Publications Database

Stichter J. P. et al. (2014)

iSocial: Delivering the Social Competence Intervention for Adolescents (SCI-A) in a 3D virtual learning environment for youth with high functioning autism.

Journal of Autism and Developmental Disorders

44(2), pp. 417-430.

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Stichter J. P. et al. (2012)

Social competence intervention for elementary students with Aspergers syndrome and high functioning autism.

Journal of Autism and Developmental Disorders

42(3), pp. 354-366.

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Stichter J. P. et al. (2010)

Social competence intervention for youth with Asperger syndrome and high-functioning autism: An initial investigation.

Journal of Autism and Developmental Disorders

40(9), pp. 1067-1079

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Stone V. , Gerrans P. (2006)

What's domain-specific about theory of mind?

Social Neuroscience

1(3), 309-19

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Strickland D. C. , Coles C. D. , Southern L. (2013)

JobTIPS: A transition to employment program for individuals with autism spectrum disorders.

Journal of Autism and Developmental Disorders

43(10), pp. 2472-2483.

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Swettenham J. (1996)

Can children with autism be taught to understand false belief using computers?

Journal of Child Psychology and Psychiatry

37(2), pp. 157-165.

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Swettenham J. (1996)

What's inside a person's head? Conceiving of the mind as a camera helps children with autism develop an alternative theory of mind.

Cognitive Neuropsychiatry

1(1), pp. 73-88

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Szumski G. et al.

Examining the effectiveness of naturalistic social skills training in developing social skills and theory of mind in preschoolers with ASD.

Journal of Autism and Developmental Disorders

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Tager-Flusberg H. (2007)

Evaluating the theory-of-mind hypothesis of autism.

Current Directions in Psychological Science

16(6), pp. 311-315.

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Talay-Ongan A. , Wood K. (2000)

Unusual sensory sensitivities in autism: a possible crossroads

International Journal of Disability, Development and Education

47(2), 201-212

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Tantam D. (1992)

Characterizing the fundamental social handicap in autism.

Acta Paedopsychiatrica

55(2), pp. 83-91

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Thomeer M. L. et al. (2015)

A randomized controlled trial of mind reading and in vivo rehearsal for high-functioning children with ASD.

Journal of Autism and Developmental Disorders

July, 45(7), pp. 2115-2127.

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Thomeer M. L. et al. (2011)

Open-trial pilot of mind reading and in vivo rehearsal for children with HFASD.

Focus on Alternative and Complementary Therapies

26(3), pp. 153-161

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Tsunemi K. et al. (2014)

Intensive exposure to narrative in story books as a possibly effective treatment of social perspective-taking in schoolchildren with autism.

Frontiers in Psychology

16(5),

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Turner M. (1999)

Annotation: Repetitive behaviour in autism: a review of psychological research.

Journal of Child Psychology and Psychiatry and Allied Disciplines

40(6), pp. 839-849.

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Turner-Brown L. M. et al. (2008)

Brief report: Feasibility of social cognition and interaction training for adults with high functioning autism.

Journal of Autism and Developmental Disorders

October, 38(9), pp. 1777-1784.

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de Veld D. M. et al. (2017)

Moderating effects of parental characteristics on the effectiveness of a theory of mind training for children with autism: A randomized controlled trial.

Journal of Autism and Developmental Disorders

July, 47(7), pp. 1987-1997.

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Waugh C. , Peskin J. (2015)

Improving the social skills of children with HFASD: An intervention study.

Journal of Autism and Developmental Disorders

September, 45(9), pp. 2961-2980.

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Williams B. T. , Gray K. M. , Tonge B. J. (2012)

Teaching emotion recognition skills to young children with autism: a randomised controlled trial of an emotion training programme.

Journal of Child Psychology and Psychiatry

53(12), pp. 1268-1276.

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Korkmaz (2011)

Theory of mind and neurodevelopmental disorders of childhood.

Pediatric Research

69(5), 101R-8R

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