Publications

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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/Therapy, Vol. 5(2), 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), pp 1282-1290.

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.

Tappen, D.M. (2018). Effect of Social Behavior Mapping on Increasing the Perspective Taking and Metacognition of Adolescents with Social Cognitive Learning Challenges. Rocky Mountain University of Health Professions.

Peters, B. L. (2016). The Effectiveness of a social thinking curriculum in facilitating social competence of young children with autism spectrum disorders.

Mason, T. (2014). The experience of using Social Thinking® in parenting children with autism spectrum disorders: A case study. Dissertations Gradworks UMI.

Castro, H.A (2012). Integrating Social Thinking Skills and Concepts in a Fourth Grade Physical Education Curriculum. University of the Philippines.

Yadlosky, K. (2012). Effects of the Superflex™ Curriculum on the social cognition of primary students with attention deficit hyperactivity disorder and autism spectrum disorders. Dissertations Handle.net.

Taylor, C. A. (2011). Evaluating the effectiveness of the social thinking intervention to increase social responsiveness of adolescents and young adults with asperger syndrome: a mixed-methods approach. Honolulu: University of Hawaii at Manoa.

Bolton, J. (2010). Examining the effectiveness of a social learning curriculum for improving social skills and self-regulation behaviors in middle school boys with autism spectrum disorder or social skill deficits. Digital Commons Psychology Dissertations.

Clavena-Deane, B. (2010). Using a social communication intervention to improve the social interactions and employment experiences of adolescents with High Functioning Autism Spectrum Disorders. Dissertations UMI.

Geary, M. (2010). Social Cognition with Autism Spectrum Disorders and Peer Relationships. Dissertations Dominican Department of Education.