Etichetă: autism spectrum disorder

Protocol de evaluare a disgrafiei

asttlr

Protocol de evaluare a disgrafiei

Protocol for assessing dysgraphia

Daniela ROMILĂ
Abstract

Handwriting is a motor perceptive skill acquired through practice (Feder, Majnemer, 2017) which, once it became automatic and organized, is a valid tool that facilitates the development of ideas. Writing difficulties are considered as reasons for guiding school children towards assessment, therapy and intervention services.
This research aims to investigate the psychomotor peculiarities of children with dysgraphia and to develop a protocol for the assessment of dysgraphia based on empirical evidence. For the structure of the evaluation protocol, samples such as the Nepsy battery (Korkman, Kirk, Kemp, 1998), psychomotricity assessment samples, and samples for evaluating the accuracy and speed of writing on a horizontal and vertical plane by using the Wacom Intuos Pro tablet and the SMART board were used.
The research targets third-grade students from two schools in the city of Mediaş, who were selected in a controlled manner to establish the control group and other randomly selected students for the target group, thus selecting 22 research participants.
Keywords: autism spectrum disorder, language and communication disorders in ASD, alternative and augmentative communication strategies, visual clues, echolalia

pdf

DOI: 10.26744/rrttlc.2024.10.1.03
Published on line: 03/31/2024
References
American Psychiatric Association. (2013). Diagnostic and statistical manual of mintal disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barnett, A., Henderson, S.E., Scheib, B. & Schulz, J. (2007). Detailed Assessment of Speed of Handwriting (DASH): Pearson.
Bodea-Hațegan, C., Talaș, D., Trifu, R. (2016). Dispraxia. Studiu privind problematica dispraxiei în ţara noastră. Revista Română de Terapia Tulburărilor de Limbaj și Comunicare, Vol. 2, Nr. 1.
Schneck, C., Amundson, S. (2010). Prewriting and handwriting skills.
David, C., Roșan, A. (2017). Repere diagnostice bazate pe dovezi științifice în tulburările specifice de învățare. Cluj-Napoca: Editura Argonaut&Limes.
Dayan, E., Cohen, L. G. (2011). Neuroplasticity subserving motor skill learning Neuron. 72 p. 443-454.
Feder, K. P., Majnemer, A. (2007). Handwriting development, competency, and intervention. Developmental Medicine and Child Neurology, 49, p. 312-317.
Gibbs, J., Appleton, J. and Appleton, R. (2007). Dyspraxia or developmental coordination disorder? Unravelling the enigma. (Arch Dis Child. 2007 Jun; 92 (6): 534–539).
Goyen, T., Duff, S. (2005). Discriminant validity of the developmental test of visual-motor integration in relation to children with handwriting dysfunction. Australian Occupational Therapy Journal, 52, p. 109-115.
http://www.asha.org/PracticePortal/Clinical-Topics/Childhood-Apraxia-ofSpeech/.
Krings, F. (2014). (Psiho)Motricitate. Sprijin, prevenție și compensare. Cluj-Napoca: Editura Asociației de Științe Cognitive din România.
Radu, I. D. (2000). Educația psihomotorie a deficienților mintali – îndrumător metodic. București: Editura Pro Humanitate.
Radu, I. D. și Ulici, G. (2003). Evaluarea și educarea psihomotricității copiilor cu dificultăți psihomotorii de integrare. București: Editura Fundației Humanitas.
Romilă, A. coordonator științific. (2003). DSM IV – Manual de diagnostic și statistică a tulburărilor mentale – Ediția a IV-a, text revizuit. București: Editura Asociației Psihiatrilor Liberi din România.
Roșan, A. coordonator. (2015). Psihopedagogie specială. Modele de evaluare și intervenție. Iași: Editura Polirom.
Tseng, M., Chow, S. (2000). Perceptual-motor function of school-age children with slow handwriting speed. American Journal of Occupational Therapy, 54, p. 83-88.
Vlad, E. (2000). Evaluarea în actul educațional – terapeutic. București: Editura Pro Humanitate.
Vrăsmaș, E. (1999). Educația copilului preșcolar. Elemente de pedagogie la vârsta timpurie. București: Editura Pro Humanitate.
Wilhelm, I., Prehn-Kristensen, A., Born, J. (2012). Sleep-dependent memory consolidation–what can be learnt from children? Neuroscience & Biobehavioral Reviews, 36, p. 1718-1728.

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

asttlr

Tulburarea din spectrul autist. Abordare din perspectivă psiholingvistică

Autism spectrum disorder. A psycholinguistic approach

Ioana IRIMIA
Abstract

Psycholinguistic is definited as the study of the language of the mind. People with ASD have language disorders. In order to disguise their problems, these people use pre-prepared and learned phrases. Another language-related problem is the presence of echolalia, but the presence of echolalia does not influence the average length the sentence, just as the use of conjunctions or prepositions, or abstract words, does not influence the average length. What does influence the average lenght of the utterance is the number of new words used.

Keywords: psycholinguistics, autism spectrum disorder, language disorders, echolalia, mean legth of utterance
pdf
DOI:10.26744/rrttlc.2024.10.1.11
Published on line: 03/31/2024
References
Aitchison, J. (2007). The articulate mammal: An introduction to psycholinguistics.Routledge.
Alarcón, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M.,… & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82(1), 150-159
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52.
Lai, M. C., Lombardo, M. V., Ruigrok, A. N., Chakrabarti, B., Auyeung, B., Szatmari, P.,… & MRC AIMS Consortium. (2017). Quantifying and exploring camouflaging in men and women with autism. Autism, 21(6), 690-702.
Ryan, S., Roberts, J., & Beamish, W. (2022). Echolalia in Autism: A Scoping Review. International Journal of Disability, Development and Education, 1-16.
Schaeffer, J., El-Raziq, A., Castroviejo, E., Durrleman, S., Ferré, S., Grama, I.,… & Tuller, L. (2023). Language in autism: domains, profiles and co-occurring conditions. Journal of Neural Transmission, 1-25

Abordare din perspectivă psiholigvistică a limbajului și comunicării în tulburarea de spectru autist (TSA)

asttlr

Abordare din perspectivă psiholigvistică a limbajului și comunicării în tulburarea de spectru autist (TSA)

A psycholinguist approach of language and communication in autism spectrum disorder (ASD)

Ioana IRIMIA
Abstract

Psycholinguistics is a field that combines methods and theories from psychology and linguistics to gain a fuller understanding of human language. The connection between the human psyche and language is the focus of research in psycholinguistics. Autism Spectrum Disorder (ASD) is a common and heterogeneous neurodevelopmental disorder characterized by language impairment, social and communicative deficits and repetitive behaviours. Echolalia is considered a predominant feature of ASD. Early intervention should be started as soon as a diagnosis is made, as social, play and language domains do not develop at the expected rate or in the expected multimodal, integrated manner. Using the language sample analysis technique, it is observed that echolalia and the number of abstract words do not influence mean utterance length, but the number of novel words correlates with mean utterance length. The psycholinguistic approach helps to gain a deeper understanding of language deficits and influences speech therapy intervention.

Keywords: psycholinguistics, autism spectrum disorder, early intervention, the average length of the utterance
pdf

DOI:10.26744/rrttlc.2023.9.1.08
Published on line: 10/30/2023
References
Alarcón, M., Abrahams, B. S., Stone, J. L., Duvall, J. A., Perederiy, J. V., Bomar, J. M., … & Geschwind, D. H. (2008). Linkage, association, and gene-expression analyses identify CNTNAP2 as an autism-susceptibility gene. The American Journal of Human Genetics, 82(1), 150-159.Ambrose N.G., Yairi E. (1999) Normative disfluency data for early childhood stuttering. Journal of Speech, Language, and Hearing Research, p. 895-909
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52
Fernell, E., Eriksson, M. A., & Gillberg, C. (2013). Early diagnosis of autism and impact on prognosis: a narrative review. Clinical epidemiology, 33-43.
Hertz-Picciotto, I., & Delwiche, L. (2009). The rise in autism and the role of age at diagnosis. Epidemiology (Cambridge, Mass.), 20(1), 84.
Kirkovski, M., Enticott, P. G., & Fitzgerald, P. B. (2013). A review of the role of female gender in autism spectrum disorders. Journal of autism and developmental disorders, 43, 2584-2603.
MacWhinney, B. J. (2001). Psycholinguistics: Overview. International encyclopedia of the social & behavioural sciences, 18, 12343-12349
McDaniel, J., Slaboch, K. D. A., & Yoder, P. (2018). A meta-analysis of the association between vocalizations and expressive language in children with autism spectrum disorder. Research in Developmental Disabilities, 72, 202-213.
Ryan, S., Roberts, J., & Beamish, W. (2022). Echolalia in Autism: A Scoping Review. International Journal of Disability, Development and Education, 1-16
Steer, C. D., Golding, J., & Bolton, P. F. (2010). Traits contributing to the autistic spectrum. PloS one, 5(9), e12633

Rolul activ al părintelui în procesul de recuperare a copiilor cu TSA

asttlr

Rolul activ al părintelui în procesul de recuperare a copiilor cu TSA

The active role of the parent in children`s with ASD rehabilitation process

Ioana Mădălina ORIAN, Andreea Garofița BACIU
Abstract

Poor social-pragmatic communication is one of the frequent symptoms of the Autism Spectrum Disorder (ASD). The determining factors of the syncopes which occur on the communication level are the deficits in the receptive and expressive language. The role of communication and language, the intervention of the parent in the process of recovering the child, the training of the parents as well as the early intervention in the Autism Spectrum Disorder are aspects that have benefited from more attention lately. The main objective of this paper is to observe the progress made by the children with ASD, who have benefited from online education and recovery therapy from a therapist. The case study was used, through observing the evaluation reports with the help of the ABLLS-R evaluation tool, applied to five children with ASD. The expected results have taken the form of improved performance on the evaluated subscales and with improved results in the intervention applied by the parent and guided by the therapist. These findings are meant to emphasize the importance of parent involvement in the process of developing language and communication, as well as recovery in the context of ASD.

Keywords: telepractice, autism spectrum disorder, social-pragmatic communication disorders, early intervention, parents` training

pdf


DOI: 10.26744/rrttlc.2021.7.2.05

Published on line: 31/10/2021

Reference

APA, (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5), American Psyciatric Association

Bălaș-Baconschi, C. (2015). Psihopedagogie specială. Modele de evaluare și intervenție (volum coordonat de Adrian Roșan), editura Polirom, Iași

Bodea Hațegan, C., Talaș, D.A. (2020). Ghid practic de organizare a activităților online, Presa Universitară Clujeană, Cluj-Napoca

Botezat, L. (2021). Rolul implicării parentale în procesul de intervenție logopedică, available online at  DOI:10.26744/rrttlc.2021.7.1.07

David, D. (2006), Metodologia cercetării clinice: fundamente, editura Polirom, Iaşi, pag.127-136

Elder JH, Valcante G, Yarandi H, White D, Elder TH, (2005). Evaluating in-home training for fathers of children with autism using single-subject experimentation and group analysis methods.

Filipek PA& al (2001). Practice parameter: screening and diagnosis of autism: report of the Quality Standards Subcommittee of the American Academy of Neurology and the Child Neurology Society.

Gillett, J.N., Leblanc, L., (2007). Parent-implemented Natural Language Paradigm to increase language and play in children with autism,

Helm, D. T., & Kozloff, M. A. (1986). Research on parent training: Shortcomings and remedies. Journal of Autism and Developmental Disorders, 16, 1–22.

Huerta, M., Some, L., Duncan, A., Hus, V., Lord, C. (2012). Application of DSM-5 Criteria for Autism Spectrum Disorder to Tree Samples of Children With DSM-IV Diagnoses of Pervasive Developmental Disorders. American Journal of Psychiatry 169:1056-1064

Jocelyn, L. J., Casiro, O. G., Beattie, D., Bow, J., & Kneisz, J. (1998). Treatment of children with autism: A randomized controlled trial to evaluate a caregiver-based intervention program in community day-care centers. Journal of Developmental and Behavioral Pediatrics, 19, 326–334

Lowry, L. (2020). Moving Hanen Parent Programs Online. Hanen Centre.

Lovaas, O. I., Koegel, R. L., Simmons, J. Q., & Long, L. S. (1973). Some generalization and follow-up measure on autistic children in behavior therapy. Journal of Applied Behavior Analysis, 6, 131–166.

Makryagianni, M.K. & Reed, P. (2010). A meta-analytic review of the effectiveness of behavioural early intervention programs for children with autistic spectrum disorders. Research in Autism Spectrum Disorders, 4(4), 577–593. https://doi.org/10.1016/j.rasd.2010.01.014

Maynard, DW., McDonald, T.A., Stickle, T., (2015). Parents as a Team: Mother, Father, a Child with Autism Spectrum Disorder, and a Spinning Toy, available on-line at

Matson, L.J., Turygin N.C., Beighley J., Rieske R., Tureck, K., Matson, M.L., (2012). Applied behavior analysis in Autism Spectrum Disorders: Recent developments, strengths, and pitfalls

Matson, M.L., Mahan, S., Matson, J.L., (2009). Parent training: A review of methods for children with autism spectrum disorders,

Orțan, F. (2020). Cuvânt introductiv la Ghid practic de organizare a activităților online (autori Carolina Bodea Hațegan, Dorina Anca Talaș)

Paris, J. (2015). Ghidul DSM-5 pentru clinicianul inteligent, București, editura Trei.

Trifu, R.N., Bodea Haţegan, C., Miclea, B. (2019). Limbaj şi comunicare în contextul TSA: mituri şi evidenţe available on-line at  https://asttlr.files.wordpress.com/2019/04/11_trifu_hategan_miclea.pdf

World Health Organization, (1993). The ICD-10 Classification of Mental and Behavioural Disorders. Nonserial Publication WHO available on-line at https://doi.org/10.4103/0019

http://www.cdc.gov/ncbddd/autism/data.html

http://autism-society.org/what-is/

Home

Limbaj și comunicare în contextul TSA: mituri și evidențe

asttlr

Limbaj și comunicare în contextul TSA: mituri și evidențe

Language and communication: myths and evidences

Raluca Nicoleta TRIFU, Carolina BODEA HAŢEGAN, Bogdana MICLEA
Abstract

Autism spectrum disorder is a very common developmental disorder nowadays. CPLOL celebrated speech and language therapy day on the 6th of March and dedicated this day to Communication in Autism. Based on this, we prepared a workshop within our association (ASTTLR) under this theme where ASD was approached based on the language myths and on the language evidences. The fallowing myths and evidences were discussed based on significant studies in the field: echolalia, language idiosyncrasy, personal pronoun usage, gestures, the gap between receptive and expressive language. Conclusions underlined that language development can be an important indicator in ASD, but it must be carefully approached as not all specific language development features can be by themselves diagnostic criteria.

Keywords:autism spectrum disorder, speech and language disorders, social-pragmatic communication disorder, echolalia, language idiosyncrasy, personal pronoun
pdf

DOI: 10.26744/rrttlc.2019.5.1.11

Published on line: 31/03/2019
References:
Anca, M.; Hațegan, C. (2008). Terapia limbajului. O abordare interdisciplinară, Cluj-Napoca: Presa Universitară Clujeană.American Psychiatric Association. (2000). Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. DSM-IV-TR. American Journal of Critical Care. https://doi.org/10.1176/dsm 10.1176/appi.books.9780890420249.dsm-iv-trAPA. (1980). DSM-III: Diagnostic and statistical manual of mental disorders. American Psychiatric Association. https://doi.org/10.1017/CBO9781107415324.004APA. (2013). Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5). American Psychiatric Association.APA. (2015). DSM-5, Manual de Diagnostic si Clasificare Statistica a Tulburarilor Mintale. (APA, Ed.) (5th ed.). București: Callisto. Retrieved from https://www.callisto.ro/carte/dsm-5-manual-de-diagnostic-si-clasificare-statistica-a-tulburarilor-mintale–i7369ASHA. (2019). Social Communication. Retrieved from https://www.asha.org/public/speech/development/Pragmatics/

ASTTLR. (2019). Program – Workshop. Autism Comunicare. Retrieved from https://asttlr.files.wordpress.com/2019/03/program_9_martie.pdf

Bodea-Hațegan, C. (2016). Logopedia. Terapia tulburărilor de Limbaj. Structuri deschise. București: Editura Trei.

Bodea-Hațegan, C. (2018). Verbal fluency – semantic and phonemic. Revista Română de Terapia Tulburărilor de Limbaj Şi Comunicare, IV(2), 79–86. https://doi.org/10.26744/rrttlc.2018.4.2.10

Bodea-Hațegan, C., Talaș, D., & Trifu, R. N. (2016). Social -Pragmatic Communication Disorder. A study investigating the perception of the Romanian speech and language therapists. Revista Română de Terapia Tulburărilor de Limbaj Şi Comunicare, 2(2), 3–13. https://doi.org/10.26744/rrttlc.2016.2.2.02

Cosman, D. (2010). Psihologie medicală. Iaşi: Polirom EX – 464 p.

Coward, H., Paez, S., & Jayes, M. (2019). A continental approach. RCSLT Bulletin, March, 20–21. https://doi.org/.1037//0033-2909.I26.1.78

Dobrescu, I., Rad, F., & Nedelcu, M. C. (2016). Tulburări pervazive de Dezvoltare/Tulburări de spectru autist. In I. Dobrescu (Ed.), Manual de Psihitrie a copilului și adolescentului (I, pp. 264–347). București: Total Publishing.

Frith, U. (1989). Autism : explaining the enigma. Oxford  UK ;;Cambridge  MA  USA: Basil Blackwell. Retrieved from https://www.worldcat.org/title/autism-explaining-the-enigma/oclc/18716337

Gernsbacher, M. A., Morson, E. M., & Grace, E. (2016). Language and Speech in Autism. Annu Rev Linguist, (Apa 1980), 413–425. https://doi.org/10.1146/annurev-linguistics-030514-124824.

Hațegan, C. (2011). Abordări structuralist-integrate în terapia tulburărilor de limbaj și comunicare, Cluj-Napoca: Presa Universitară Clujeană.

Kendell, R. E. (2014). Diagnostic and Statistical Manual of Mental Disorders, 3rd ed., revised (DSM-III-R). American Journal of Psychiatry. https://doi.org/10.1176/ajp.145.10.1301

Kim, S. H., & Lord, C. (2018). Autism Diagnostic Interview, Revised. In Encyclopedia of Clinical Neuropsychology. https://doi.org/10.1007/978-3-319-56782-2_1519-3

Lee, A., RP, H., & S., C. (1994). I, you, me, and autism: an experimental study. – PubMed – NCBI. J Autism Dev Disord., Apr;24(2), 155–76. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/8040159

Mody, M., Manoach, D. S., Guenther, F. H., Kenet, T., Bruno, K. A., & McDougle, C. J. (2013). Speech and language in autism spectrum disorder: A view through the lens of behavior and brain imaging. Neuropsychiatry, 3(2), 223–232. https://doi.org/http://dx.doi.org/10.2217/npy.13.19

Organization, W. H. (2018). ICD-11. Retrieved February 28, 2019, from https://icd.who.int/

Prud’hommeaux, E., & Roark, B. (2011). Classification of atypical language in autism. Acl Hlt …, (June), 88–96. Retrieved from http://www.newdesign.aclweb.org/anthology/W/W11/W11-06.pdf#page=98

Radua, J., Via, E., Catani, M., & Mataix-Cols, D. (2011). Voxel-based meta-analysis of regional white-matter volume differences in autism spectrum disorder versus healthy controls. Psychological Medicine. https://doi.org/10.1017/S0033291710002187

Rutter, M., LeCouteur, A., Lord, C., Macdonald, H., Rios, P., & Folstein, S. (1988). Diagnosis and Subclassification of Autism. In Diagnosis and Assessment in Autism. https://doi.org/10.1007/978-1-4899-0792-9_16

Sadock, B. J., Sadock, V. A., Ruiz, P., & Kaplan, H. I. (2009). Kaplan & Sadock’s comprehensive textbook of psychiatry. Wolters Kluwer Health/Lippincott Williams & Wilkins.

Sauer, E., Levine, S. C., & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- or perinatal brain lesions. Child Development, 81(2), 528–39. https://doi.org/10.1111/j.1467-8624.2009.01413.x

Trifu, R., Mera, D., Hambrich, M., & Cozman, D. (2015). Verbal Fluency, Clustering and Switching In Persons with Depression as Indicators for Cognitive Impairments. Revista Română de Psihiatrie, XVII(4), 112–119.

Trifu, R. N., Nemeș, B., Cozman, D., & Bodea-Hațegan, C. (2017). Linguistic indicators of language in major depressive disorder (MDD). an evidence based research. Journal of Evidence-Based Psychotherapies, 17(1), 105–128. DOI: 10.24193/jebp.2017.1.7

Volden, J., & Lord, C. (1991). Neologisms and idiosyncratic language in autistic speakers. Journal of Autism and Developmental Disorders, 21(2), 109–130. https://doi.org/10.1007/BF02284755

Warren, J. E., Wise, R. J. S., & Warren, J. D. (2005). Sounds do-able: auditory–motor transformations and the posterior temporal plane. Trends in Neurosciences, 28(12), 636–643. https://doi.org/10.1016/j.tins.2005.09.010

Wimpory, D., Hansen, R., Scahill, L. D., Azad, A., Gulsrud, A. C., Violette, M., … Rapin, I. (2012). DSM-III-R. In Encyclopedia of Autism Spectrum Disorders. https://doi.org/10.1007/978-1-4419-1698-3_1443

Wolff, S., & Chess, S. (1964). A BEHAVIOURAL STUDY OF SCHIZOPHRENIC CHILDREN. Acta Psychiatrica Scandinavica, 40(4), 438–66. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/14325807

World Health Organization. (1993). The ICD-10 Classification of Mental and Behavioural Disorders. Nonserial Publication WHO. https://doi.org/10.4103/0019

Hearing processing features in autism spectrum disorders

asttlr

Particularităţi ale procesării auditive în contextul tulburărilor din spectrul autist

Hearing processing features in autism spectrum disorders

Diana Loredana PINKO
Abstract

It is known that children with ASD presents specific features of auditory processing and this research revealed that there is a close connection between hyposensitivity or hypersensitivity to auditory stimuli, which are responsible (for children with ASD) adopting stereotyped behaviours.
The assessment revealed that children with ASD, have a very fine hearing and they do not have problems with pronunciation of sounds at the level of words. Therefore it is clear that hyposensitivity or hypersensitivity to auditory stimuli is not caused by hearing problems, but that there are some irregularities in the processing of stimuli in the brain, in children with ASD. This means that these children hear but cannot gather certain information from the environment in a global way.
The child has difficulties in adapting to the environment he lives; his nervous system is in a state of imbalance. The brain fails to manage environmental information and does not know where to integrate them so the child could no longer cope with. Because of this the child may have a different reaction to auditory stimuli and behaviours they are engaged include: impulsiveness, stereotypes, inappropriate behaviours.
These behaviours are used by the child to try to reduce hypersensitivity or hyposensitivity, as a way of trying to cope with the environmental world, which he does not understand it.

Keywords: autism spectrum disorder, auditory processing, auditory processing disorder, hyposensitivity, hypersensitivity.
pdf

DOI: 10.26744/rrttlc.2016.2.2.10

Published on line: 15/10/2016

References:

American Psychiatric Association (2003). Manual de Diagnostic şi Statistică a Tulburărilor Mentale, a 4-a ediţie revizuită. Bucureşti: Asociaţia Psihiatrilor Liberi din România.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Bellis, T. J. (2013). Undestanding Auditory Processing Disorders in Children, http://www.asha.org.

Bodea Haţegan, C., Talaş, D. (2015). Autism Spectrum Disorder: A Family Case Study, Baltic Journal of Special Education/Specialusis Ugdymas, 2 (33) 131-141.

Costache, A. (2013). Adaptarea unor modalități de intervenție psihopedagogică la copiii cu autism, Teză de Doctorat, Cluj-Napoca.

Gherguţ, A. (2001). Psihopedagogia persoanelor cu cerinţe speciale. Strategii de educaţie integrată, Iași: Editura Polirom.

Gherguţ, A. (2005). Sinteze de psihopedagogie specială. Ghid pentru concursuri şi examene de obţinere a gradelor didactice, Iași: Editura Polirom.

Juhel, J. (1997). La deficience intellectuelle: Connaître, comprendre, intervenir, Québec / Lyon: Les Presses de l’Universite Laval.

Mureşan, C. (2004). Autismul infantil. Structuri pshopatologice şi terapie complexă, Cluj-Napoca: Presa Universitară Clujeană.

Myles, B., Cooper Swanson, T., Holverstott, J., Moore Duncan, M. (2007). Autism Spectrum Disorders – A handbook for Parents and Professionals, vol.1, Westport, Connecticut: Greenwood Publishing Group, Inc.

Stone, F. (2004). Autism – The Eighth Colour of The Rainbow. Learn to Speak Autistic, London: Jessica Kingsley Publishers.

William, D. (2015). Nimeni nicăieri, București: Editura Punkt.

XXX, (2008). Curriculum pentru grupele/grădiniţele pentru copii cu deficienţe grave, profunde sau asociate, prin Alternativa Educaţională de Pedagogie Curativă, Bucureşti.

http://www.autismromania.ro