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Bibliografía y lecturas recomendadas 335 Bibliografía y lecturas recomendadas CAPÍTULO 1 Lecturas recomendadas Kumin, L. (2007). e Bases of communication. Online pamphlet available in English and Spanish. www. ndsccenter.org. (Pulsar en Parent Resources, después en Speech and Language Resources.) CAPÍTULO 2 Bibliografía American Academy of Pediatrics (Aug. 2011). Health supervision for children with Down syndrome. Pe- diatrics 128 (2): 393-406. Acceso en: e American Academy of Pediatrics Health Care Guidelines for children with Down syndrome, en www. aappolicy.aappublications.org. Buckley, S. & Bird, G. (2001). Speech and language developmentfor infants with Down syndrome. Ports- mouth, UK: Down Syndrome Educational Trust. Buckley, S. & Sacks, B. (2001). An overview of the development of infants with Down syndrome. Portsmouth, UK: Down Syndrome Educational Trust. Chamberlain, CE. & Strode, R.M. (2000). e source for Down syndrome. E. Moline IL: Linguisystems. Chapman, R. & Hesketh, L. (2000). Behavioral phenotype of individuals with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews 6, 84-95. Fidler, D., Most, D., & Philosky, A. (2009). e Down syndrome behavioural phenotype: Taking a de- velopmental approach. Down Syndrome Research and Practice, 37-44. Marder, E. & Dennis, J. (1997). Medical management of children with Down’s syndrome. Current Pae- diatrics 7, 1-7. Roberts, J., Wallace, l., & Henderson, F. (Eds.) (1997). Otitis media in young children. Baltimore, MD: Paul H. Brookes Publishing. Rosenfeld-Johnson, S. e oral-motor myths of Down syndrome. ADVANCE magazine) August 4, 1997. Rosenfeld-Johnson, S. (1999). Oral-motor exercises for speech clarity. Tucson, AZ: Innovative erapists International. Rosenfeld-Johnson, S. & Money, S. (1999). e homework book. Tucson, AZ: Innovative erapists International. Shott, S. (2006). Down syndrome: Common otolaryngological manifestations. American Journal of Medi- cal Genetics 142C (3) 131-40.

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Page 1: Bibliografía y lecturas recomendadas

Bibliografía y lecturas recomendadas 335

Bibliografía y lecturas recomendadas

CAPÍTULO 1

Lecturas recomendadas

Kumin, L. (2007). The Bases of communication. Online pamphlet available in English and Spanish. www.ndsccenter.org. (Pulsar en Parent Resources, después en Speech and Language Resources.)

CAPÍTULO 2

Bibliografía

American Academy of Pediatrics (Aug. 2011). Health supervision for children with Down syndrome. Pe-diatrics 128 (2): 393-406. Acceso en:

The American Academy of Pediatrics Health Care Guidelines for children with Down syndrome, en www.aappolicy.aappublications.org.

Buckley, S. & Bird, G. (2001). Speech and language developmentfor infants with Down syndrome. Ports-mouth, UK: Down Syndrome Educational Trust.

Buckley, S. & Sacks, B. (2001). An overview of the development of infants with Down syndrome. Portsmouth, UK: Down Syndrome Educational Trust.

Chamberlain, CE. & Strode, R.M. (2000). The source for Down syndrome. E. Moline IL: Linguisystems.

Chapman, R. & Hesketh, L. (2000). Behavioral phenotype of individuals with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews 6, 84-95.

Fidler, D., Most, D., & Philosky, A. (2009). The Down syndrome behavioural phenotype: Taking a de-velopmental approach. Down Syndrome Research and Practice, 37-44.

Marder, E. & Dennis, J. (1997). Medical management of children with Down’s syndrome. Current Pae-diatrics 7, 1-7.

Roberts, J., Wallace, l., & Henderson, F. (Eds.) (1997). Otitis media in young children. Baltimore, MD: Paul H. Brookes Publishing.

Rosenfeld-Johnson, S. The oral-motor myths of Down syndrome. ADVANCE magazine) August 4, 1997.

Rosenfeld-Johnson, S. (1999). Oral-motor exercises for speech clarity. Tucson, AZ: Innovative Therapists International.

Rosenfeld-Johnson, S. & Money, S. (1999). The homework book. Tucson, AZ: Innovative Therapists International.

Shott, S. (2006). Down syndrome: Common otolaryngological manifestations. American Journal of Medi-cal Genetics 142C (3) 131-40.

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336 Síndrome de Down: habilidades tempranas de comunicación

Shott, S.R., Joseph, A., & Heithaus, D. (2001). Hearing loss in children with Down syndrome. Interna-tional Journal of Pediatric Otolaryngology 1:61 (3): 199-205.

Lecturas recomendadas

Disability solutions: A resource for families and others interested in Down syndrome and related disabilities.

Boletín bimensual. El volumen 5 ofrece 3 artículos sobre inteligibilidad y apraxia infantil del lenguaje. Dos de ellos están escritos por la Dra. Kumin. El boletín puede ser descargado online de: http://www.disabilitycom-pass.org/publications/disability-solutions.

Segal, M. & Masi, W. (1998). Your child at play: Birth to one year. 2nd ed. New York: Newmarket Press.

Skallerup, S.J. (Ed.) (2008). Babies with Down syndrome: A new parents’ guide. 3rd ed. Bethesda, MD: Woodbine House. En español: Bebés con síndrome de Down, 3ª ed. 2009.

Winders, Patricia C. (2014). Gross motor skills in children with Down syndrome: A guide for parents and pro-fessionals.” 2ª ed. Bethesda, MD: Woodbine House.

CAPÍTULO 3

Lecturas recomendadas

Anderson, Elizabeth & Emmons, Pauline (1996). Unlocking the secrets of sensory dysfunction: A resource for anyone who works with, or lives with, a child with sensory issues. Ft. Worth, TX: Future Horizons, 1996.

Kranowitz, Carol Stock (2005). The out of sync child: Recognizing and coping with sensory processing disorder. Revised edition. New York: Perigee.

Medlen, Joan (2006). The Down syndrome nutrition handbook: A guide to promoting healthy lifestyles. Port-land, OR: Phronesis Publishing.

Miller, L. (2007). Sensational Kids: Hope and help for children with sensory processing disorder (SPD). NewYork, NY: Putnam.

Morris, S.E. & Klein, M.D. (2000). Pre-Feeding skills: A comprehensive resource for mealtime development. Tucson, AZ: Communication Skill Builders.

Rondal, J.A. (2009). Atención temprana: comunicación y desarrollo del lenguaje. Revista Síndrome de Down 26: 26-31.

Rosenfeld-Johnson, S. (1999). Oral-motor exercises for speech clarity. Tucson, AZ: Innovative Therapists International.

CAPÍTULO 4

Bibliografía

Ayres, A.J. (1980). Sensory integration and the child. Los Angeles, CA: Western Psychological Publishers.

Ayres, A.J. & Mailloux, Z. (1981). Influence of sensory integration procedures on language development. The American Journal of Occupational Therapy, 35, 383-390.

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Bibliografía y lecturas recomendadas 337

Buckley, S. (1996). Reading before talking: Learning about mental abilities from children with Down’s syndrome. University of Portsmouth Inaugural Lecture, Portsmouth, England.

Kumin, L. Speech and language resource guide for parents of infants and toddlers with Down syndrome: Birth to first word. Online en: www.ndsccenter.org.

Kumin, L., Councill, C. & Goodman, M. (1998). Expressive vocabulary development in children with Down syndrome. Down Syndrome Quarterly 3, 1-7.

Kumin, L. & Bahr, D.C. (1999). Patterns of feeding, eating, and drinking in young children with Down syndrome with oral motor concems. Down Syndrome Quarterly 4, 1-8.

Medlen, J. (2006). The Down syndrome nutrition handbook: A guide to promoting healthy lifestyles. Portland, OR: Phronesis Publishing.

Roizen, N. (1997). Hearing loss in children with Down syndrome: A review. Down Syndrome Quarterly 2, 1-4.

Roizen, N., Wolters, c., Nicol, T., & Blondis, T. (1992). Hearing loss in children with Down syndrome. Pediatrics 123, S 9-12.

Rosin, P. & Swift, E. (1999). Communication intervention: Improving the speech intelligibility of children with Down syndrome. En J. Miller, M. Leady, & L.A. Leavitt. lmproving the communication of people with Down syndrome. Baltimore, MD: Paul H. Brookes.

Rosin, M., Swift, E., Bless, D. & Vetter, D.K. (1988). Communication profiles of adolescents with Down Syndrome. Journal of Childhood Communication Disorders 12, 49-64.

Shott, S. R. (2000). Down syndrome: Common pediatric ear, nose, and throat problems. Down Syndrome Quarterly 5, 1-6.

Lecturas recomendadas

Bruni, Maryanne. (2006). Fine motor skills in children with Down syndrome: A guide for parents and professionals. 2nd ed. Bethesda, MD: Woodbine House.

Describe muchas habilidades de motor fino: señalar y alimentarse, en relación con las primeras habili-dades de la comunicación. Es un buen trabajo que explica todos estos temas y sugiere actividades para el desarrollo de estas habilidades.

Manolson, Ayala (1992). It takes two to talk: A parent’s guide to helping children communicate. Toronto: Hanen Centre.

CAPÍTULO 5

Bibliografía

Acredolo,1. & Goodwyn, S. (1996). Baby signs. Chicago, IL: Contemporary Books.

Bondy, A. & Frost, 1. (2011). A picture’s worth: PECS and other visual communication strategies in autism. 2nd ed. Bethesda, MD: Woodbine House.

Buckley, S. (2000). Speech and language development for individuals with Down syndrome: An overview. Portsmouth, UK: Down Syndrome Educational Trust.

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338 Síndrome de Down: habilidades tempranas de comunicación

Buckley, S. & Bird, G. (2001). Speech and language developmentfor infants with Down syndrome. Ports-mouth, UK: Down Syndrome Educational Trust.

Buckley, S. & Sacks, B. (2001). An overview of the development of infants with Down syndrome. Portsmouth, UK: Down Syndrome Educational Trust.

Gibbs, E.D. & Carswell, l. (1991). Using total communication with young children with Down syndrome: A literature review and case study. Early Childhood and Development 2,306-320.

Kouri, T. (1989). How manual sign acquisition related to the development of spoken language: A case study. Language, Speech and Hearing Services in Schools 20, 50-62.

Strode, R. & Chamberlain, C. (1995). Easy does itfor apraxia and motor planning: Preschool. Moline, IL: LinguiSystems.

Strode, R. & Chamberlain, C. (1993). Easy does itfor apraxia and motor planning. Moline, IL: LinguiSystems.

Lecturas recomendadas

Baby sign and learn (app). www.babysignandlearn.com.

Baby sign language dictionary: My smart hands. Available at http://itunes.com/ app/MySmart/Hands.

Baker, P.J. (1986). My first book of sign. Washington, DC: Gallaudet University Press.

Bornstein, H., Saulnier, K., & Hamilton, L. (1983). The comprehensive Signed English dictionary. Wash-ington, DC: Clerc (Gallaudet University).

Bornstein, H. & Saulnier, K. (1984). The Signed English starter. Washington, DC: Clerc (Gallaudet University).

Bornstein, H. & Saulnier, K. (1988). Signing: Signed English basic guide. New York: Crown Publishing.

Gibbs, B. & Springer, A. (1995). Early use of Total Communication: An introductory guide for parents (pam-phlet and video). Baltimore, MD: Paul H. Brookes.

Thompson, R.H., Cotnoir-Bichelman, N.M., McKerchar, P.M., Tate, T.L. & Dancho, K.A. (2007). Enhanc-ing early communication through infant sign training. Journal of Applied Behavior Analysis 40, 15-23.

CAPÍTULO 6

Bibliografía

Buckley, S. (1993). Language development in children with Down’s syndrome: Reasons for optimism. Down’s Syndrome: Research and Practice 1, 3-9.

Centers for Disease Control (2011). Facts about Down syndrome. Find at www.cdc.gov/ncbddd/birthde-fects/DownSyndrome.html

Kumin, L., Councill, C., & Goodman, M. (1998) Expressive vocabulary development in children with Down syndrome. Down Syndrome Quarterly 3, 1-7.

Kumin, L., Councill, C., & Goodman, M. (1999). Expressive vocabulary in young children with Down syndrome: From research to treatment. Infant-Toddler Intervention 87-100.

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Bibliografía y lecturas recomendadas 339

Mervis, C. (1997). Early lexical and conceptual development in children with Down syndrome. Presen-tado en National Down Syndrome Society International Down Syndrome Research Conference on Cognition and Behavior, November, 1997.

Miller, J. F. (1995). Individual differences in vocabulary acquisition in children with Down syndrome. Progress in Clinical and Biological Research 393, 93-103.

Miller, J. F. (1992). Lexical development in young children with Down syndrome. En Chapman, R. (Ed.), Processes in language acquisition and disorders. Sto Louis, MO: Mosby Year Book.

Nelson, K. (1973). Structure and strategy in learning how to talk. Monographs of the Society for Research in Child Development 38(1-2), Serial no. 149.

Nelson, K. (1981). Acquisitions of words by first language learners. En Franklin, M.B. & Barten, S.S. (Eds.), Child language: A reader. Oxford: Oxford University Press.

Oliver, B. & Buckley, S. (1994). The language development of children with Down syndrome: First words to two-word phrases. Down Syndrome Research and Practice 2, 71-75.

Rondal, J.A. (1988) Language development in Down’s syndrome: A lifespan perspective. International Journal of Behavioral Development 11, 21-36.

CAPÍTULO 7

Bibliografía

Barrett, M.N. & Diniz, F. (1988). Lexical development in mentally handicapped children. En Beveridge, M., Conti-Ramsden, G., & Leader, L. (Eds), Language, communication and mentally handicapped people. New York, NY: Chapman and Hall, 2-32.

Berglund, M.E. & Johansson, 1. (2001). Parental reports of spoken language skills in children with Down syndrome. Journal of Speech, Language and Hearing Research 22,179.

Brown, R.W. A first language: The early stages. Cambridge, MA: Harvard University Press, 1973.

Buckley, S. et al. (1986). The development of language and reading skills in children with Down’s syndrome. Portsmouth, England: Portsmouth Polytechnic Institute.

Buckley, S. (1993). Developing the speech and language skills of teenagers with Down syndrome. Down Syndrome Research and Practice 1 (2), 63-71.

Buckley, S. (1993). Language development in children with Down’s syndrome: Rea- sons for optimism. Down’s Syndrome: Research and Practice 1,3-9.

Buckley, S. (1995). Improving the expressive language skills ofteenagers with Down syndrome. Down Syndrome Research and Practice 3(3), 110-115.

Buckley, S. (1996). Reading before talking: Learning about mental abilities from children with Down’s syndrome. University of Portsmouth Inaugural Lecture, Portsmouth, England.

Buckley, S. (2000). Speech and language development for individuals with Down syndrome: An overview. Portsmouth, UK: Down Syndrome Educational Trust.

Buckley, S. & Bird, G. (2001). Speech and language development for infants with Down syndrome. Ports-mouth, UK: Down Syndrome Educational Trust.

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340 Síndrome de Down: habilidades tempranas de comunicación

Buckley, S. & Sacks, B. (2001). An overview of the development of infants with Down syndrome. Portsmouth, UK: Down Syndrome Educational Trust.

Buckley, S., Pennanen, T., & Archer, T (2000). Profiles of early language development for children with Down syndrome: The link between vocabulary size and grammar. Down Syndrome: Research and Prac-tice 7.

Cardoso-Martins, c., Mervis, C.B., & Mervis, C.A. (1985). Early vocabulary acquisition by children with Down syndrome. American Journal of Mental Deficiency 90, 177-84.

Chamberlain, C.E. & Strode, R.M. (2000). The Source for Down syndrome. E. Moline IL: Linguisystems.

Fowler, A.E. (1995). Linguistic variability in persons with Down syndrome: Re- search and implications. En Nadel, L. & Rosenthal, D. (Eds.) Down syndrome: Living and learning in the community. New York: Wiley-Liss, 121-31.

Fowler, A.E. (1990). Language abilities in children with Down syndrome: Evidence for a specific syntactic delay. En Cicchetti, D. & Beeghley, M. (Eds.): Children with Down syndrome: A developmental perspec-tive. Cambridge: Cambridge University Press, 302-328.

Gillham, B. (1979). The first words language programme: A basic language programme for mentally handi-capped children. London: George Allen & Unwin.

Gillharn, B. (1990). First words in normal and Down syndrome children: A comparison of content and word-form categories. Child Language Teaching and Therapy 6, 25-32

Kumin, L. Speech and language artic1es, inc1uding Resource guide to oral motor skill difficulties in children with Down syndrome and Resource guide to childhood apraxia of speech in children with Down syn-drome. National Down Syndrome Congress website. Online at http://www.ndsccenter.org/?pageid=741.

Kumin, L., Councill, C., & Goodman, M. (1998). Expressive vocabulary development in children with Down syndrome. Down Syndrome Quarterly 3, 1-7.

Kumin, L., Councill, C., & Goodman, M. (1999). Expressive vocabulary in young children with Down syndrome: From research to treatment. Infant-Toddler Intervention, 87-100.

Kumin, L., Goodman, M., & Councill, C. (1991). Comprehensive communication intervention for infants and toddlers with Down syndrome. Infant-Toddler Intervention 1, 275-96.

Mervis, C. (1997). Early lexical and conceptual development in children with Down syndrome. Presen-tado en National Down Syndrome Society International Down Syndrome Research Conference on Cognition and Behavior, November, 1997.

Miller, J.F. (1995). Individual differences in vocabulary acquisition in children with Down syndrome. Progress in Clinical and Biological Research 393, 93-103.

Miller, J.F. (1992). Lexical development in young children with Down syndrome. En Chapman, R. (Ed.), Processes in language acquisition and disorders. Sto Louis, MO: Mosby Year Book.

Miller, J. (1987). Language and communication characteristics of children with Down’s syndrome. En Pueschel, S. et al. (Eds.) New perspectives in Down syndrome. Baltimore: Paul H. Brookes Publishers.

Miller, J. (1999). Profiles of language development in children with Down syn- drome. In Miller, J., Leddy, M., & Leavitt, 1.A., editors. Improving the communication of people with Down syndrome. Baltimore: Paul H. Brookes Publishing, pp.11-40.

Miller, J., Sedey, A., & Miolo, G. (1995). Validityofparent report measures of vocabulary development for children with Down syndrome. Journal of Speech and Hearing Research 38, 1037-44.

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Bibliografía y lecturas recomendadas 341

Miller, J.F. (1988). Developmental asynchrony of language development in children with Down syndrome. En Nadel, L. (Ed.), Psychobiology of Down Syndrome. New York, NY: Academic Press.

Oliver, B. & Buckley, S. (1994). The language development of children with Down’s syndrome: First words to two-word phrases. Down’s Syndrome: Research and Practice, 1-4.

Rondal, J.A. (1978). Maternal speech to normal and Down’s syndrome children matched for mean length of utterance. In Myers, C.E. (Ed.), Quality oflife in severely and profoundly mentally retarded people: Re-search foundations for improvement. Washington, DC.: American Association on Mental Deficiency.

Rondal, J.A. & Edwards, S. (1997). Language in mental retardation. London: Whurr.

Rutter, T. & Buckley, S. (1994). The acquisition of grammatical morphemes in children with Down’s syn-drome. Down Syndrome Research and Practice 2, 76-82.

Strode, R. & Chamberlain, C. (1993). Easy does itfor apraxia and motor planning. Moline, IL: LinguiSystems.

Strode, R. & Chamberlain, C. (1995). Easy do es it for apraxia and motor planning: Preschool. Moline, IL: LinguiSystems.

CAPÍTULO 8

Bibliografía

Bernthal, J., Benkson, N., & Filipsen, P. (2008). Articulation and phonological disorders. 6th ed. Boston: Allyn & Bacon.

Barnes, E.F., Roberts, J., Mirett, P., Sideris, J., & Misenheimer, J. A comparison of oral structure and oral-motor function in young males with fragile X-syndrome and Down syndrome. Journal of Speech, Language, and Hearing Research 49, 903-917.

Bray, M. (2008). Speech production in people with Down syndrome. Down Syndrome Research and Prac-tice. Online en www.downsyndrome.org/reviews/2075/reviews-2075.pdf.

Crimmins, D.B. (1998). Positive behavioral support: Analyzing, preventing, and replacing problem be-haviors. En Hassold, T. & Patterson, D. (Eds.), Down syndrome: A promising future together, 127-32. NewYork, NY: Wiley-Liss.

Devenny, D. & Silverman, W. (1990). Speech dysfluency and manual specialization in Down’s syndrome. Journal of Mental Deficiency Research 34) 253-60.

Fidler, D., Most, D., & Philosky, A. (2009). The Down syndrome behavioural phenotype: Taking a de-velopmental approach. Down Syndrome Research and Practice, 37-44.

Hall, P., Jordan, L., & Robin. D. (1993). Developmental apraxia of speech: Theory and clinical practice. Aus-tin, TX: Pro-ed.

Jarrold, C. & Baddely, A.D. (2002). Short term memory in Down syndrome: Applying the working mem-ory model. Down Syndrome Research and Practice 7 (1), 17-23.

Kumin, L. (1994) Intelligibility of speech in children with Down syndrome in natural settings: Parents’ perspective. Perceptual and Motor Skills, 78, 307-313.

Kumin, L. (2003). You said it just yesterday, Why not now? Developmental Apraxia of speech in children and adults with Down syndrome. Disability Solutions 5 (2), 1-15.

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342 Síndrome de Down: habilidades tempranas de comunicación

Kumin, L. (2006). What did you say: A guide to speech intelligibility in people with Down syndrome [DVD]. Bethesda, MD: Woodbine House, 2006.

Kumin, L (2008), Helping children with Down syndrome communicate better: Speech and language skills for ages 6-14. Bethesda, MD: Woodbine House, 2008.

Preuss, A. (1973). Stuttering in Down’s syndrome. En Lebrun, Y. & Hoops, R. (Eds.), Neurolinguistic Approaches to Stuttering. The Hague: Mouton.

Pueschel, S. M., Gallagher, P. L., Zastler, A. S., & Pezzulo, J. C. (1987). Cognitive and learning processes in children with Down’s syndrome. Research and Developmental Disabilities, 8) 21-37.

Reichle, J. & Wacker, D. (1993). Communicative alternatives to challenging behavior: Integrating func-tional assessment and intervention strategies. Baltimore, MD: Paul H. Brookes.

Time to sing. Disponible en www.apraxia-kids.org. Es un CD de canciones familiares infantiles econ las que se canta y juega más lentamente de lo normal. Ayuda a que los niños con apraxia puedan cantar a ese ritmo.

Weiss, c.E. (1978). Weiss Comprehensive Articulation Test. Hingham, MA: Teaching Resources Corporation.

CAPÍTULO 9

Bibliografía

Bray, M. (2008). Speech production in people with Down syndrome. Down Syndrome Research and Prac-tice. Online at www.down-syndrome.org/reviews/2075/ reviews- 2075. pdf.

Bleile, K. (1982). Consonant ordering in Down’s syndrome phonology. Journal of Communication Disor-ders 15, 275-85.

Bleile, K. & Schwarz, 1. (1984).Three perspectives on the speech of children with Down’s syndrome. Jour-nal of Communication Disorders 17, 87-94.

Cleland, J., Wood, S., Hardcastle, W., Wishart, J., & Timmins, C. (2010). Relationship between speech, oromotor, language, and cognitive abilities in children with Down syndrome. International Journal of Language and Communication Disorders 45,93-95.

Desai, S.S. (1997). Down syndrome: A review of the literature. Oral Surgery Oral Medicine Oral Pathol-ogy 84, 279-85.

Dodd, B. (1977). A comparison of the phonological systems of mental age matched, normal, severely sub-normal and Down’s Syndrome children. British Journal of Disorders ofCommunication 1,27-42.

Dodd, B. and Thompson, 1. (2001). Speech disorder in children with Down’s syndrome. Journal of Intel-lectual Disability Research 45 (4), 308-16.

Hodson, B. & Paden, E. (1991). Targeting intelligible speech: A phonological approach to remediation. 2nd ed. Austin, TX: PRO-ED.

Kumin, L. (1999). Comprehensive speech and language treatment for infants, toddlers, and children with Down syndrome. En Hassold, T.J., Down syndrome: A promising future, together, 145-53. New York, NY: Wiley-Liss.

Kumin, L. (1996). Speech and language skills in children with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews 2, 109-16.

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Bibliografía y lecturas recomendadas 343

Kumin, L. (2006). Differential diagnosis and treatment of speech sound production problems in individu-als with Down syndrome. Down Syndrome Quarterly 8, 7-18.

Kumin, L, (2006). Speech intelligibility and childhood verbal apraxia in children with Down syndrome. Down Syndrome Research and Practice 10, 10-22.

Kumin, L. (2002a). Maximizing speech and language in children and adolescents with Down syndrome. En Cohen, W., Nadel, L. & Madnick, M. (Eds.), Down syndrome: Visions for the 21st century, 403-15. New York, NY: Wiley-Liss.

Kumin, L. (2002b). Why can’t you understand what I am saying: Speech intelligibility in daily life. Dis-ability Solutions 5 (1), 1-15.

Kumin, L. (2002c). You said it just yesterday, why not now? Developmental apraxia of speech in children and adults with Down syndrome. Disability Solutions 5 (2),1-16.

Kumin, L. & Adams, J. (2000). Developmental apraxia of speech and intelligibility in children with Down syndrome. Down Syndrome Quarterly 5, 1-6.

Kumin, L., Councill, C., & Goodman, M. (1994). A longitudinal study of the emergence of phonemes in children with Down syndrome. Journal of Communication Disorders 27, 265-75.

Kumin, L., Councill, C., & Goodman, M. (1998). Expressive vocabulary development in children with Down syndrome. Down Syndrome Quarterly 3, 1-7.

Kumin, L., Councill, C. & Goodman, M. (1995). The pacing board: A technique to assist the transition from single word to multiword utterances. Infant-Toddler Intervention 5, 23-29.

Mackay, L. & Hodson, B. (1982). Phonological process identification of mis articulations of mentally re-tarded children. Journal of Communication Disorders 15, 243-50.

Moran, M.J., Money, S.M. & Leonard, D.A. (1984). Phonological process analysis of the speech of men-tally retarded adults. American Journal of Mental Deficiency 89, 304-06.

Rosin, M., Swift, E., Bless, D., & Vetter, D.K. (1988). Cornmunication profiles of adolescents with Down Syndrome. Journal of Childhood Communication Disorders 12, 49-64.

Smit, A., Hand, L., Freilinger, J., Bernthal, J., & Bird, A. (1990). The Iowa Articulation Norms Project and its Nebraska replication. Journal of Speech and Hearing Disorders 55, 795.

Smith, B.L. & Stoel-Gammon, C. (1983). A longitudinal study of the development of stop consonant pro-duction in normal and Down’s syndrome children. Journal of Speech and Hearing Disorders 48, 114-118.

Sommers, R.K., Patterson, J.P. & Wildgen, P.L. (1988). Phonology of Down syndrome speakers, ages 13-22. Journal of Childhood Communication Disorders 12, 65-91.

Stoel-Gammon, C. (1980). Phonological analysis of four Down’s syndrome children. Applied Psycholin-guistics 1, 31-48.

Stoel-Gammon, C. (1997). Phonological development in Down syndrome. Mental Retardation and De-velopmental Disabilities Research Reviews 3, 300-306.

Stoel-Gammon, C. (2001). Down syndrome phonology: Developmental patterns and intervention strate-gies. Down Syndrome Research and Practice 7 (3), 93-100.

Van Borsal, J. (1996). Articulation in Down’s syndrome adolescents and adults. European Journal of Dis-orders of Communication 31, 425-44.

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344 Síndrome de Down: habilidades tempranas de comunicación

Lecturas y material recomendado en la apraxia infantil de lenguaje

Marshalla, P. (2001). Becoming verbal with childhood apraxia. Kirkland, WA: Marshalla Speech and Language.

Strode, R. & Chamberlain, C. (1993). Easy does itfor apraxia and motor planning. Moline, IL: LinguiSystems.

Strode, R. & Chamberlain, C. (1995). Easy does itfor apraxia and motor planning: Preschool. Moline, IL: LinguiSystems.

Time to Sing. Disponible en www.apraxia-kids.org.

Velleman, S.L. (2002). Childhood apraxia of speech resource guide. New York, NY: Singular Publishing.

Lecturas y material recomendado para habilidades orales motoras

Mackie, E. (1996). Oral-motor activities for young children. Moline, IL: LinguiSystems.

Oetter, P. & Richter, E. (1995). Motor Oral Respiration Eyes (MORE) - Integrating the mouth with sensory and postural functions. 2nd ed. Hugo, MN: PDP Products.

Rosenfeld-Johnson, S. (1999). Oral-motor exercises for speech clarity. Tucson, AZ: Innovative Therapists International.

Rosenfeld-Johnson, S. & Money, S. (1999). The homework book. Tucson, AZ: Innovative Therapists International.

CAPÍTULO 10

Bibliografía

Attwood, A. (1988). The understanding and use of interpersonal gestures by autistic and Down’s syndrome children. Journal of Autism and Developmental Disorders 18,241-57.

Bellini, S. and Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interven-tions for children and adolescents with autism spectrum disorders. Exceptional Children 73, 261-84.

Bruni, M. Fine motor skills in children with Down syndrome: A guide for parents and professionals. 2nd ed. Bethesda, MD: Woodbine House.

Capone, G. T. (1999). Down syndrome and autism spectrum disorders: A look at what we know. Disabil-ity Solutions 3:8-15,1999. Número especial dedicado al diagnóstico dual.

Capone, G. (2002). Down syndrome and autistic spectrum disorders. En Cohen, W., Nadel, L., & Mad-nick, M. (Eds.), Down syndrome: Visions of the 21st century. New York: J. Wiley and Sons.

Capone, G., Goyal, P., Ares, W., et al. (2006). Neurobehavioral disorders in children, adolescents, and young adults with Down syndrome. American Journal of Medical Genetics, Part C - Seminars in Medical Genet-ics 142C (3): 158-72. (En español: http://revistadown.downcantabria.com/wp-content/uploads/2007/03/revista92_27-40.pdf y http://revistadown.downcantabria.com/wp-content/uploads/2007/06/revis-ta93_52-61.pdf)

Capone, G.T., Grados, M.A., Kaufmann, W.E., et al. (2005). Down syndrome and comorbid autism-spectrum disorder: Characterization using the aberrant behavior checklist. American Journal of Medical Genetics, Part A 134A (4), 373-80. (Puede verse un resumen en español en: http://revistadown.down-cantabria.com/wp-content/uploads/2005/06/revista85_61-72.pdf)

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Carter, J.C., Capone, G.T., Gray, R.M., et al. (2007). Autistic-spectrum disorders in Down syndrome: Further delineation and distinction from other behavioral abnormalities. American Journal of Medical Genetics, Part B - Neuropsychiatric Genetics 144B(1).

Couwenhoven, T. (2007). Teaching children with Down syndrome about their bodies, boundaries & sexual-ity. Bethesda, MD: Woodbine House.

Cullinan, D., Sabornie, E.J., & Crossland, c.L. (1992). Social mainstreaming of mildly handicapped stu-dents. The Elementary School Journal 92, 339-51.

Garcia-Winner, M. Specialist in teaching children how to think socially and handle social situations. Da información sobre publicaciones, talleres y productos en www.socialthinking.com.

Gallagher, T. & Prutting, c., Eds. (1983). Pragmatic assessment and intervention issues in language. San Di-ego, CA: College-Hill Press.

Gray, C. (1994). The new social story book. Arlington, TX: Future Horizons. Más information sobre Social Stories de Carol Gray’s en www.thegraycenter.org

Guralnick, M.J. (1995). Peer-related social competence and inclusion of young children. En Nadel, L. & Rosenthal, D. (Eds.), Down syndrome: Living and learning in the community, 147-53. New York, NY: Wiley-Liss.

LeBlanc, L.A., Coates, A.M., Daneshvar, S., & Charlop-Christy, M.H. (2003). Using video modeling and reinforcement to teach perspective taking to children with autism. Journal of Applied Behavior Analysis 36(2), 253-57.

Leifer, J.S. & Lewis, M. (1984). Acquisition of conversational response skills by young Down syndrome and non retarded young children. American Journal of Mental Deficiency 88, 610-18.

Loveland, K.A. & Tunali, B. (1991). Social scripts for conversational interactions in autism and Down syndrome. Journal of Autism and Developmental Disorders 21, 177-86.

Loveland, K.A., Tunali, B., McEvoy, R.E., & Kelley, M. (1989). Referential communication and response adequacy in autism and Down’s syndrome. Applied Psycholinguistics 10, 301-13.

MacDonald, J. (1989). Becoming partners with children: From play to conversation. Chicago: Riverside.

Mundy, P., Sigman, M., Kasari, C., & Yirmiya, N. (1988). Nonverbal communication skills in Down syndrome children. Child Development 59, 235-49.

Patterson, B. (1999). Dual diagnosis: The importance of diagnosis and treatment. Disability Solutions 3: 16-17.

Walker-Hirsch,L. (2007). Circles, level 1 & 2, and DVD. Santa Barbara, CA: James Stanfield.

Wolpert, G. (1996). The educational challenges inc1usion study. New York, NY: National Down Syn-drome Society.

Lecturas recomendadas

Bondy, A. & Frost, L. (2011). A picture’s worth: PECS and other visual communication strategies in autism. 2nd ed. Bethesda, MD: Woodbine House.

Buggey, T. (2009). See is believing: Video self-modeling for people with autism and other developmental dis-abilities. Bethesda, MD: Woodbine House.

Capone, G.T. (1999). Down syndrome and autism spectrum disorders: A look at what we know. Disabil-ity Solutions 3: 8-15.

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Froehlke, M. & Zaborek, R. (2013). When Down syndrome and autism intersect. Bethesda, MD: Wood-bine House.

McClannahan, L. E. & Krantz, P.J. Activity schedules for children with autism: Teaching independent be-havior. 2nd ed. Bethesda, MD: Woodbine House, 2010.

Patterson, B. Dual diagnosis: The importance of diagnosis and treatment. Disability Solutions 3: 16-17, 1999.

CAPÍTULO 11

Bibliografía

Beukelman, D. & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults. 2ª ed. Balti- more: Paul H. Brookes.

Blackstone, S. & Bruskin, D. (Eds.) (1986). Augmentative communication: An introduction. Rockville, MD: American Speech-Language-Hearing Association.

Bondy, A. & Frost, L. (2011). A picture’s worth: PECS and other visual communication strategies in autism. 2nd ed. Bethesda, MD: Woodbine House.

Burkhart, L. (1987). Using computers and speech synthesizers to facilitate communication interaction with young and/or severely handicapped children. Wauconda, IL: Don Johnston.

DeBruyne, S. & Noecker, J. (1996). Integrating computer into a school and therapy programm. Closing the Gap 14,31-36.

Green, J. (2011). The ultimate guide to assistive technology in special education. Waco, TX: Prufrock Press.

Kefauver, L. (1998). Computer applications in speech-language therapy. Advance 25,23-25.

Light, J. & Binger, C. (1998). Building communicative competence with individuals who use augmentative and alternative communication. Baltimore, MD: Paul H. Brookes.

Meyers, L. (1988). Using computers to teach children with Down syndrome spoken and written language skills. En L. Nadel (ed.), The neurobiology of language. Cambridge, MA: M.I.T. Press.

Meyers, L. (1994). Access and meaning: The keys to effective computer use by children with language dis-abilities. Journal of Special Education Technology 12, 257-75.

Musselwhite, C.R. & Louis, K.W. (1982). Communication programming for the severely handicapped: Vocal and non-vocal strategies. San Diego, CA: College-Hill Press.

Reat, C. (2012). Living life with apps. Down Syndrome News 35(1), 17-20.

Reichle, J., York, J., & Sigafoos, J. (1991). Implementing augmentative and alternative communication: Strat-egies for learners with severe disabilities. Baltimore, MD: Paul H. Brookes.

Robinson, Jr., J. L., Cole, P.A., & Kellum, G.D. (1996). Computer information retrieval systems as a clini-cal too1. American Journal of Speech - Language - Pathology 5 (3), 24-30.

Romski, M.A. & Sevcik, R.A. (1996). Breaking the speech barrier: Language development through aug-mented means. Baltimore, MD: Paul H. Brookes.

Steiner, S. & Larsen, V.L. (1994). Integrating microcomputers into language intervention. En Butler, K.G. Best practices 11: The classroom as an intervention context. Gaithersburg, MD: Aspen Publishers.

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Lecturas recomendadas

Apps for autism: Communicating on the ipad (Oct. 23, 2011). 60 Minutes. Visionado de un programa de televisión disponible en: www.cbsnews.com/8301-18560_162-

20124225/ apps- for-autism-communicatin-on-the-ipad

Closing the Gap Solutions. Disponible online at www.closingthegap.com o como publicación impresa con directorio de recursos.

Green, J. (2011). The ultimate guide to assistive technology in special education: Resources for education, inter-vention, and rehabilitation. Waco, TX: Prufrock Press.

Reat, C. (2012). Living life with apps. Down Syndrome News 35(1), 17-20.

CAPÍTULO 12

Bibliografía

Fuchs, D., Fuchs, L. Powers, M., & Dailey, A. (1985). Bias in the assessment of handicapped children. American Educational Research Journal 22, 185-97.

Lecturas recomendadas

NICHCY (National Dissemination Center for Children with Disabilities). Ofrece diversas publuicaciones en inglés y español en relación con la atención temprana y educación especial. Se pueden descargar las publicaciones y leer gratuitamente en www.nichy.org, o pedir una copia impresa por e-mail: [email protected]

Wright, P.W.D. & Wright, P.D. (2007). Wrights law: Special education law. 2nd ed. Hartfield, VA: Har-bor House Law Press.

CAPÍTULO 13

Bibliografía

Fry, E. (1996). 1000 instant words. Widely available online and also available as an app. http://itunes.apple.com/us/app/fry-words/id470926345?mt=8

Kumin, L. (2001). Classroom language skills for children with Down syndrome: A guide for parents and teach-ers. Bethesda, MD: Woodbine House. [Agotado.]

Kumin, L. (2012). Language Skills for School Success. Down Syndrome News 35, 24-27.

Macdonald, J. (1989). Becoming partners with children: From play to conversation. Chicago, IL: Riverside.

Rosin, P. & Swift, E. (1999). Communication interventions: Improving the speech intelligibility of children with Down syndrome. En J. Miller, M. Leddy, & L.A. Leavitt (Eds.), Improving the communication of people with Down syndrome, 133-59. Baltimore, MD: Paul H. Brookes. En español: Síndrome de Down: comunicación, lenguaje, habla. Masson y Fundación Síndrome de Down de Cantabria. Santander 2001.

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348 Síndrome de Down: habilidades tempranas de comunicación

Lecturas recomendadas

Kumin, L. (2002). Maximizing speech and language in children and adolescents with Down syndrome. En Cohen, W., Nadel, L., & Madnick, M. (Eds.), Down syndrome: Visions for the 21st century, 403-15. New York, NY: Wiley-Liss.

Kumin, L. (2002). Starting out: Speech and language intervention for infants and toddlers with Down syndrome. En Cohen, W., Nadel, L. & Madnick, M. (Eds.), Down syndrome: Visions for the 21st cen-tury, 391-402. New York, NY: Wiley-Liss.

Kumin, L. (1999). Comprehensive speech and language treatment for infants, toddlers, and children with Down syndrome. En Hassold, T.J. & Patterson, D. Down syndrome: A promising future, together, 145-53. NewYork, NY: Wiley-Liss.

Kumin, L. (1996). Speech and language skills in infants and toddlers with Down syndrome. New York: National Down Syndrome Society. Disponible en: www.ndss.org

Kumin, L., Goodman, M., & Councill, C. (1991). Comprehensive communication intervention for infants and toddlers with Down syndrorne. Infant-Toddler Intervention 1, 275-96.

Kumin, L., Goodrnan, M., & Councill, C. (1996). Comprehensive speech and language intervention for school-aged children with Down syndrome. Down Syndrome Quarterly 1, 1-8.

MacDonald, J. (1989). Becoming partners with children: From play to conversation. Chicago: Riverside.

Manolson, A. (1992). It takes two to talk. Toronto: Hanen Centre.

Miller, J.F., Leddy, M., & Leavitt, L.A. (1999). Improving the communication of people with Down syndrome. Baltimore, MD: Paul H. Brookes. En español: Síndrome de Down: comunicación, lenguaje, habla. Masson y Fundación Síndrome de Down de Cantabria. Santander 2001.

CAPÍTULO 14

Bibliografía

Bochner, S., Outhred, L., & Pieterse, M. (2001). A study of functional literacy skills in young adults with Down syndrome. International Journal of Disability, Development and Education 48, 67-90.

Buckley, S. (2012, en prensa). Programme to teach literacy skills. Portsmouth, England: Down Syndrome Education International.

Buckley, S. (2001). Reading and writing for individuals with Down syndrome: An overview. Portsmouth, England: The Down Syndrome Educational Trust.

Buckley, S. (1995). Teaching children with Down syndrome to read and write. En Nadel, L. & Rosen-thal, D. (Eds.), Down Syndrome: Living and Learning in the Community, 158-69. New York: Wiley-Liss.

Buckley, S. (1993). Developing the speech and language skills of teenagers with Down’s syndrome. Down’s Syndrome: Research and Practice 1, 63-71.

Buckley, S. (1984). Reading and language development in children with Down’s syndrome: A guide for parents and teachers. Portsmouth, England: Down’s Syndrome Project.

Buckley, S. & Bird, G. (1993). Teaching children with Down’s syndrome to read. Down’s Syndrome: Re-search and Practice 1, 34-41.

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Buckley, S. & Buckley, F. (2011). See and learn. Portsmouth, England: Down Syndrome Education International.

Buckley, S., Bird, G. & Byrne, A. (1996). The practical and theoretical significance of teaching literacy skills to children with Down syndrome. En Rondal, J. & Perera, J. (Eds.), Down syndrome: Psychologi-cal, psychobiological and socioeducational perspectives, 119-28. London: Whurr Publishers.

Elkins, J. & Farrell, M. (1994). Literacy for all? The case of Down syndrome. Journal of Reading 38,270-80.

Fitzgerald, J., Roberts, J., Pierce, P., & Schuele, M. (1995). Evaluation of home literacy environment: An illustration with preschool children with Down syndrome. Reading & Writing Quarterly: Overcoming Learning Difficulties 11, 311-34.

Fowler, A.E., Doherty, B.J., & Boynton, L. (1995). Basis of reading skill in young adults with Down syn-drome. En Nadel, L. & Rosenthal, D. (Eds.), Down syndrome: Living and learning in the community, 121-31. New York: Wiley-Liss.

King-DeBaun, P. (1999). Story time revised: Stories, symbols, and emergent literacy activities for young special needs children. Park City, UT: Creative Communicating.

Kotlinski, J. & S. Love and Learning Series. 9828 Melrose, Livonia, MI 48150. 734-744-7601. www.love-andlearning.com.

Laws, G., Buckley, S.J., Bird, G., MacDonald, J., & Broadley, 1. (1995). The influence of reading instruc-tion on language and memory development in children with Down’s syndrome. Down’s Syndrome Re-search and Practice 3, 59-64.

Lorenz, S., Sloper, T., & Cunningham, C. (1985). Reading and Down’s syndrome. British Journal of Spe-cial Education 12, 65-67.

Oelwein, P. (1995). Teaching reading to children with Down syndrome: A guide for parents and teachers. Bethesda, MD: Woodbine House.

Troncoso, M.V. & del Cerro, M. (1991). Lectura y escritura de los niños con síndrome de Down. En Flórez, J. & Troncoso, M.V. (Eds.), Síndrome de Down y educación. Barcelona, Masson & Fundación Síndrome de Down de Cantabria.

Troncoso, M.V. (1992). El aprendizaje de la lectura y escritura en España: Pasado, presente y futuro. Re-vista Síndrome de Down 9, 8-12.

Troncoso, M.V., del Cerro M., Soler, M. & Ruiz, E. (1997). Fundamentos y resultados de un método de lectura para alumnos con síndrome de Down. En: Flórez, J., Troncoso, M.V. & Dierssen, M. (Eds.), Síndrome de Down: Biología, Desarrollo, Educación. Barcelona, Masson.

Troncoso, M.V. & del Cerro, M. (1998) Síndrome de Down: lectura y escritura. Barcelona, Elsevier-Masson & Fundación Síndrome de Down de Cantabria. Versión online (2009) en http://www.down21materi-aldidactico.org/librolectura/index.html

Lecturas recomendadas

Buckley, S. & Bird, G. (1993). Teaching children with Down’s syndrome to read. Down’s Syndrome: Re-search and Practice 1, 34-41.

Kelly, J. & Friend, T. (1995). Hands-on reading. Solano Beach, CA: Mayer-Johnson.

Lockhart, B.M. (1992). Read to me, talk with me. Tucson, AZ: Communication Skill Builders.

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Pleura, R.E. & DeBoer, C.J. (1995). Story making: Using predictable literature to develop communication. Eau Claire, WI: Thinking Publications.

Reading together red: Beginnings, age 2+ (1999). Cambridge, MA: Candlewick Press.

Reading together yellow: First steps, age 3 + (1999). Cambridge, MA: Candlewick Press.

Reading together blue: Next steps, age 4+ (1999). Cambridge, MA: Candlewick Press.

Trelease, J. (2006). The Read-aloud handbook. 5th ed. New York: Penguin Books.

CAPÍTULO 15

Bibliografía

Crimmins, D.B. Positive behavioral support: Analyzing, preventing, and replacing problem behaviors. En Hassold, T. & Patterson, D. (Eds.), Down syndrome: A promising future together 127-32. NewYork, NY: Wiley-Liss.

Kumin, L. (2001). Classroom language skills for children with Down syndrome: A guide for parents and teach-ers. Bethesda, MD: Woodbine House.

Kumin, L. (2012). Language skills for school success. Down Syndrome News 35, 24-27. (En español: http://revistadown.downcantabria.com/wp-content/uploads/2013/03/revista116_15-19.pdf)

Lecturas recomendadas

Hale, N. (2012). Down syndrome parenting 101: Must-have advice for making your life easier. Bethesda, MD: Woodbine House.

Kliewer, Christopher (2003). Schooling children with Down syndrome: Toward an understanding of possibil-ity. New York: Teacher’s College Press.