The following articles are just a sample of the research that we consider in the development of our products and include in our writing. We continue to develop and write about conceptual frameworks based on our clinical experience, and grounded in the literature.
ILAUGH Model of Social Thinking
The ILAUGH Model of Social Thinking is a core conceptual framework underlying most, if not all, of our work. ILAUGH is an acronym representing what the literature tells us about the types of challenges common to individuals with social learning issues. The research supporting each part of this model are too extensive to list here but can be found in Why Teach Social Thinking as well as The Social Thinking Social Learning Tree article.
I - Initiation
The collateral effects of joint attention training on social initiations, positive affect, imitation and spontaneous speech for young children with autism.
Whalen, C., Schreibman, L., & Ingersoll, B. (2006). Journal of Autism & Developmental Disorders, 36 (5), 655-664. 2006.
Measuring changes in social behavior during a social skills intervention for higher-functioning children and adolescents with autism spectrum disorder.
McMahon, C. M., Vismara, L. A., & Solomon, M. (2013). Journal of Autism and Developmental Disorders, 43(8), 1843-185.
Social skills interventions for children with Asperger Syndrome or High Functioning Autism: A review and recommendations.
Rao, P., Beidel, D., & Murray, M. (2008). Journal of Autism and Developmental Disorders, 38, 353-361.
L - Listening with Eyes and Brain
MacDonald, R., Anderson, J., Dube, W., Geckeler, A., Green, G., Holcomb, W., Mansfield, R., & Sanchez, J. (2006).Research in Developmental Disabilities: A Multidisciplinary Journal, 27 (2), 138-150.
Marshall, P., & Fox, N. (2006). Neurobiological Perspectives (pp. 3-18). NY: Oxford University Press.
Joint attention and early social communication: Implications for research on intervention with autism.
Mundy, P. & Crowson, M. (1997). Journal of Autism and Developmental Disorders, 27(6).
Brief report: Social and communicative abilities and disabilities in higher functioning individuals with Autism and Asperger Syndrome.
Saulnier, C. & Klin, A. (2007). Journal of Autism and Developmental Disorders, 37, 788-793.
A - Abstract and Inferential
Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high functioning autism.
Norbury, C.F. & Bishop, D. (2002). International Journal of Language & Communication Disorders, 27 (3), 227-251.
Rapin, I. & Dunn, M. (2003). Brain and Development, 24, 166-172.
U - Understanding Perspective
Putting theory of mind in its place: Psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder.
Boucher, J. (2012). Autism: The International Journal of Research and Practice, 16(3), 226-46.
Frith, U. & Frith, C. (2010). Philosophical Transactions of The Royal Society B, 365, 165-175.
Theory of mind and Autism: a fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg. and D. Cohen (Eds.). New York: Oxford University Press.
Baron-Cohen, S. (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience.
Spek, A., Scholte, E. M., & Van Berckelaer-Omnes, I.A. (2010). Journal of Autism and Developmental Disorders, 40 (3), 280-289.
G - Gestalt or Getting the Big Picture
Hume, K., Loftin, R., & Lantz, J. (2009). Journal of Autism and Developmental Disorders, 39, 1329-1338.
Happe’, F. & Frith, U. (2006). Journal of Autism and Developmental Disorders, 36 (1), 5-25.
A comparison of central coherence skills between adolescents and an intellectual disability with and without comorbid autism spectrum disorder.
Van Lang, N., Bouma, A., Sytema, S., Kraijer, D., & Minderaa, R. (2006). Research in Developmental Disabilities: A Multidisciplinary Journal, 27 (2), 217-266.
H - Human Relationships & Humor
Engaging Autism: The Floortime Approach to helping children relate, communicate and think. Jackson, TN: Perseus Books.
Greenspan, S. & Wieder, S. (2003).
Use of context in pragmatic language comprehension by children with Asperger Syndrome or High-Functioning Autism.
Loukusa, S., Leinonen, E., Kuusikko, S., Jussila, K., Mattila, M.L., Ryder, N., Ebeling, H., & Moilanen, I. (2007). Journal of Autism and Developmental Disorders, 37 (6), 1049-1059.
The SCERTS™ Model. A comprehensive educational approach for children with autism spectrum disorders. Volume II Program Planning and Intervention. Maryland: Brookes Publishing.
Prizant, B., Wetherby, A., Rubin, E., Laurent, A. & Rydell, P. (2006). Program Planning and Intervention.
Social Emotional Learning
Brusnahan, L. S., & Gatti, S. N. (2011). ICI UMN.
Riggs, N. R., Jahromi, L., Razza, R., Dillworth-Bart, J. E., & Mueller, U. (2006). Journal of Applied Developmental Psychology, 27: 300-309.
McClelland, C., Cameron, C. E., Wanless, S. B., & Murray, A. (2007 ). Contemporary Perspectives on Social Learning in Early Childhood Education, 113-137.
The SCERTS model: Enhancing communication and socioemotional abilities of children with autism spectrum disorders. Brookes, Baltimore.
Prizant, B.M., Wetherby, A.M., Rubin, E., Laurent, A.C., Rydall, P. (2004).
The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings From Three Scientific Reviews. Technical Report.
Payton, J., Weissberg, r., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pachan, M. (2008). Collaborative for Academic, Social, and Emotional Learning (NJ1).
Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children's peer relations and school performance.
Diamantopoulou, S., Rydell, A. -M., Thorell, L. B., & Bohlin, G. (2007). Developmental Neuropsychology, 32(1), 521-54.
Executive Function deficits in autism spectrum disorders and attention deficit/hyperactivity disorder: Examining profiles across domains and ages.
Happe’, F., Booth, R., Charlton, R., & Hughes, C. (2006). Brain and Cognition. 61, 25-39.
Hill, E. (2004). Developmental Review, 24 (2), 189-233.
Landa, R. & Goldberg, M. (2005). Journal of Autism and Developmental Disorders 35 (5), 557-572. 2005.
Individual differences in executive function and central coherence predict developmental changes in theory of mind in autism.
Pellicano, E. (2010). Developmental Psychology, 46(2), 530-544.
Winner, M. G. (2007). Autism Asperger's Digest, 40-45.
Theory of Mind
Waugh, Cynthia and Peskin, Joan (2015). Improving the Social Skills of Children with HFASD: An Intervention Study. V 45(9).
De Villiers, J. (2000). Understanding Other Minds: Perspectives From Developmental Cognitive Neuroscience, (2), 83-123.
Teaching theory of mind: A new approach to social skills training for individuals with high-functioning autism.
Ozonoff, S. & Miller, J. N. (1995). Journal of Autism and Developmental Disorders, 25, 415-433.
Williams, D. (2010). Autism, 14: 474-94.
Miller, C.A. (2006). American Journal of Speech Language Pathology, 15: 142-54
Brief Report: A theory-of-mind Social-cognition training program for school-aged children with pervasive Developmental disorders: An open study of its effectiveness.
Gevers, C., Clifford, P., Mager, M., & Boer, F. (2006). Journal of Autism and Developmental Disorders, 36(4), 567-571.
Metacognition, Theory of Mind, and Self-Control: The Relevance of High-Level Cognitive Processes in Development, Neuroscience, and Education
Sodian, B. & Frith, U. (2008). Journal Compilation, International Mind, Brain and Education Society and Wiley Periodicals 2(3).
Laurent, A. C. & Rubin, E. (2004). Topics in Language Disorders 24(4): 286-297.
Samson, Andrea C.; Huber, Oswald; Gross, James J. (2012). Emotion, Vol 12(4), 659-665.
Reid, R., Schartz, M., & Trout, A.L. (2005). Exceptional Children, 71(4), 361-377.
Cimeli, P., Neuenschwander, R., Roebers, C.M., & Rothlisberger, M. (2012). Journal of Experimental Child Psychology, 113, 353-371.
Senju, A. (2013). Brain Dev, 35(2), 96-101.
Rochat, P. & Striano, T. (2014). In P. Rochat (Ed.), Early Social Cognition: Understanding others in the first months of life.
Blakemore, S.-J. and Choudhury, S. (2006), Journal of Child Psychology and Psychiatry, 47: 296–312.
Brief Report: Atypical Social Cognition and Social Behaviours in Autism Spectrum Disorder: A Different Way of Processing Rather than an Impairment
O'Connor, K. & Kirk, I. (2008). Journal of Autism and Developmental Disorders, Volume 38(10), pp 1989-1997
Review of Social Skills Training Groups for Youth with Asperger Syndrome and High Functioning Autism.
Cappadocia, M. C. & and Weiss, J. A. (2011). Research in Autism Spectrum Disorders 5(1): 70-78.
Bauminger, N. (2007). Journal of autism and developmental disorders 37(8), 1605-1615.
Social Skill Development in Children with Autism Spectrum Disorder: A Review of Intervention Research.
White, S , Keonig, K., & Scahill, L. (2007). Journal of autism and developmental disorders 37: 1858-1868.
Examining the Effectiveness of An Outpatient Clinic--based Social Skills Group for High-functioning Children with Autism.
Barry, T., Klinger, L. G., Lee, J. M., Palardy, N. Gilmore, T., & Bodin, S. D. (2008). Journal of Autism and Developmental Disorders, 33(6): 685-701.
Tse, J , Strulovitch, J., Tagalakis, V., Meng, L., Fombonne, E. (2007). Journal of Autism and Developmental Disorders, 37: 1960-1968.
Social skills interventions for children with asperger’s syndrome or high-functioning autism: A review and recommendations.
Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Journal of Autism and Developmental Disorders, 38(2), 353-361.
Cognitive Behavior Therapy
Modifications of cognitive-behavioral therapy for children and adolescents with high-functioning ASD and their common difficulties
Attwood, T. & Scarpa, A. (2013) In A. Scarpa, S. W. White, & T. Attwood (Eds.), CBT for children and adolescents with high-functioning autism spectrum disorders
Lindgren, S. and Doobay, A. (2011).
Kincade, S. (2009)
Development of a cognitive-behavioral intervention program to treat anxiety and social deficits in teens with high-functioning autism.
White, S. Albano, A, Johnson, C., Kasari, C., Ollendick, T., Klin, A., Oswald, D., & Scahill, L. (2010). Clinical Child and Family Psychology Review, 13, 77-90.
Craske, M.G. (2010). Washington, DC: American Psychological Association.