Bahn, Paul G. (2016): L’art de l’époque glaciaire. Collection Pierres Tattouées. Paris: Éditions Errance, 359 pp. isbn: 978-2877725064.
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ALBERT, M. (2006). La investigación cualitativa; Claves teóricas. Madrid: McGraw Hill.
ANGROSINO, M.(2012). Etnografía y Observación participante en investigación cualitativa. Madrid: Morata.
ANGUERA, M. T. (1993). Metodología observacional en la investigación psicológica. Barcelona: PPU.
BARDÍN, L. (1986). Análisis de contenido. Madrid: Akal.
BJORKLUND, D. y BROWN, R. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69 (3), 604-606. https://doi.org/10.1111/j.1467-8624.1998.tb06229.x
BORONAT, J. (2005). Análisis de contenido. Posibilidades de aplicación en la investigación educativa. Revista Interuniversitaria de Formación del Profesorado, 19 (5), 157-174.
BROWN, W., ODOM, S. y CONROY, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21 (3), 162-175. https://doi.org/10.1177/027112140102100304
EVERTSON, C. M. y GREEN, J. L. (1989). La observación como indagación y método. En M. C. WITTROCK (Coord.), La investigación de la Enseñanza, II. Métodos cualitativos y de observación (pp. 303-407). Barcelona: Paidós.
FARRELL, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4 (2), 153-162. https://doi.org/10.1080/136031100284867
FUJIKI, M., BRINTON, B., ISAACSON, T. y SUMMERS, C. (2001). Social behaviors of children with language impairment on the playground. A Pilot Study. Language, Speech, and Hearing Services in Schools, 32 (2), 101-113. https://doi.org/10.1044/0161-1461(2001/008)
HARPER, C., SYMON, J. y FREA, W. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38 (5), 815-826. https://doi.org/10.1007/s10803-007-0449-2
HEYNE, L. y ANDERSON, L.(2011). Therapeutic recreation in schools: Supporting children’s social and emotional well-being. Impact, 24 (1), 16-17.
HEYNE, L., WILKINS, V. y ANDERSON, L. (2012). Social Inclusion in the Lunchroom and on the Playground at School. Social Advocacy & Systems Change, 3 (1), 54-68.
JARRETT, O. (2002). Recess in elementary school: what does the research say? ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-02-9. Recuperado en http://ecap.crc.illinois.edu/eecearchive/digests/2002/jarrett02s.
KAMPS, D., ROYER, J., DUGAN, E., KRAVITS, T., GONZÁLEZ-LÓPEZ, A., GARCÍA, J., CARNAZZO, K., MORRISON, L. y KANE,L.(2002).Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68 (2), 175-187.
LANG, R., KURIAKOSE, S., LYONS, G., MULLOY, A., BOUTOT, A., BRITT, C., CARUTHERS, S., ORTEGA, L., O’REILLY, M. y LANCIONI, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5 (4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
LAUSHEY, K. y HEFLIN, 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 (3), 183-193. https://doi.org/10.1023/A:1005558101038
MACHALICEK, W., SHOGREN, K., LANG, R., RISPOLI, M., O’REILLY, M., FRANCO, J. y SIGAFOOS, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3 (2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
MASON, R., KAMPS, D., TURCOTTE, A., COX, S., FELDMILLER, S. y MILLER, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
ANGROSINO, M.(2012). Etnografía y Observación participante en investigación cualitativa. Madrid: Morata.
ANGUERA, M. T. (1993). Metodología observacional en la investigación psicológica. Barcelona: PPU.
BARDÍN, L. (1986). Análisis de contenido. Madrid: Akal.
BJORKLUND, D. y BROWN, R. (1998). Physical play and cognitive development: Integrating activity, cognition, and education. Child Development, 69 (3), 604-606. https://doi.org/10.1111/j.1467-8624.1998.tb06229.x
BORONAT, J. (2005). Análisis de contenido. Posibilidades de aplicación en la investigación educativa. Revista Interuniversitaria de Formación del Profesorado, 19 (5), 157-174.
BROWN, W., ODOM, S. y CONROY, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21 (3), 162-175. https://doi.org/10.1177/027112140102100304
EVERTSON, C. M. y GREEN, J. L. (1989). La observación como indagación y método. En M. C. WITTROCK (Coord.), La investigación de la Enseñanza, II. Métodos cualitativos y de observación (pp. 303-407). Barcelona: Paidós.
FARRELL, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4 (2), 153-162. https://doi.org/10.1080/136031100284867
FUJIKI, M., BRINTON, B., ISAACSON, T. y SUMMERS, C. (2001). Social behaviors of children with language impairment on the playground. A Pilot Study. Language, Speech, and Hearing Services in Schools, 32 (2), 101-113. https://doi.org/10.1044/0161-1461(2001/008)
HARPER, C., SYMON, J. y FREA, W. (2008). Recess is time-in: Using peers to improve social skills of children with autism. Journal of Autism and Developmental Disorders, 38 (5), 815-826. https://doi.org/10.1007/s10803-007-0449-2
HEYNE, L. y ANDERSON, L.(2011). Therapeutic recreation in schools: Supporting children’s social and emotional well-being. Impact, 24 (1), 16-17.
HEYNE, L., WILKINS, V. y ANDERSON, L. (2012). Social Inclusion in the Lunchroom and on the Playground at School. Social Advocacy & Systems Change, 3 (1), 54-68.
JARRETT, O. (2002). Recess in elementary school: what does the research say? ERIC Clearinghouse on Elementary and Early Childhood Education. EDO-PS-02-9. Recuperado en http://ecap.crc.illinois.edu/eecearchive/digests/2002/jarrett02s.
KAMPS, D., ROYER, J., DUGAN, E., KRAVITS, T., GONZÁLEZ-LÓPEZ, A., GARCÍA, J., CARNAZZO, K., MORRISON, L. y KANE,L.(2002).Peer training to facilitate social interaction for elementary students with autism and their peers. Exceptional Children, 68 (2), 175-187.
LANG, R., KURIAKOSE, S., LYONS, G., MULLOY, A., BOUTOT, A., BRITT, C., CARUTHERS, S., ORTEGA, L., O’REILLY, M. y LANCIONI, G. (2011). Use of school recess time in the education and treatment of children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 5 (4), 1296-1305. https://doi.org/10.1016/j.rasd.2011.02.012
LAUSHEY, K. y HEFLIN, 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 (3), 183-193. https://doi.org/10.1023/A:1005558101038
MACHALICEK, W., SHOGREN, K., LANG, R., RISPOLI, M., O’REILLY, M., FRANCO, J. y SIGAFOOS, J. (2009). Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training. Research in Autism Spectrum Disorders, 3 (2), 547-555. https://doi.org/10.1016/j.rasd.2008.11.003
MASON, R., KAMPS, D., TURCOTTE, A., COX, S., FELDMILLER, S. y MILLER, T. (2014). Peer mediation to increase communication and interaction at recess for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (3), 334-344. https://doi.org/10.1016/j.rasd.2013.12.014
MAYAN, J. (2001). Introducción a los métodos cualitativos: módulo de entrenamiento para estudiantes y profesionales. Alberta: International Institute for Qualitative Methodology.
MONTIE, J. y ABERY, B. (2011). Social and emotional well-being of children and youth with disabilities: A brief overview. Impact, 24 (1), 2-3.
PELLEGRINI, A., KATO, K., BLATCHFORD, P. y BAINES, E. (2002). A short-term longitudinal study of children’s playground games across the first year of school: implications for social competence and adjustment to school. American Educational Research Journal, 39 (4), 991-1015. https://doi.org/10.3102/00028312039004991
ROGERS, S. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.
SHAW, I. (2003). La evaluación cualitativa. Barcelona: Paidós.
SIBLEY, B. Y ETNIER, J. (2003). The relationship between physical activity and cognition in chil- dren: a meta-analysis. Pediatric Exercise Science, 15 (3), 243-256. https://doi.org/10.1123/pes.15.3.243
TERPSTRA, J., HIGGINS, K. Y PIERCE, T. (2002). Can I play? Classroombased interventions for teaching play skills to children with autism. Focus on Autism and Other Developmental Disabilities, 17 (2), 119-126.
https://doi.org/10.1177/10883576020170020701
THOMAZET, S. (2009). From integration to inclusive education: does changing the terms impro- ve practice? International Journal of Inclusive Education, 13 (6), 553-563. https://doi.org/10.1080/13603110801923476
Bahn, Paul G. (2016): L’art de l’époque glaciaire. Collection Pierres Tattouées. Paris: Éditions Errance, 359 pp. isbn: 978-2877725064. (2017). Zephyrvs, 80, 205-207. https://revistas.usal.es/uno/index.php/0514-7336/article/view/17373
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