| REFERÊNCIAS BIBLIOGRÁFICAS
American Psychiatric Association [APA] (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Barros, R. S., Lionello-DeNolf, K. M., Dube, W. V., & McIlvane, W. J. (2006). Equivalence class formation via identity matching to sample and simple discrimination with class-specific consequences.
Carpenter, Pennigton & Rogers, 2002; Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4), 1-143.
de Carvalho, M. P., & de Rose, J. C. (2014). Understanding racial attitudes through the stimulus equivalence paradigm. The Psychological Record, 64(3), 527-536.
Dube, W. V., & McIlvane, W. J. (1995). Stimulus-reinforcer relations and emergent matching to sample. The Psychological Record, 45, 591-612.
Gomes, C. G. S., Varella, A. A. B., & de Souza, D. D. G. (2010). Equivalência de estímulos e autismo: uma revisão de estudos empíricos.Psicologia: Teoria e Pesquisa, 26(4), 729-737.
Goulart, P., & Assis, G. J. A. D. (2002). Estudos sobre autismo em análise do comportamento: aspectos metodológicos. Revista Brasileira de Terapia Comportamental e Cognitiva, 4(2), 151-165.
Greer, R. D., Pistoljevic, N., Cahill, C., & Du, L. (2011). Effects of conditioning voices as reinforcers for listener responses on rate of learning, awareness, and preferences for listening to stories in preschoolers with autism. The Analysis of verbal behavior, 27 (1), 103.
Kaplan, H. I., e Sadock, B.J. (2007). Compêndio de Psiquiatria. Tradução Claudia Dornelles, 9. ed. Porto Alegre: Artes Médicas.
Keohane, D. D., Delgado, J. A. P., & Greer, R. D. (2009). Observing responses: Foundations of higher order verbal operants. Applications of relational frame theory, 41-62.
Lovaas, O. I. (2003). Teaching individuals with developmental delays: basic intervention techniques. Austin, TX: Pro-Ed.
Maffei-Lewis, J. (2011). The effects of the acquisition of conditioned reinforcement for adult faces and/or voices on the rate of learning and attention to the presence of adults for children with autism spectrum disorder (Dissertação de doutorado, COLUMBIA UNIVERSITY).
Martínez-Pedraza, F. D. L., & Carter, A. S. (2009). Autism spectrum disorders in young children. Child and Adolescent Psychiatric Clinics of North America, 18(3), 645- 663.
Organização Mundial de Saúde [OMS] (1993). Classificação de transtornos mentais e de comportamento da CID-10: descrições clínicas e diretrizes diagnósticas. Porto Alegre: Artes Médicas.
Orsati, F. T., Mecca, T., Schwartzman, J. S., & Macedo, E. C. D. (2009). Percepção de faces em crianças e adolescentes com transtorno invasivo do desenvolvimento. Paidéia (Ribeirão Preto), 19(44), 349-356.
Rehfeldt, R. A., Latimore, D., & Stromer, R. (2003). Observational learning and the formation of classes of reading skills by individuals with autism and other developmental disabilities. Research in Developmental Disabilities,24(5), 333-358.
Rose, J. C. D., McIlvane, W. J., Dube, W. V., Galpin, V. C., & Stoddard, L. T. (1988). Emergent simple discrimination established by indirect relation to differential consequences. Journal of the Experimental Analysis of Behavior,50(1), 1-20.
Senju, A., Kikuchi, Y., Hasegawa, T., Tojo, Y., & Osanai, H. (2008). Is anyone looking at me? Direct gaze detection in children with and without autism. Brain and cognition, 67(2), 127-139.
Sidman, M. (1994). Equivalence relations and behavior: A research story. Authors Cooperative.
Sidman, M. (2000). Equivalence relations and the reinforcement contingency.Journal of the Experimental Analysis of behavior, 74(1), 127-146.
Sidman, M., & Tailby, W. (1982). Conditional discrimination vs. matching-to-sample: An expansion of testing paradigm. Journal of the Experimental Analysis of Behavior, 37, 5-22.
Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32 (2), 77-89.
Compartilhe com seus amigos: |
