Social Skills & Theory of Mind

Books

Baron-Cohen, S. (1997). Mindblindness: An essay on autism and theory of mind. MA: The MIT Press.

Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. (1993). Understanding Other Minds: Perspectives from autism. New York: Oxford University Press.

Gray, C. (1994/2000). The New Social Stories Book. Arlington, TX: PRO-ED.

Howlin, P., Baron-Cohen, S. & Hadwin, J. (1999). Teaching Children with Autism to Mind Read. New York, NY: John Wiley & Sons.

Leslie, A.M. (1988). Some implications of pretence for mechanisms underlying the child’s theory of mind. In J. Astington, P. Harris, and D, Olson (Eds.), Developing Theories of Mind. New York: Cambridge University Press.

Weiss, M.J., & Harris, S.L. (2001). Reaching Out, Joining In: Teaching social skills to young children with autism. Bethesda, MD: Woodbine House


Articles

Betz, A., Higbee, T. S. & Reagon, K. A. (2008). Using joint activity schedules to promote peer engagement in preschoolers with autism. Journal of Applied Behavior Analysis, 41, 237-241.

Chan, J. & O’Reilly, M. (2008). A social stories intervention package for students with autism in inclusive classroom settings. Journal of Applied Behavior Analysis, 41(3), 405-409.

Kamps, D.M., Leonard, B.R., Vernon, S., Dugan, E.P., Delquadri, J.C., Gershon, B., Wade, L., & Folk, L., (1992). Teaching social skills to students with autism to increase peer interactions in an integrated first-grade classroom. Journal of Applied Behavior Analysis. 25, 281-288.

Krantz, P.J., & McClannahan, L.E. (1993). Teaching children with autism to initiate to peers: Effects of a script-fading procedure. Journal of Applied Behavior Analysis, 26, 121-132.

Mundy, P. & Crowson, M. (1997). Joint attention and early social communication: Implications for research on intervention with autism. Journal of Autism and Developmental Disorders, 27(6), 653-676.

Nikopoulos, C. K. & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37, 93-96.

Nikopoulos, C. & Nikopoulou-Smyrni, P. (2008). Teaching complex social skills to children with autism; advances of video modeling. Journal of Early and Intensive Behavior Intervention, 5(2), 30-43.

Ozonoff, S. & Miller, J. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25(4), 415-433.

Petursdottir, A., McComas, J., McMaster, K. & Horner, K. (2007). The effects of scripted peer tutoring and programming common stimuli on social interactions of a student with autism spectrum disorder. Journal of Applied Behavior Analysis, 40, 353-357.

Reagon, K. A. & Higbee, T. S. (2009). Parent-implemented script fading to promote play-based verbal initiations in children with autism. Journal of Applied Behavior Analysis, 42, 659-664.

Rogers, S.J. (2000). Interventions that facilitate socialization in children with autism. Journal of Autism and Developmental Disorders, 30 (5), 399-409.

Sansoti, F. (2009). Teaching social behavior to children with autism spectrum disorders using social stories: implications for school-based practice. The Journal of Speech-Language Pathology and Applied Behavior Analysis, 4, 170-179.

Zanolli, K., Daggett, J., & Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. Journal of Applied Behavior Analysis, 26, 407-422.