Publications Database

Akmanoglu N. (2015)

Effectiveness of teaching naming facial expression to children with autism via video modeling.

Educational Sciences: Theory and Practice

April, 15(2), pp. 519-537.

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Allen R. et al. (2008)

Do social and cognitive deficits curtail musical understanding? Evidence from autism and Down syndrome

British Journal of Developmental Psychology

June, 26(2), 171-182

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Althaus M. et al. (2008)

Face and emotion recognition in MCDD Versus PDD-NOS

Journal of Autism and Developmental Disorders

April, 38(4), pp. 706-718

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Baghdadli A. et al. (2013)

Social skills improvement in children with high-functioning autism: a pilot randomized controlled trial.

European Child and Adolescent Psychiatry

22(7), pp. 433-442.

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Baric V. B. et al. (2016)

Support for learning goes beyond academic support: Voices of students with Asperger's disorder and attention deficit hyperactivity disorder.

Autism

February, 20(2), pp, 183-195.

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Bauminger N. (2002)

The facilitation of social-emotional understanding and social interaction in high-functioning children with autism: intervention outcomes.

Journal of Autism and Developmental Disorders

32(4), pp. 283-298

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Beaumont R. , Rotolone C. , Sofronoff K. (2015)

The secret agent society social skills program for children with high-functioning autism spectrum disorders: a comparison of two school variants.

Psychology in the Schools

April, 52(4), pp. 390-402.

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Blankenship K. , Minshawi N. F. (2010)

Behavioral therapy with an individual with Asperger's disorder.

Psychiatry

7(8), pp. 38-41

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Bremer E. , Crozier M. , Lloyd M. (2016)

A systematic review of the behavioural outcomes following exercise interventions for children and youth with autism spectrum disorder.

Autism

November, 20(8), pp. 899-915

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Brian J. , Bryson S. E. , Zwaigenbaum L. (2015)

Autism spectrum disorder in infancy: developmental considerations in treatment targets.

Current Opinion in Neurology

April, 28(2), pp. 117-123.

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Brok W. d. , Sterkenburg P. (2015)

Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review.

Disability and Rehabilitation: Assistive Technology

January, 10(1), pp.1-10.

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Cabibihan J. et al. (2013)

Why robots? A survey on the roles and benefits of social robots in the therapy of children with autism.

International Journal of Social Robotics

5(4), pp. 593-618.

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Conallen K. , Reed P. (2016)

A teaching procedure to help children with autistic spectrum disorder to label emotions.

Research in Autism Spectrum Disorders

March, 23 pp. 63-72.

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Conner C. M. , White S. W.

Brief report: Feasibility and preliminary efficacy of individual mindfulness therapy for adults with autism spectrum disorder.

Journal of Autism and Developmental Disorders

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Dziobek I. et al. (2008)

Dissociation of cognitive and emotional empathy in adults with Asperger syndrome using the multifaceted empathy test (MET).

Journal of Autism and Developmental Disorders

38(3), pp. 464-473.

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Hadwin J. A. et al. (1996)

Can we teach children with autism to understand emotions, belief, or pretence.

Development and Psychopathology

8(2), pp. 345-365

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Katagiri J. (2009)

The effect of background music and song texts on the emotional understanding of children with autism.

Journal of Music Therapy

46(1), pp. 15-31.

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Khandaker M. (2009)

Designing affective video games to support the social-emotional development of teenagers with autism spectrum disorders.

Studies in Health Technology and Informatics

144 pp. 37-39

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Liao S. et al. (2014)

Home-based DIR Floortime Intervention Program for preschool children with autism spectrum disorders: Preliminary findings

Physical and Occupational Therapy in Pediatrics

November, 34(4), pp. 356-367

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Liu K. P. et al. (2013)

Effectiveness of a workplace training programme in improving social, communication and emotional skills for adults with autism and disability in Hong Kong - A pilot study.

Occupational Therapy International

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