Social Thinking Reading

Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H., (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons With Severe Disabilities, 30(1), 15–25.

Connor, M. (2000) Asperger Syndrome and the self-reports of comprehensive school students. Educational Psychology in Practice. 1 (3), 285-296.

Cumine, V., Leach, J. & Stevenson, G., (1998). Asperger Syndrome – A Practical Guide for Teachers. London: David Fulton Publishers Ltd.

Grandin, T., (2008). Thinking in pictures, expanded edition: My life with autism. Vintage.

Hart, B., & Risley, R. T., (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.

Kamps, D. M., Kravits, T., & Ross, M., (2002). Social-communicative strategies for school- age children. In H. Goldstein, L. A. Kaczmarek, & K. M. English (Eds.), Promoting social communications: Children with developmental disabilities from birth to adolescence (pp. 239–278). Baltimore, MD: Brookes.

Koegel, R.L., & Koegel, L.K., (1996) Teaching Children with Autism. Baltimore: Paul H. Brookes Publishing Co.

Nelson, C., McDonnell, A. P., Johnston, S. S., Crompton, A., & Nelson, A. R., (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education & Training in Developmental Disabilities, 42, 165–181.

Trembath, D., Balandin, S., Togher, L., & Stancliffe, R. J., (2009). Peer-mediated teaching and augmentative and alternative communication for preschool-aged children with autism. Journal of Intellectual & Developmental Disability, 34, 173–186.

Vygotsky, L. (1978) Mind and Society. Cambridge, MA: Harvard University Press.

Whitaker, P. (2004). Fostering communication and shared play between mainstream peers and children with autism: Approaches, outcomes and experiences. British Journal of Special Education, 31, 215–222.

Winner, M.G., (2008). Think Social!: A Social Thinking Curriculum for School-age Students: for Teaching Social Thinking and Related Social Skills to Students with High Functioning Autism, Asperger Syndrome, PDD-NOS, ADHD, Nonverbal Learning Disability and for All Others in the Murky Gray Area of Social Thinking. Michelle Garcia Winner.