Trastorno de Asperger y trastorno del espectro del autismode la clarificación diagnóstica a la intervención en contextos naturales

  1. Olivar Parra, José Sixto
  2. Iglesia Gutiérrez, Myriam de la
Revista:
Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

ISSN: 1132-9483

Año de publicación: 2011

Volumen: 19

Número: 3

Páginas: 643-658

Tipo: Artículo

Otras publicaciones en: Psicología conductual = behavioral psychology: Revista internacional de psicología clínica y de la salud

Referencias bibliográficas

  • American Psychiatric Association (1994). DSM-IV. Diagnostic and statistical manual of mental disorders (4a ed.). Washington, DC.: Autor.
  • American Psychiatric Association (2000). DSM-IV-TR. Diagnostic and statistical manual of mental disorders (4a ed., texto rev). Washington, DC.: Autor.
  • American Psychiatric Association (2010). DSM-5 Development. Recuperado el 19 de abril de 2010, desde http://www.dsm5.org/Pages/Default.aspx
  • Attwood, T. (1998). Asperger's syndrome: a guide for parents and professionals. Londres: Jessica Kingsley.
  • Attwood, T. (2000). Strategies for improving the social integration of children with Asperger syndrome. Autism, 4, 85-100.
  • Bakken, J. P. y Bock, S.J. (2001). Developing appropiate curriculum for students with autism spectrum disorders. En T. Wahlberg, F. Obiakor, S. Burkhardt y A. F. Rotatori (dirs.), Autistic spectrum disorders: educational and clinical interventions. Advances in special education (vol. 14; pp. 109-132). Oxford: Elsevier.
  • Barbaro, J. y Dissanayake, C. (2007). A comparative study of the use and understanding of self-presentational display rules in children with high functioning autism and Asperger's disorder. Journal of Autism and Developmental Disorders, 37, 1235-46.
  • Barnhill, G., Tapscott-Cook, K., Tebbenkamp, K. y Smith Myles, B. (2002). The effectiveness of social skills targeting nonverbal communication for adolescents with Asperger syndrome and related pervasive development delays. Focus on Autism and Other Developmental Disabilities, 17, 112-118.
  • Baron-Cohen, S. (1998). ¿Son los niños autistas mejores físicos que psicólogos? Infancia y Aprendizaje, 84, 33-43.
  • Baron-Cohen, S. (2000). Is Asperger syndrome/high-functioning autism necessarily a disability? Development and Psychopathology, 12, 489-500.
  • Baron-Cohen, S. (2002). Is Asperger syndrome necessarily viewed as a disability? Focus on Autism and Other Developmental Disabilities, 17, 186-191.
  • Baron-Cohen, S. (2003). The extreme male brain theory of autism. En Congreso Internacional Autisme-Europe 2003 (dir.), Libro de Actas del VII Congreso Internacional de APPDA-Autismo Europa "Dreams Guide Life" (pp. 25-34). Lisboa: A.P.P.D.A.
  • Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J. y Clubley, E. (2001). The autism-spectrum quotient (AQ): evidence from Asperger syndrome/high-functioning autism, males and females, scientists and mathematicians. Journal of Autism and Developmental Disorders, 31, 5-17.
  • Barry, T. D., Klinger, L., Lee, J. M., Palardy, N., Gilmore, T. y Bodin, S. D. (2003). Examining the effectiveness of an outpatient clinic-based social skills group for High-Functioning children with autism. Journal of Autism and Developmental Disorders, 33, 685-701.
  • Bauminger, N. (2002). The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: intervention outcomes. Journal of Autism and Developmental Disorders, 32, 283-298.
  • Belinchón, M. y Olivar, J. S. (2003). Trastornos del espectro autista en personas con (relativo) alto nivel de funcionamiento: diferenciación funcional mediante análisis multivariado. Acción Psicológica, 2, 223-238.
  • Bennett, T. A., Szatmari, P., Bryson, S. E., Volden, J., Zwaigenbaum, L., Vaccarella, L., Duku, E. y Boyle, M. H. (2008). Differentiating autism and Asperger syndrome on the basis of language delay or impairment. Journal of Autism and Developmental Disorders, 38, 616-625.
  • Bishop, D. V. M. (1989). Autism, Asperger syndrome and semantic pragmatic disorder - where are the boundaries? British Journal of Disorders of Communication, 24, 107-121.
  • Blanc, R., Adrien, J. L., Roux, S. y Barthélémy, C. (2005). Dysregulation of pretend play and communication development in children with autism. Autism, 9, 229-245.
  • Bonete, S., Vives, M. C., Fernández Parra, A., Calero, M. D. y García, M. B. (2010). Potencial de aprendizaje y habilidades sociales en escolares con el trastorno de Asperger. Behavioral Psychology/Psicología Conductual, 18, 473-790.
  • Broderick, C., Caswell, R., Gregory, S., Marzolini, S. y Wilson, O. (2002). "Can I join the club?": a social integration scheme for adolescents with Asperger syndrome. Autism, 6, 427-431
  • Carter, C., Meckes, L., Pritchard, L., Swensen, S., Wittman, P. P. y Velde, B. (2004). The friendship club: an after-school program for children with Asperger syndrome. Family and Community Health, 27, 143-150.
  • Chan, J. M., Lang, R., Rispoli, M., O'Reilly, M., Sigafoos, J. y Cole, H. (2009). Use of peer-mediated interventions in the treatment of autism spectrum disorders: a systematic review. Research in autism spectrum disorders, 3, 876-889.
  • Corsi, E., Guerra, C. y Plaza, H. (2007). Diseño, implementación y evaluación de un programa de manejo conductual para padres de niños con síndrome de Asperger. Behavioral Psychology/Psicología Conductual, 15, 253-266
  • DiSalvo, C. A. y Oswald, D. P. (2002). Peer-mediated interventions to increase the social interaction of children with autism: consideration of peer expectancies. Focus on Autism and Other Developmental Disabilities, 17, 198-207.
  • Fulk, B. M. y King, K. (2001). Classwide: peer tutoring at work. Teaching Exceptional Children, 34, 49-53.
  • Garrison-Harrell, L., Kamps, D. M. y Kravits, T. (1997). The effects of peer networks on social-communicative behaviors for students with autism. Focus on Autism and Other Developmental Disorders, 12, 241-254.
  • Ghaziuddin, M. y Gerstein, L. (1996). Pedantic speaking style differentiates Asperger syndrome from High-Functioning Autism. Journal of Autism and Developmental Disorders, 26, 585-595.
  • Ghaziuddin, M., Tsai, L. Y. y Ghaziuddin, N. (1992). A comparison of the diagnostic criteria for Asperger syndrome. Journal of Autism and Development Disorders, 22, 643-649.
  • Goldstein, H., Kaczamarek, L., Pennington, R. y Shafer, K. (1992). Peer mediated intervention: attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
  • 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.
  • Haring, T. G., Breen, C. G., Pitts-Conway, V., Lee, M. y Gaylord-Ross, R. (1987). Adolescent peer tutoring and special friend experiences. Journal for the Association for Persons with Severe Handicaps, 12, 280-286.
  • Harper, C. B., Symon, J. B. y Frea, W. D. (2008). Recess is time-in: using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38, 815-826.
  • Howlin, P. (1998). Children with autism and Asperger syndrome: a guide for practitioners and carers. Chichester: Wiley.
  • 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, 3-13.
  • Howlin, P. y Yates, P. (1999). The potential effectiveness of social skills groups for adults with autism. Autism, 3, 299-307.
  • Hunt, P., Staub, D., Alwell, M. y Goetz, L. (1994). Achievement by all students within the context of cooperative learning groups. Journal of the Association for Persons with Severe Handicaps, 19, 290-301.
  • Joseph, R. M., Tager-Flusberg, H. y Lord, C. (2002). Cognitive profiles and social-communicative functioning in children with autism spectrum disorder. Journal of Child Psychology and Psychiatry, 43, 807-821.
  • Kamps, D. M., Royer, J., Dugan, E., Kravits, T., González-Lopez, A., García, J., Carnazzo, K., Morrison, L. y Kane, L. G. (2002). Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68, 173-187
  • Klin, A., Sparrow, S. S., Marans, W. D., Carter, A. y Volkmar, F. R. (2000). Assessment issues in children and adolescents with Asperger syndrome. En A. Klin, F. R. Volkmar, S. S. Sparrow (dirs.), Asperger syndrome (p. 309-339). Nueva York: Guilford.
  • Klin, A. y Volkmar, F. R. (2000). Treatment and intervention guidelines for individuals with Asperger syndrome. En A. Klin, F.R. Volkmar, S.S. Sparrow (dirs.), Asperger syndrome (pp. 340-366). Nueva York: Guilford.
  • Klin, A., Volkmar, F. R., Sparrow, S. S., Cicchetti, D. V. y Rourke, B. D. (1995). Validity and neuropsychological characterization of Asperger's syndrome: convergence with nonverbal learning disabilities syndrome. Journal of Child Psychology and Psychiatry, 36, 1127-1140.
  • Koegel, R. L. y Rincover, A. (1974). Treatment of psychotic children in a classroom environment. I. Learning in a large group. Journal of Applied Behavior Analysis, 7, 45-59.
  • Koegel, R. L., Russo, D. C. y Rincover, A. (1977). Assessing and training the generalized use of behavior modification with autistic children. Journal of Applied Behavior Analysis, 10, 197-205.
  • Koning, C. y Magill-Evans, J. (2001). Social and language skills in adolescent boys with Asperger syndrome. Autism, 5, 23-36.
  • Krasny, L., Williams, B. J, Provencal, S. y Ozonoff, S. (2003). Social skills interventions for the autism spectrum: essential ingredients and a model curriculum. Child and Adolescent Psychiatric Clinics in North America, 12, 107-122.
  • Kuypers, D. S., Wesley, C. B. y O'Leary, K. D. (1974). How to make a token system fail. En O.I. Lovaas y B. D. Bucher (dirs.), Perspectives in behavior modification with deviant children. Englewood Cliffs, N. J.: Prentice-Hall.
  • Laushey, K. M. y Heflin, L. J. (2000). Enhancing social skills of kindergarten children with autism through the training of multiple peers as tutors. Journal of Autism and Developmental Disorders, 30, 183-193.
  • 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, 67-79.
  • Macintosh, K. E. y Dissanayake, C. (2004). The similarities and differences between autistic disorder and Aspergeŕs disorder: a review of the empirical evidence. Journal of Child Psychology and Psychiatry, 45, 421-434.
  • Manjiviona, J. y Prior, M. (1999). Neuropsychological profiles of children with Asperger syndrome and autism. Autism, 3, 327-356.
  • Marriage, K. J., Gordon, V. y Brand, L. (1995). A social skills group for boys with Asperger's. Australian and New Zealand Journal of Psychiatry, 29, 58-62.
  • Mayes, S. D., Calhoun, S. L. y Crites, D. L. (2001). Does DSM-IV Asperger's disorder exist? Journal of Abnormal Child Psychology, 29, 263-271.
  • Miller, J. N. y Ozonoff, S. (2000). The external validity of Asperger disorder: lack of evidence from the domain of neuropsychology. Journal of Abnormal Child Psychology, 109, 227-38.
  • Organización Mundial de la Salud (1992). CIE-10. Trastornos mentales y del comportamiento. Descripciones clínicas y pautas para el diagnóstico. Madrid: Meditor.
  • Owen-DeSchryver, J. S., Carr, E. G., Calle, S. I. y Blakely-Smith, A. (2008). Promoting social interactions between students with autism spectrum disorders and their peers in inclusive school settings. Focus on Autism and Other Developmental Disabilities, 23, 15-28.
  • Ozonoff, S., Dawson, G. y McPartland, J. (2002). A parent's guide to Asperger syndrome and High-Functioning Autism. Nueva York: Guilford Press.
  • Ozonoff, S. y Miller, J. N. (1995). Teaching theory of mind: a new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 415-433.
  • Ozonoff, S., South, M. y Miller, J. N. (2000). DSM-IV defined Asperger syndrome: cognitive, behavioural and early history differentiation from High-Functioning Autism. Autism, 4, 29-46.
  • Penn, D. L. y Mueser, K. T. (1995). Tratamiento cognitivo conductual de la esquizofrenia. Psicología Conductual, 3, 5-33
  • Plaisted, K. C., (2001). Reduced generalization in Autism: an alternative to weak central coherence. En J. A. Burack, T. Charman, N. Yirmiya y P. R. Zelazo (dirs.), The development of autism: perspectives from theory and research (pp. 131-148). Mahwah: Erlbaum.
  • Prior, M. y Hoffman, W. (1990). Neuropsychological testing of autistic children through an exploration with frontal lobe tests. Journal of Autism and Developmental Disorders, 20, 581-590.
  • Rao, P. A., Beidel, D. C. y Murray, M. J. (2008). Social skills interventions for children with Asperger's syndrome or high-functioning autism: a review and recommendations. Journal of autism and developmental disorders, 38, 353-361.
  • Rapin, I. (1994). Autismo: un síndrome de disfunción neurológica. En N. Fejerman (dir.), Autismo infantil y otros trastornos del desarrollo (pp. 15-49). Buenos Aires: Paidós.
  • Rimland, B. (1965). Infantile Autism. Nueva York: Methuen.
  • Rincover, A. y Koegel, R. L. (1977). Classroom treatment of autistic children: II. Individualized instruction in a group. Journal of Abnormal Child Psychology, 5, 113-126.
  • Rivière, A. (1997). Tratamiento y definición del espectro autista II: anticipación, flexibilidad y capacidades simbólicas. En A. Rivière y J. Martos (dirs.), El tratamiento del autismo: nuevas perspectivas (pp. 107-160). Madrid: Imserso.
  • Rogers, S. J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30, 399-413.
  • Rubio, V. J., Zaldivar, F. y Hernández, J. M. (1995). Eficacia de un entrenamiento jerárquico secuencial y generalización y transferencia de las adquisiciones en personas con retraso mental. Psicología Conductual, 3, 107-120.
  • Sainato, D. M., Goldstein, H. y Strain, P. S. (1992). Effects of self-evaluation on preschool children's use of social interaction strategies with their classmates with autism. Journal of Applied Behavior Analysis, 25, 127-141.
  • Scahill, L. y Lord, C. (2004). Subject selection and characterization in clinical trials in children with autism. CNS Spectrums, 9, 22-32.
  • Schopler, E., Mesibov, G. B. y Kunce L. J. (1998). Asperger syndrome or High-Functioning Autism? (pp. 385-399). Nueva York: Plenum.
  • Smith, T., Scahill, L., Dawson, G., Guthrie, D., Lord, C., Odom, S., Rogers, S. y Wagner, A. (2007). Designing research studies on psychosocial interventions in autism. Journal of Autism and Developmental Disorders, 37, 354-366.
  • Stoddart, K. (1999). Adolescents with Asperger syndrome: three case studies of individual and family therapy. Autism, 3, 255-271.
  • Tanguay, P. E., Robertson, J. y Derrick, A. (1998). A dimensional classification of autism spectrum disorder by social communication domains. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 271-277.
  • Thede, L. L. y Coolidge, F. L. (2007) Psychological and neurobehavioral comparisons of children with Asperger's Disorder versus High-Functioning Autism. Journal of Autism and Developmental Disorders, 37, 847-54.
  • Treffert, D. A. (1989). Extraordinary people: understanding 'idiots savants'. Nueva York: Harper and Row.
  • Tse, J., Strulovitch, J., Tagalakis, V., Meng, L. y Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high functioning autism. Journal of Autism and Developmental Disorders, 37, 1960-1968
  • Webb, B. J., Miller, S. P., Pierce, T. B., Strawser, S. y Jones, W. P. (2004). Effects of social skill instruction for high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 53-62.
  • Weiss, M. J. y Harris, S. L. (2001). Teaching social skills to people with autism. Behavior Modification, 25, 785-802.
  • White, S. W. y Roberson-Nay, R. (2009). Anxiety, social deficits, and loneliness in youth with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 39, 1006-1013.
  • Williams, S. K., Johnson, C. y Sukhodolsky, D. G. (2005). The role of the school psychologist in the inclusive education of school-age children with autism spectrum disorders. Journal of School Psychology, 43, 117-136.
  • Williams, K., Tuck, M., Helmer, M., Bartak, L., Mellis, C. y Peat, J. K. (2008). Diagnostic labelling of autism spectrum disorders in NSW. Journal of Paediatrics and Child Health, 44, 108-113.
  • Wing, L. (1981). Asperger's syndrome: a clinical account. Psychological Medicine, 11, 115-129.
  • Wing, L. (1998). The history of Asperger syndrome. En E. Schopler, G. B. Mesibov y L. J. Kunce (dirs.), Asperger syndrome or high-functioning autism? (pp. 11-28). Nueva York: Plenum.
  • Wing, L. y Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: epidemiology and classification. Journal of Autism and Developmental Disorders, 9, 11-29.
  • Witwer, A. N. y Lecavalier, L. (2008). Validity of autism spectrum disorder subtypes. Journal of Autism and Developmental Disorders, 38, 1611-1624.
  • Yang, N. K., Schaller, J. L., Huang, T., Wang, M. H. y Tsai, S. (2003). Enhancing appropriate social behaviors for children with autism in general education classrooms: an analysis of six cases. Education and Training in Developmental Disabilities, 38, 405-416.
  • Zercher, C., Hunt, P., Schuler, A. y Webster, J. (2001). Increasing joint attention, play and language through peer supported play. Autism, 5, 374-398