual. The Center on Secondary Education for Students with Autism. Recuperado el 21 de abril de 2019 de https://csesa.fpg.unc.edu/sites/csesa.fpg.unc.edu/files/Peer%20Supports%20Manual.pdf
• Carter, E. W., Cushing, L. S. y Kennedy, C. H. (2009). Peer Support Strategies for Impro-ving All Students’ Social Lives and Learning. Baltimore: Paul H. Brookes Publishing Co.
• Carter, E. W. y Hughes, C. (2007). Social interaction interventions: Promoting socially su-pportive environments and teaching new skills. En S. L. Odom, R. Horner, M. Snell, y J. Blancher. (Eds.), Handbook of Developmental Disabilities (pp. 310-328). N. York: Guilford.
• Carter, E. W., Hughes, C., Copeland, S. R. y Breen, C. (2001). Differences between high school students who do and do not volunteer to participate in a peer interaction program. Journal of the Association for Persons with Severe Handicaps, 26(4), 229-239.
• Carter, E. W. y Kennedy, C. H. (2006). Promoting access to the general curriculum using peer support strategies. Research and Practice for Persons with Severe Disabilities, 31(4), 284-292.
• Copeland, S. R., Hughes, C., Carter, E. W., Guth, C., Presley, J. A., Williams, C. R., y Fowler, S. E. (2004). Increasing access to general education: Perspectives of participants in a high school peer support program. Remedial and Special Education, 25(6), 342-352.
• English, K., Goldstein, H., Shafer, K. y Kaczmarek, L. (1997). Promoting interactions among preschoolers with and without disabilities: Effects of a buddy skills-training program. Exceptional Children, 63(2), 229- 243.
• Gardner, K. F., Carter, E. W., Gustafson, J. R., Hochman, J. M., Harvey, M. N., Mullins, T. S. y Fan, H. (2014). Effects of peer networks on the social interactions of high school students with autism spectrum disorders. Research & Practice for Persons with Severe Disabilities, 39(2), 100-118.
• Garrison-Harrell, L., Kamps, D. y Kravitz, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism and Other Developmental Disabilities, 12(4), 241-255.
• Haring, T. G. y Breen, C. G. (1992). A peer-mediated social network intervention to enhance the social integration of persons with moderate and severe disabilities. Journal of Applied Behavior Analysis, 25, 319-333.
• Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J. C., Gershon, B., Wade, L., y Folk, L. (1992). Teaching social skills to students with autism to increase peer interacti-ons in an integrated first-grade classroom. Journal of Applied Behavior Analysis, 25, 281-288.
• Kamps, D. M., Potucek, J., Lopez, A. G., Kravits, T., y Kemmerer, K. (1997). The use of peer networks across multiple settings to improve social interaction for students with autism. Journal of Behavioral Education, 7(3), 335-357.
• Kasari, C. (2017). Claves en la Atención Infantil Temprana: evidencia para la práctica. En I Congreso Internacional Autismo Sevilla. Sevilla
• Autor (2018): Intervenciones focalizadas basadas en la evidencia dirigidas al alumnado con Trastorno del Espectro Autista. Siglo Cero, 49 (2), 266: 73-87.
• Lee, S., Odom, S. L. y Loftin, R. (2007). Social engagement with peers and stereotypic behavior of children with autism. Journal of Positive Behavior Interventions, 9(2), 67-79.
• Maheady, L., Harper, G. F. y Mallette, B. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Remedial and Special Education, 22(1), 4-14.
• McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and research. Journal of Autism and Developmental Disorders, 32(5), 351-372.
• National Research Council (2001). Educating children with autism. Washington DC: National Academy Press.
• Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., Spicuzza, R. J., Skellenger, A., Creighton, M. y Favazza, P. C. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19(2), 75-91.
• Pierce, K. y Schreibman, L. (1995). Increasing complex social behaviors in children with autism: Effects of peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
• Prizant, B. M., Wetherby, A. M. y Rydell, P. J. (2000). Communication Intervention issues for childen with Autism Spectrum Disorders. En B. M. Prizant y A. M. Wetherby (Eds.). ASD. A transactional Developmental Perspective. (pp. 193-224). Baltimore: Paul H. Brookes Publishing.
• Riverside County Special Education Local Plan Area (SELPA). Handbook of Evidence-Based Practices For Autism Spectrum Disorders. Recuperado el 1 de marzo de 2019 de http://www.rcselpa.org/common/pages/DisplayFile.aspx?itemId=1497999
• Sam, A. y AFIRM Team. (2015). Peer-mediated instruction and intervention. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.
• Sasso, G. M., Mundschenk, N. A., Melloy, K. J. y Casey, S. D. (1998). A comparison of the effects of organismic and setting variables on the social interaction behavior of children with developmental disabilities and autism. Focus on Autism and Other Developmental Disabilities, 13(1), 2-16.
• Schmidt, C. y Stichter, J. P. (2012). The use of peer-mediated interventions to promote the generalization of social competence for adolescents with high-functioning autism and Asperger’s syndrome. Exceptionality, 20(2), 94-113.
• Strain, P.S. y Odom, S. L. (1986). Peer social initiations: effective intervention for social skills development of exceptional children. Exceptional Children, 52, 543-551.
• Strain, P. y Kholer, F. (1998). Peer mediated social intervention for children with autism. Seminars in Speech and Language, 19, 391-405.
• Thiemann, K. S. y Goldstein, H. (2001). Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis, 34, 425-446.
• Thiemann, K. S. (2007a). Effective instructional practices for teaching students with ASD in the classroom. Autism Spectrum Disorders-School Support Program, McMaster Children's Hospital, Ottawa, Ontario, Canada, July 9, 2007
• Thiemann, K. (2007b). Improving social communication and peer interactions of school-age children with autism. Child Language Proseminar, Child Language Doctoral program, University of Kansas.
• Utley, C. A., Mortweet, S. L. y Greenwood, C. R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29, 1-23.
• Wong, C., Odom, S.L., Hume, K., Cox, A.W., Fettig, A., Kucharczyk, S y Schultz, T.R. (2014). Evidence-based practices for children, youth, and young adults with ASD. Chapel Hill: University of North Carolina, Frank Porter Graham Child Development Institute.
• Wolfberg, P.J. y Schuler, A. L. (1993a). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23, 467-489.
• Wolfberg, P.J. y Schuler, A. L. (1993b). Promoting social reciprocity and symbolic representation in children with Autism Spectrum Disorders. Designing Quality Peer Play Interventions. En T. Charman y W. Stone (Eds.). Social & Communication Development in Autism Spectrum Disorders. Early Identification, Diagnosis & Intervention. (pp. 180-218). N. York: Guilford.
• World Health Organization. International Classification of Diseases 11 for Mortality and Morbidity Statistics. Recuperado el 16 de febrero de 2019 de https://icd.who.int/browse11/l-m/en
• Zhang. J. y Wheeler, J. (2011). A meta-analysis of peer-mediated interventions for young children with ASD .Education and Training in Autism and Developmental Disabilities, 46(1), 62-77.