Examining the Effectiveness of Naturalistic Social Skills Training in Developing Social Skills and Theory of Mind in Preschoolers with ASD

Author:

Szumski Grzegorz,Smogorzewska Joanna,Grygiel Paweł,Orlando Ann-Marie

Funder

Ministerstwo Nauki i Szkolnictwa Wyższego

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology

Reference99 articles.

1. Arranz, E., Olabarrieta, F., Martin, J., L., & Artamendi, J. L. (2002). Family context and theory of mind development. Early Child Development and Care, 172, 9–22.

2. Astington, J. W. (2003). Sometimes necessary, never sufficient: false-belief understanding and social competence. In B. Repacholi & V. Slaughter (Eds.), Individual differences in theory of mind (pp. 14–39). New York: Psychology Press.

3. Auyeung, B., Baron-Cohen, S., Wheelwright, S., & Allison, C. (2008). The autism spectrum quotient: Children’s Version (AQ-Child). Journal of Autism and Developmental Disorders, 38, 1230–1240.

4. Baron-Cohen, S. (2009). Autism: The empathizing-systemizing (E-S) theory. The Year in Cognitive Neuroscience, 1056, 68–80.

5. Baron-Cohen, S. (2014). The empathizing-systemizing (E-S) Theory of autism. A cognitive developmental account. In U. Goswami (Ed.), The Wiley-Blackwell handbook of childhood cognitive development (2nd edn., pp. 626–639). Chichester: Wiley Blackwell.

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