Social Communication Reading

Attwood, T., (2006). The complete guide to Asperger’s syndrome. Jessica Kingsley Publishers.

Browder, D.M., Wood, L., Thompson, J. and Ribuffo, C., (2014). Evidence-based practices for students with severe disabilities. CEEDAR Document NO. IC-3. CEEDAR Center. p. 2018

Cederlund, M., Hagberg, B., Billstedt, E., Gillberg, I.C. and Gillberg, C., (2008). Asperger syndrome and autism: A comparative longitudinal follow-up study more than 5 years after original diagnosis. Journal of autism and developmental disorders, 38(1), pp.72-85.

Cook, F., & Oliver, C., (2011). A review of defining and measuring sociability in children with intellectual disabilities. Research in Developmental Disabilities, 32, 11–24. doi:10.1016/ j.ridd.2010.09.021

Dean, M., Harwood, R. and Kasari, C., (2017). The art of camouflage: Gender differences in the social behaviors of girls and boys with autism spectrum disorder. Autism, 21(6), pp.678-689.

Frostad, P., & Pijl, S. J., (2007). Does being friendly help in making friends? The relation between the social position and social skills of pupils with special needs in mainstream education. European Journal of Special Needs Education, 22, 15–30. doi:10.1080/08856250601082224

Galderisi, S., Heinz, A., Kastrup, M., Beezhold, J. and Sartorius, N., (2015). Toward a new definition of mental health. World Psychiatry, 14(2), pp.231-233.

Gould, J. and Ashton-Smith, J., (2011). Missed diagnosis or misdiagnosis? Girls and women on the autism spectrum. Good Autism Practice (GAP), 12(1), pp.34-41.

Jerald, C.D., (2006). School Culture: The Hidden Curriculum. Washington, DC: The Center for Comprehensive School Reform and Improvement. It retrieved from www.centerforcsri.org

Kilian, J. M., & Kilian, D. W., (2011). A school intervention to increase prosocial behavior and improve academic performance of at-risk students. Improving Schools, 14(1), 65-83

Kopp, S. and Gillberg, C., (2011). The Autism Spectrum Screening Questionnaire (ASSQ)-Revised Extended Version (ASSQ-REV): an instrument for better capturing the autism phenotype in girls? A preliminary study involving 191 clinical cases and community controls. Research in developmental disabilities, 32(6), pp.2875-2888.

Lai, M. C., Lombardo, M.V., Pasco, G., Ruigrok, A. N., Wheelwright, S. J., Sadek, S. A., Chakrabarti, B., Baron-Cohen, S. and MRC AIMS Consortium (2011). A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PloS one, 6(6), p.e20835.

Mazurik-Charles, R., & Stefanou, C., (2010). Using paraprofessionals to teach social skills to children with autism spectrum disorders in the general education classroom. Journal of Instructional Psychology, 37, 161–169.

Mintah, K. and Parlow, S.E., (2018). Are you flirting with me? Autistic traits, theory of mind, and inappropriate courtship. Personality and Individual Differences, 128, pp.100-106.

Moyse, R., & Porter, J., (2015). The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30, 187–201

Reichow, B., Steiner, A. M. and Volkmar, F., (2013). Cochrane review: social skills groups for people aged 6 to 21 with autism spectrum disorders (ASD). Evidence‐Based Child Health: A Cochrane Review Journal, 8(2), pp.266-315.

Reichow, B. and Volkmar, F. R., (2010). Social skills interventions for individuals with autism: Evaluation for evidence-based practices within a best evidence synthesis framework. Journal of autism and developmental disorders, 40(2), pp.149-166.

Rosenthal, R., und Lenore Jacobsen (1968). Pygmalion in the Classroom: Teacher Expectation and Pupils’ Intellectual Development, New York.

Vermeulen, P., (2011). Autism: From Mind Blindness to Context Blindness http://www.faaas.org/assets/autism-from-mind-blindness-to-context-blindness.pdf

Wing, L., (1981). Sex ratios in early childhood autism and related conditions. Psychiatry research, 5(2), pp.129-137.

Wong, C., Odom, S.L., Hume, K.A., Cox, A.W., Fettig, A., Kucharczyk, S., Brock, M.E., Plavnick, J.B., Fleury, V.P. and Schultz, T.R., (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of autism and developmental disorders, 45(7), pp.1951-1966.