A Methodology to Infuse Evidence-Based Practices
Peer-Reviewed Studies
Browse the latest peer-reviewed studies below or click through to see all publications including thesis, dissertations, studies and other published articles.
Crooke, P. J., & Winner, M. G. (2022, July). Social Thinking Metacognitive Strategies to Support Self-Determined Social Goals in Autistic Youth. In Seminars in Speech and Language (Vol. 43, No. 04, pp. 277-298). Thieme Medical Publishers, Inc.
Tarshis, N, Winner, M.G & Crooke, P. (2020). What Does It Mean to Be Social? Defining the Social Landscape for Children With Childhood Apraxia of Speech. Perspectives of the ASHA Special Interest Groups, 1-10.
Nowell, S. W., Watson, L. R., Boyd, B., & Klinger, L. G. (2019). Efficacy Study of a Social Communication and Self-Regulation Intervention for School-Age Children With Autism Spectrum Disorder: A Randomized Controlled Trial. Language, Speech, and Hearing Services in Schools, 50(30), 416-433.
Baker-Ericzén, M.J., Fitch, M., Kinnear, M., Jenkins, M. M., Smith, L., Montano, G., Twamley, E., Crooke, P, Garcia Winner, M., Feder, J., & Leon, J. (2017). Development of the Supported Employment, Comprehensive Cognitive Enhancement and Social Skills (SUCCESS) program for adults on the autism spectrum: results of initial study. Autism: International Journal of Research and Practice, 22(1), 6-19.
Crooke, P. & Garcia Winner, M. (2017). Social Thinking® in the Landscape of Evidence-Based Practices. Sage Journals: Word of Mouth, 28(5), 5-8.
Crooke, P.J., & Winner, M. G. (2016). Social Thinking Methodology: Evidence-Based or Empirically Supported? A Response to Leaf et al. Behavior Analysis in Practice, 9(4), 403-408.
Crooke, P.J., Olswang, L., & Winner, M.G. (2016). Thinking Socially: Teaching Social Knowledge to Foster Social Behavioral Change. Topics in Language Disorders, 36(3), 284-298.
Other Peer-Reviewed Studies
Clavenna-Deane, Beth & Pearson, Mary & Hansen, Blake. (2020). The Impact of Social Communication on Employment Success for Adolescents with Autism Spectrum Disorders. Journal of the American Academy of Special Education Professionals, 68, 85.
Müller, E., Cannon, L.R., Kornblum, C., Clark, J., & Powers, M. (2016). Description and Preliminary Evaluation of a Curriculum for Teaching Conversational Skills to Children With High-Functioning Autism and Other Social Cognition Challenges. Language, Speech, and Hearing Services in Schools, 47(3), 191-208.
Lee, K. Y. S., Crooke, P.J., Lui, A.L.Y, Kan, P.P.K, Luke, K.L, Mak, Y.M, Cheung, P.M.P, Cheng, L., & Wong, I. (2015). The outcome of a social cognitive training for mainstream adolescents with social communication deficits in a Chinese community. International Journal of Disability, Development and Education, 63(2), 201-223.
Winner, M.G. & Crooke, P.J. (2014). Executive Functioning and Social Pragmatic Communication Skills: Exploring the Threads in Our Social Fabric. Perspectives on Language Learning and Education, 16(2), 62-69.
Volkmar, F., Siegel, M., Woodbury-Smith, M., King, B., McCracken, J., State, M. (2014). Practice parameter for the assessment and treatment of children and adolescents with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 53(2), 237-257.
Crooke, P.J. & Winner, M.G. (2012). Social Thinking®: A Developmental Treatment Approach for Students with Social Learning/Social Pragmatic Challenges. Originally published: Perspectives on Language Learning and Education, 16(2), 62-69.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.
Winner, M.G. & Crooke, P.J. (2009). Social Thinking: A training paradigm for professionals and treatment approach for individuals with social learning/social pragmatic challenges. Perspectives on Language Learning and Education, 16(2); 62-69.
Winner, M.G. & Crooke P.J. (2009). Assessing the Social Mind in Action: The Importance of Informal Dynamic Assessments. Autism News:Education and Therapy, 5, pp 12-16.
Crooke, P.J., Hendrix R., and Rachman J. (2008). Brief Report: Measuring the effectiveness of teaching social thinking to children with asperger syndrome (AS) and high functioning autism (HFA). Journal of Autism and Developmental Disorders, 38(3) pp 581-91.
Koning, C, Magill-Evans, J., Volden, J., Dick, B. (2008). Efficacy of cognitive behavior therapy-based social skills intervention for school-aged boys with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(10), 1282-1290.
Winner, M.G. (2002). Assessment of social skills for students with asperger syndrome and high-functioning autism. Assessment for Effective Intervention, 21(1-2), 73-80.
Social Situation Mapping
Social Situation Mapping (SSM) offers cognitive behavior strategies to teach individuals about the specific relationship between behaviors, others' perspectives, others' actions (consequences), and the student's own emotions about those around them. SSM is a visual tool that displays these abstract concepts through a flow chart. Intended for 3rd-12th grade students, this strategy is most effective for students with solid language skills.
We Thinkers! Series
The We Thinkers! series consists of two volumes with detailed lesson plans, in-classroom structured activities, educational plan goals, and learn-at-home family letters. Both volumes introduce key Social Thinking concepts and vocabulary for ages 4-7.
The Zones of Regulation
The Zones of Regulation curriculum is geared toward helping students gain skills in consciously regulating their actions, which in turn leads to increased control and problem solving abilities. Using a cognitive behavior approach, the curriculum's learning activities are designed to help students recognize when they are in different states called "zones."
