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Peer-Reviewed

There are currently handful of peer-reviewed studies related to various components of the Social Thinking Methodology. However, these are not studies of the entire methodology! Browse below to see the latest Peer-Reviewed studies.

Please note that some research organizations require purchase or for complete access to their study and those have been marked accordingly.

Social Thinking

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.

 

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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.

 

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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 (2019). Language, Speech, and Hearing Services in Schools, 1-18.

 

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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, pp-14.

 

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Crooke, P. & Garcia Winner, M. (2017). Social Thinking® in the Landscape of Evidence-Based Practices. Sage Journals: Word of Mouth, May, Volume 28, Issue 5, pp 5-8.

 

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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, December, Volume 9, Issue 4, pp 403–408.

 

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Crooke, P.J., Olswang, L., & Winner, M.G. (2016). Thinking Socially: Teaching Social Knowledge to Foster Social Behavioral Change. Topics in Language Disorders, July/September, Volume 36, Issue 3, pp 284-298.

 

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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, July, Volume 47, pp 191-208.

 

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Crooke, P.J., & Olswang, L. (2015). Practice-Based Research: Another Pathway for Closing the Research-Practice Gap . Journal of Speech, Language, and Hearing Research, December, Volume 58, pp 1871-1882.

 

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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.

 

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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, December, Vol. 21 (2), pp 42-50.

 

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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, February 2014, Volume 53, pp 237-257.

 

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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, Vol. 16(2), 62-69.

 

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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.

 

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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.

 

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Winner, M.G. & Crooke P.J. (2009). Assessing the Social Mind in Action: The Importance of Informal Dynamic Assessments. Autism News:Education/Therapy, Vol. 5(2), pp 12-16.

 

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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.

 

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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), pp 1282-1290.

 

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Winner, M.G. (2002). Assessment of social skills for students with asperger syndrome and high-functioning autism. Assessment for Effective Intervention, Fall-Winter 2002 vol. 27 no. 1-2 73-80.

 

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