Publications Database

Frith U. (2004)

Emanuel Miller lecture: confusions and controversies about Asperger syndrome.

Journal of Child Psychology and Psychiatry

45(4), pp. 672-686

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Frith U. (1996)

Social communication and its disorder in autism and Asperger syndrome.

Journal of Psychopharmacology

10(1), pp. 48

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Frith U. (2012)

Why we need cognitive explanations of autism.

Quarterly Journal of Experimental Psychology

65(11), pp. 2073-2092.

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Gevers C. et al. (2006)

Brief report: A theory-of-mind-based social-cognition training program for school-aged children with pervasive developmental disorders: An open study of its effectiveness.

Journal of Autism and Developmental Disorders

36(4), pp. 567-571

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Grossberg S. , Vladusich T. (2011)

Special Issue: How do children learn to follow gaze, share joint attention, imitate their teachers, and use tools during social interactions?

Neural Network

23(8), pp. 940-965.

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Grossman M. , Peskin J. , Juan V. S. (2013)

Thinking about a reader's mind: Fostering communicative clarity in the compositions of youth with autism spectrum disorders.

Journal of Autism and Developmental Disorders

43(10), pp. 2376-2392.

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Grynszpan O. et al. (2014)

Innovative technology-based interventions for autism spectrum disorders: A meta-analysis.

Autism

18(4), pp. 346-361.

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Hadwin J. A. et al. (1996)

Can we teach children with autism to understand emotions, belief, or pretence.

Development and Psychopathology

8(2), pp. 345-365

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Hadwin J. A. et al. (1997)

Does teaching a theory of mind have an effect on social communication in children with autism?

Journal of Autism and Developmental Disorders

October, 27(5), pp. 519-538

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Heavey L. et al. (2000)

The awkward moments test: a naturalistic measure of social understanding in autism.

Journal of Autism and Developmental Disorders

30(3), pp. 225-236

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Hoddenbach E. et al. (2012)

Individual differences in the efficacy of a short theory of mind intervention for children with autism spectrum disorder: a randomized controlled trial.

Trials

13(1), pp. 206

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Hughes J. R. (2013)

A review of recent reports on autism: 1000 studies published in 2007.

Epilepsy and Behavior

13(3), 425-37

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Hutchins T. L. , Prelock P. A. (2008)

Supporting theory of mind development: Considerations and recommendations for professionals providing services to individuals with autism spectrum disorder.

Topics in Language Disorders

28(4), pp. 340 - 364.

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Hutchins T. L. , Prelock P. A. , Chace W. (2008)

Test-retest reliability of a theory of mind task battery for children with autism spectrum disorders.

Focus on Autism and Other Developmental Disabilities

23(4), pp. 195-206

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Hutchins T. L. , Prelock P. A. (2014)

Using communication to reduce challenging behaviors in individuals with autism spectrum disorders and intellectual disability.

Child and Adolescent Psychiatric Clinics of North America

January, 23(1), pp. 41-55.

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Kaat A. J. , Lecavalier L. (2014)

Group-based social skills treatment: A methodological review.

Research in Autism Spectrum Disorders

8(1), pp. 15-24.

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Kaland N. et al. (2008)

Performance of children and adolescents with Asperger syndrome or high-functioning autism on advanced theory of mind tasks.

Journal of Autism and Developmental Disorders

38(6), pp. 1112-1123.

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Kandalaft M. R. et al. (2013)

Virtual reality social cognition training for young adults with high-functioning autism.

Journal of Autism and Developmental Disorders

43(1), pp. 34-44.

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Keech B. , Crowe S. , Hocking D. R. (2018)

Intranasal oxytocin, social cognition and neurodevelopmental disorders: A meta-analysis

Psychoneuroendocrinology

87 pp. 9-19.

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Klin A. et al. (2003)

The enactive mind, or from actions to cognition: lessons from autism.

Philosophical Transactions of the Royal Society of London

358(1430), pp. 345-360

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