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Guía del síndrome de Asperger para los educadores

Guía del síndrome de Asperger para los educadores

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Myles, B. S., Keeling, K., & Van Horn, C. (2001). Studies using the Power Card strategy. In E. Gagnon (Ed.),<br />

The Power Card strategy: Using special interests to motivate children and youth with <strong>Asperger</strong> Syndrome<br />

and autism (pp. 51−57). (La estrategia <strong>de</strong> la tarjeta con po<strong>de</strong>res: Usando intereses especiales <strong>para</strong> motivar<br />

a niños y jóvenes con <strong>síndrome</strong> <strong>de</strong> <strong>Asperger</strong> y autismo) (págs. 51-57). Shawnee Mission, KS: Autism<br />

<strong>Asperger</strong> Publishing Company.<br />

Pelletier, G. (1998). Bor<strong>de</strong>rline personality disor<strong>de</strong>r vs. <strong>Asperger</strong>’s Disor<strong>de</strong>r. (Trastorno límite <strong>de</strong> la<br />

personalidad vs. Síndrome <strong>de</strong> <strong>Asperger</strong>). Journal of the American Aca<strong>de</strong>my of Child and Adolescent<br />

Psychiatry, 37, 1128.<br />

Sitlington, P. L., Clark, G. M., & Kolstoe, O. P. (2000). Transition education and services for adolescents<br />

with disabilities. (Educación <strong>para</strong> la transición y servicios <strong>para</strong> adolescentes con discapacida<strong>de</strong>s). (3ra ed.).<br />

Boston: Allyn and Bacon.<br />

Tonge, B. J., Brereton, A. V., Gray, K. M., & Einfeld, S. L. (1999). Behavioral and emotional disturbance in<br />

high-functioning autism and <strong>Asperger</strong> Syndrome. (Alteraciones conductuales y emocionales en el autismo<br />

altamente funcional y el <strong>síndrome</strong> <strong>de</strong> <strong>Asperger</strong>). Autism, 3, 117−130.<br />

Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency:<br />

The self-<strong>de</strong>termined learning mo<strong><strong>de</strong>l</strong> of instruction. (Promoviendo la agencia causal: El mo<strong><strong>de</strong>l</strong>o <strong>de</strong> instrucción<br />

basado en el aprendizaje auto<strong>de</strong>terminado). Exceptional Children, 66, 439−453.<br />

Williams, K. (2001). Un<strong>de</strong>rstanding the stu<strong>de</strong>nt with <strong>Asperger</strong> Syndrome: Gui<strong><strong>de</strong>l</strong>ines for teachers.<br />

(Entendiendo al estudiante con <strong>síndrome</strong> <strong>de</strong> <strong>Asperger</strong>: Pautas <strong>para</strong> maestros). Intervention in School and<br />

Clinic, 36, 287−292.<br />

1 Citas específicas no fueron incluidas en el texto <strong>para</strong> facilitar la lectura. Estos ítems, a<strong>de</strong>más <strong>de</strong> <strong>los</strong><br />

listados en “Recursos”, fueron usados como fuentes <strong>de</strong> información durante la redacción <strong>de</strong> esta guía.<br />

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