This article presents a brief analysis of Angel Rivière’s relationship with the families of people with autism: in his professional practice in the diagnostic and advisory processes, his contribution to the understanding of the impact of autism on the family, his important role as a bridge between scientific research and clinical practice, and his support for the parents’ associative movements. This reflection is complemented by the presentation of subsequent advances in the evolution of intervention models towards family-centred practices and research on family adaptation processes. Some of the more relevant keys of these advances were already pointed out by Ángel Rivière, which is made explicit by including in the article fragments selected from his writings.
Get full access to this article
View all access options for this article.
References
1.
BayatM. (2007). Evidence of resilience in families of children with autism. Journal of Intellectual Disability Research, 51, 702–714.
2.
Blue-BanningM.SummersJ. A.NelsonL. L.FranklandC.BeegleG. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70, 167–184.
3.
BroganC. A.KnussenC. (2003). The disclosure of a diagnosis of an autistic spectrum disorder: Determinants of satisfaction in a sample of Scottish parents. Autism, 7, 31–46.
4.
DempseyI.KeenD. (2017). Desirable outcomes associated with family-centred practices for young children with a disability. In SukkarH.DunstC. J.KirkbyJ. (Eds.), Early childhood intervention: Working with families of young children with special needs (pp. 59–71). London: Routledge.
5.
DunstC. J.Espe-SherwindtM. (2016). Family-centered practices in early childhood intervention. In B. Reichow, S. Odom, B. A. Boyd, & E. E. Evin (Eds.), Handbook of early childhood special education (pp. 37–55). Cham: Springer.
6.
DunstC. J.TrivetteC. M.DealA. (1988). Enabling and empowering families: Principles and guidelines for practice. Cambridge, MA: Brookline.
7.
DunstC. J.TrivetteC. M.HambyD. (2007). Meta-analysis of family-centered help-giving practices research. Mental Retardation and Developmental Disabilities Research Reviews, 13, 370–378.
8.
FeinsteinA. (2016). Historia del autismo: conversaciones con los pioneros. Ávila: Autismo Ávila.
9.
García-SánchezF. A.EscorciaC. T.Sánchez-LópezM. C.OrcajadaN.Hernández-PérezE. (2014). Atención temprana centrada en la familia. Siglo Cero, 45(3), 6–27.
10.
GrauP. G. (2015). Atención temprana: modelo de intervención en entornos naturales y calidad de vida familiar (Doctoral Dissertation). Universidad Católica de Valencia San Vicente Mártir.
11.
HayesS. A.WatsonS. L. (2013). The impact of parenting stress: A meta-analysis of studies comparing the experience of parenting stress in parents of children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 43, 629–642.
12.
McWilliamR. A. (2010). Routines-based early intervention. Supporting young children and their families. Baltimore, MD: Paul H. Brookes Publishing Co.
13.
MinuchinS. (1986). Familias y Terapia Familiar. Barcelona: Gedisa.
14.
PozoP.SarriáE. (2015). Still stressed but feeling better: Wellbeing in autism spectrum disorder families as children become adults. Autism, 19, 805–813.
15.
PozoP.SarriáE.BriosoA. (2014). Family quality of life and psychological well-being in parents of children with autism spectrum disorders: A double ABCX model. Journal of Intellectual Disability Research, 58, 442–458.
16.
Pozo, P., Zamora, M., Alonso, R. Illera, A., Marquez, C., Maseda, P., Pérez, I., Rodriguez, J., & Tendero, R. (2014). Estudio sobre las relaciones de colaboración entre profesionales y familias de personas con trastornos del espectro del autismo (TEA). Siglo Cero, 45, 19–56.
17.
RivièreA. (1978). Minusvalía del lenguaje y de las funciones perceptivas. Minusval, 26. [Republished in M. Belinchón, A. Rosa, M. Sotillo & I. Marichalar (2003) (Eds.), Ángel Rivière Obras escogidas Vol. II Lenguaje, simbolización y alteraciones del desarrollo (pp. 1–5). Madrid: Médica Panamericana].
18.
RivièreA. (1997). El tratamiento del autismo como trastorno del desarrollo: principios generales. In RivièreA.MartosJ. (Eds.), El tratamiento del autismo. Nuevas perspectivas (pp. 23–60). Madrid: APNA y Ministerio de Trabajo y Asuntos Sociales.
19.
RivièreA. (2000). Prólogo. In RivièreA.MartosJ. (Eds.), El niño pequeño con autismo (pp. 9–11). Madrid: APNA.
20.
RivièreA. (2001). Autismo. Orientaciones para la intervención educativa. Madrid: Trotta.
21.
TrivetteC. M.DunstC. J. (2000). Recommended practices in family-based practices. In SandallS.McLeanM.SmithB. J. (Eds.), DEC recommended practices in early intervention/early childhood special education (pp. 39–46). Longmont, CO: Sopris West.
22.
VentosoR.BriosoÁ. (2007). Ángel Rivière: la búsqueda del sentido en la clínica del autismo. Infancia y Aprendizaje, 30, 413–437.
23.
WieckM. (2001). Francis, su pequeña historia. In ValdezD. (Ed.), Autismo: enfoques actuales para padres y profesionales de la salud y de la educación (pp. 133–168). Buenos Aires: Fundec.
