The bibliography is listed alphabetically by the first author’s surname.
A | B | C | D | E | F | G | H | I | | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z
A
Abu-Akel, A. (2003). A neurobiological mapping of theory of mind. Brain Research Reviews, 43(1), 29-40.
Adams, D. (1979). The Hitch Hikers Guide to the Galaxy. London: Pan.
Adams, N. & Jarrold, C. (2012). Inhibition in autism: Children with autism have difficulty inhibiting irrelevant distractors but not prepotent responses. Journal of Autism and Developmental Disorders, 42(6), 1052-1063.
Allport, G. W. (1924). Eidetic Imagery. British Journal of Psychology. General Section, 15(2), 99-120.
Amaral, D. G., Schumann, C. M. & Nordahl, C. W. (2008). Neuroanatomy of autism. Trends in Neurosciences, 31(3), 137-145.
Amend, E. R., Schuler, P., Beaver-Gavin, K. & Beights, R. (2009). A unique challenge: Sorting out the differences between giftedness and Asperger’s Disorder. Gifted Child Today, 32, 57-63
Anagnostou, E. & Taylor, M. J. (2011). Review of neuroimaging in autism spectrum disorders: What have we learned and where we go from here. Molecular Autism, 2(4), 1-9.
APA. (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.). Washington, DC: American Psychiatric Association.
APA. (2000). Diagnostic and Statistical Manual of Mental Disorders (Text Revision) (4th ed.). Washington, DC: American Psychiatric Association.
APA. (2013). Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (5th ed.). Arlington, Va.: American Psychiatric Association.
Arsenault, A. (Director). (2000). Medical Clues that Glenn Gould may have had autism [Television], The National. Canada: CBC Digital Archives.
Ashwin, C., Chapman, E., Colle, L. & Baron-Cohen, S. (2006). Impaired recognition of negative basic emotions in autism: A test of the amygdala theory. Social Neuroscience, 1(3-4), 349-363.
Ashwin, C., Wheelwright, S. & Baron-Cohen, S. (2006). Finding a face in the crowd: Testing the anger superiority effect in Asperger syndrome. Brain and Cognition, 61(1), 78-95.
Asperger, H. (1944). Die autistischen Psychopathen im Kindesalter. Archiv fur Psychiatrie und Nervenkrankheiten, 177, 76-137.
Assouline, S. G., Foley-Nicpon, M. & Dockery, L. (2012). Predicting the academic achievement of gifted students with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 42(9), 1781-1789.
Assouline, S. G., Foley-Nicpon, M. & Doobay, A. (2009). Profoundly gifted girls and Autism Spectrum Disorder. Gifted Child Quarterly, 53(2), 89-105.
Attwood, T. (2000). Interview with Temple: Transcript of an interview between Tony and Temple Grandin. from http://www.tonyattwood.com.au
Attwood, T. (2007). The Complete Guide to Asperger’s Syndrome (Paperback ed.). Philadelphia: Jessica Kingsley Publishers.
Attwood, T. (2008). Adolescent Issues for Teenagers with Asperger’s Syndrome [Powerpoint presentation]. Burwood: Tony Attwood.
Attwood, T. & Garnett, M. (2012). Autism Spectrum Disorders: A different way of thinking, learning and managing emotions. Paper presented at Autism and Aspergers Conference, Campbelltown, NSW, 22 February 2012.
B
Baddeley, A. (1994). Working memory: The interface between memory and cognition. In D. L. Schacter & E. Tulving (Eds.), Memory systems of 1994 (ebook ed., pp. 351-367). Cambridge, MA: MIT Press.
Bakhurst, D. & Shanker, S. (2001). Jerome Bruner: Language, culture, self. Thousand Oaks, [Calif.]: Sage Publications.
Barnhill, G., Hagiwara, T., Myles, B. S. & Simpson, R. L. (2000). Asperger syndrome: A study of the cognitive profiles of 37 children and adolescents. Focus on Autism and Other Developmental Disabilities, 15(3), 8.
Baron-Cohen, S. (1989). The autistic child’s theory of mind: A case of specific developmental delay. Journal of Child Psychology and Psychiatry, 30(2), 285-297.
Baron-Cohen, S. (1991). The theory of mind deficit in autism: How specific is it? British Journal of Developmental Psychology, 9(2), 301-314.
Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MASS: MIT Press.
Baron-Cohen, S. (2002). Is Asperger Syndrome necessarily viewed as a disability? Focus on Autism and Other Developmental Disabilities, 17(3), 186-191.
Baron-Cohen, S. & Belmonte, M. K. (2005). Autism: A window onto the development of the social and the analytical brain. Annual Review of Neuroscience, 28, 109-126.
Baron-Cohen, S. & Hammer, J. (1997). Parents of children with Asperger Syndrome: What is the cognitive phenotype? Journal of Cognitive Neuroscience, 9(4), 548-554.
Baron-Cohen, S., Jolliffe, T., Mortimore, C. & Robertson, M. (1997). Another advanced test of theory of mind: Evidence from very high functioning adults with autism or Asperger Syndrome. Journal of Child Psychology and Psychiatry, 38(7), 813-822.
Baron-Cohen, S., Leslie, A. M. & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21(1), 37-46.
Baron-Cohen, S., Ring, H. A., Bullmore, E. T., Wheelwright, S., Ashwin, C. & Williams, S. C. R. (2000). The amygdala theory of autism. Neuroscience & Biobehavioral Reviews, 24(3), 355-364.
Baron-Cohen, S. & Wheelwright, S. (2004). The Empathy Quotient: An investigation of adults with Asperger Syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163-175.
Barton, J. M. & Starnes, W. T. (1989). Identifying distinguishing characteristics of gifted and talented/learning disabled students. Roeper Review, 12(1), 23-29.
Bass, R. (Director). (2001). Mozart and the Whale [DVD]. USA: Roadshow Entertainment.
Battro, A. M. (2010). The teaching brain. Mind, Brain & Education, 4(1), 28-33.
Beacher, F. D., Minati, L., Baron-Cohen, S., Lombardo, M. V., Lai, M.-C., Gray, M. A., et al. (2012). Autism attenuates sex differences in brain structure: A combined voxel-based morphometry and diffusion tensor imaging study. American Journal of Neuroradiology, 33(1), 83-89.
Bechara, A., Damasio, H. & Damasio, A. R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10(3), 295-307.
Bechara, A., Damasio, H. & Damasio, A. R. (2003). Role of the amygdala in decision-making. Annals of the New York Academy of Sciences, 985, 356-369.
Ben Shalom, D. (2003). Memory in autism: Review and synthesis. Cortex, 39(4-5), 1129-1138.
Berndtsson, I., Claesson, S., Friberg, F. & Öhlén, J. (2007). Issues about thinking phenomenologically while doing phenomenology. Journal of Phenomenological Psychology, 38(2), 256-277.
Betts, S. W., Betts, D. E. & Gerber-Eckard, L. N. (2007). Asperger Syndrome in the inclusive classroom: Advice and strategies for teachers [eBook]. London: Jessica Kingsley.
Bianco, M., Carothers, E. E. & Smiley, L. R. (2009). Gifted students with Asperger syndrome. Intervention in School and Clinic, 44(4), 206-215.
Blakemore, S. J. & Frith, U. (2005). The learning brain: Lessons for education. Oxford: Blackwell.
Blakemore, S. J., Tavassoli, T., Cal, S., Thomas, R. M., Catmur, C., Frith, U., et al. (2006). Tactile sensitivity in Asperger syndrome. Brain and Cognition, 61(1), 5-13.
Bloom, B. S. (Ed.). (1974). Taxonomy of Educational Objectives. New York: McKay.
Bogdan, B. C. & Biklen, S. K. (1998). Qualitative Research for Education: An introduction to Theory and Methods. (3rd ed.). Needham Heights, MA.: Allyn and Bacon.
Bogdashina, O. (2013). Autism and Spirituality. London: Jessica Kingsley Publishers.
Bölte, S. (2014). The power of words: Is qualitative research as important as quantitative research in the study of autism? Autism, 18(2), 67-68.
Booth, R., Charlton, R., Hughes, C. & Happé, F. (2004). Disentangling weak coherence and executive dysfunction: Planning drawing in autism and attention-deficit/hyperactivity disorder. In U. Frith & E. Hill (Eds.), Autism: Mind and brain (pp. 211-223). New York: Oxford University Press.
Boso, M., Emanuele, E., Prestori, F., Politi, P., Barale, F. & D’Angelo, E. (2010). Autism and genius: is there a link? The involvement of central brain loops and hypotheses for functional testing. Functional Neurology, 25(1), 15-20.
Boucher, J. (2007). Memory and generativity in very high functioning autism. Autism, 11(3), 255-264.
Boucher, J. (2012). Putting theory of mind in its place: Psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder. Autism, 16(3), 226-246.
Boucher, J. & Bowler, D. M. (Eds.). (2008). Memory in Autism: Theory and Evidence (eBook ed.). Cambridge, UK: Cambridge University Press.
Boucher, J. & Mayes, A. (2012). Memory in ASD: Have we been barking up the wrong tree? Autism, 16(6), 603-611.
Bowler, D. M. (1992). ‘Theory of Mind’ in Asperger’s Syndrome. Journal of Child Psychology and Psychiatry, 33(5), 877-893.
Bowler, D. M., Gardiner, J. M. & Berthollier, N. (2004). Source memory in adolescents and adults with Asperger’s Syndrome. Journal of Autism and Developmental Disorders, 34(5), 533-542.
Bowler, D. M., Gardiner, J. M. & Grice, S. J. (2000). Episodic Memory and Remembering in Adults with Asperger Syndrome. Journal of Autism and Developmental Disorders, 30(4), 295-304.
Bradshaw, S. (2013). Asperger’s Syndrome – that explains everything: Strategies for education, life and just about everything else. London: Jessica Kingsley.
Brandwein, A. B., Foxe, J. J., Butler, J. S., Russo, N. N., Altschuler, T. S., Gomes, H., et al. (2013). The development of multisensory integration in high-functioning autism: High-density electrical mapping and psychophysical measures reveal impairments in the processing of audiovisual inputs. Cerebral Cortex, 23(6), 1329-1341.
Brang, D. & Ramachandran, V. S. (2010). Visual field heterogeneity, laterality, and eidetic imagery in synesthesia. Neurocase: The Neural Basis of Cognition, 16(2), 169-174.
Brenner, L., Turner, K. & Müller, R.-A. (2007). Eye movement and visual search: Are there elementary abnormalities in autism? Journal of Autism and Developmental Disorders, 37(7), 1289-1309.
Brock, J., Brown, C. C., Boucher, J. & Rippon, G. (2002). The temporal binding deficit hypothesis of autism. Development and Psychopathology, 14(02), 209-224.
Brocki, J. M. & Wearden, A. J. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology & Health, 21(1), 87-108.
Brown, G. (2009). The ontological turn in education: The place of the learning environment. Journal of Critical Realism, 8(1), 5-34.
Brown, J. S., Collins, A. & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Burnett, H. G. & Jellema, T. (2013). (Re-)conceptualisation in Asperger’s Syndrome and typical individuals with varying degrees of autistic-like traits. Journal of Autism and Developmental Disorders, 43, 211-223.
Burnette, C. P., Mundy, P. C., Meyer, J. A., Sutton, S. K., Vaughan, A. E. & Charak, D. (2005). Weak central coherence and its relations to theory of mind and anxiety in autism. Journal of Autism and Developmental Disorders, 35(1), 63-73.
C
Cabeza, R. & St Jacques, P. (2007). Functional neuroimaging of autobiographical memory. Trends in Cognitive Sciences, 11(5), 219-227.
Cahill, L. F. (2008). Emotions, memory and learning: Influences from gender, hemispheres and hormones. Paper presented at Focusing the Mind: Using Brain Research to Enhance Learning, Attention and Memory: Learning and the Brain Conference, San Francisco, CA, February 7-9, 2008.
Campbell, J. (1949). The Hero with a Thousand Faces (1st ed.). USA: Pantheon Books.
Cappadocia, M., Weiss, J. & Pepler, D. (2012). Bullying experiences among children and youth with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(2), 266-277.
Carper, R. A., Moses, P., Tigue, Z. D. & Courchesne, E. (2002). Cerebral lobes in autism: Early hyperplasia and abnormal age effects. NeuroImage, 16(4), 1038-1051.
Carrington, S. & Graham, L. (2001). Perceptions of school by two teenage boys with Asperger syndrome and their mothers: A qualitative study. Autism, 5(1), 37-48.
Carrington, S., Papinczak, T. & Templeton, E. (2003). A phenomenological study: The social world of five adolescents who have Asperger’s syndrome. Australian Journal of Learning Disabilities, 8(3), 15-20.
Casanova, M. F., El-Baz, A., Elnakib, A., Switala, A. E., Williams, E. L., Williams, D. L., et al. (2011). Quantitative analysis of the shape of the corpus callosum in patients with autism and comparison individuals. Autism, 15(2), 223-238.
Cash, A. B. (1999). A profile of gifted individuals with autism: The twice-exceptional learner. Roeper Review, 22(1), 22-28.
Cashin, A. & Barker, P. (2009). The triad of impairment in autism revisited. Journal of Child and Adolescent Psychiatric Nursing, 22(4), 189-193.
Cashin, A., Gallagher, H., Newman, C. & Hughes, M. (2012). Autism and the cognitive processing triad: A case for revising the criteria in the Diagnostic and Statistical Manual. Journal of Child and Adolescent Psychiatric Nursing, 25(3), 141-148.
Cauda, F., Geda, E., Sacco, K., D’Agata, F., Duca, S., Geminiani, G., et al. (2011). Grey matter abnormality in autism spectrum disorder: An activation likelihood estimation meta-analysis study. J Neurol Neurosurg Psychiatry.
Chalfonte, B. L. & Johnson, M. K. (1996). Feature memory and binding in young and older adults. Memory & Cognition, 24(4), 403-416.
Chen, Y. H., Rodgers, J. & McConachie, H. (2008). Restricted and repetitive behaviours, sensory processing and cognitive style in children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39(4), 635-642.
Collins, A. & Greeno, J. G. (2011). Situative view of learning. In V. G. Aukrust (Ed.), Learning and Cognition in Education (pp. 64-68). Oxford: Elsevier.
Courchesne, E., Karns, C. M., Davis, H. R., Ziccardi, R., Carper, R. A., Tigue, Z. D., et al. (2001). Unusual brain growth patterns in early life in patients with autistic disorder: An MRI study. Neurology, 57, 245-254.
Crane, L. & Goddard, L. (2008). Episodic and semantic autobiographical memory in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 38(3), 498-506.
Crane, L., Goddard, L. & Pring, L. (2009a). Sensory processing in adults with autism spectrum disorders. Autism, 13(3), 215-228.
Crane, L., Goddard, L. & Pring, L. (2009b). Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals. Memory, 17(5), 557-576.
Crane, L., Goddard, L. & Pring, L. (2010). Self-defining and everyday autobiographical memories in adults with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(3), 383-391.
Crane, L., Goddard, L. & Pring, L. (2013). Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind. Autism, 17(2), 205-219.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial.
D
Damasio, A. R. (1994). Descartes’ Error: Emotion, Reason and the Human Brain [Excerpts]: G.P. Putnam’s Sons. Retrieved from http://fclass.vaniercollege.qc.ca/~winstanf/IntroDocs/Damasio-DescartesError.rtf
Darrou, C., Pry, R., Pernon, E., Michelon, C., Aussilloux, C. & Baghdadli, A. (2010). Outcome of young children with autism: Does the amount of intervention influence developmental trajectories? Autism, 14(6), 663-677.
David, N., Gawronski, A., Santos, N., Huff, W., Lehnhardt, F.-G., Newen, A., et al. (2008). Dissociation between key processes of social cognition in autism: Impaired mentalizing but intact sense of agency. Journal of Autism and Developmental Disorders, 38(4), 593-605.
Davies, S., Bishop, D., Manstead, A. S. R. & Tantam, D. (1994). Face perception in children with autism and Asperger’s syndrome. Journal of Child Psychology and Psychiatry, 35(6), 1033-1057.
Davis, C., Rosswurm, M. & Zane, T. (2008). The cost of fad treatments in autism. The Journal of Early and Intensive Behavioral Intervention, 5(2), 44-51.
Davis-Unger, A. C. & Carlson, S. M. (2008). Children’s teaching skills: The role of theory of mind and executive function. Mind, Brain & Education, 2(3), 128-135.
Dawson, G. (2008a). Current findings on early development and brain plasticity in autism. Paper presented at Focusing the Mind: Using Brain Research to Enhance Learning, Attention and Memory: Learning and the Brain Conference, San Francisco, February 7-9, 2008.
Dawson, G. (2008b). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775-803.
De la Marche, W., Noens, I., Luts, J., Scholte, E., Van Huffel, S. & Steyaert, J. (2012). Quantitative autism traits in first degree relatives: Evidence for the broader autism phenotype in fathers, but not in mothers and siblings. Autism, 16(3), 247-260.
DeLong, G. R. (1992). Autism, amnesia, hippocampus, and learning. Neuroscience & Biobehavioral Reviews, 16(1), 63-70.
DeLong, G. R. (2008). Dysfunction and hyperfunction of the hippocampus in autism? In J. Boucher & D. Bowler (Eds.), Memory in Autism: Theory and Evidence (pp. 103-121). Cambridge: Cambridge University Press.
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Duffy, T. M. & Cunningham, D. J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology. New York: Simon and Schuster, Macmillan.
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E
Ecker, C., Suckling, J., Deoni, S. C., Lombardo, M. V., Bullmore, E. T., Baron-Cohen, S., et al. (2012). Brain anatomy and its relationship to behavior in adults with autism spectrum disorder: A multicenter magnetic resonance imaging study. Arch Gen Psychiatry, 69(2), 195-209.
E
Estes, A., Rivera, V., Bryan, M., Cali, P. & Dawson, G. (2011). Discrepancies between academic achievement and intellectual ability in higher-functioning school-aged children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 41(8), 1044-1052.
Esteves, F., Parra, C., Dimberg, U. L. F. & Öhman, A. (1994). Nonconscious associative learning: Pavlovian conditioning of skin conductance responses to masked fear-relevant facial stimuli. Psychophysiology, 31(4), 375-385.
F
Faja, S., Webb, S., Jones, E., Merkle, K., Kamara, D., Bavaro, J., et al. (2012). The effects of face expertise training on the behavioral performance and brain activity of adults with high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(2), 278-293.
Faran, Y. & Ben Shalom, D. (2008). Possible parallels between memory and emotion processing in autism: a neuropsychological perspective. In J. Boucher & D. Bowler (Eds.), Memory in Autism: Theory and Evidence (pp. 86-102). Cambridge: Cambridge University Press.
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Foley-Nicpon, M., Allmon, A., Sieck, B. & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3-17.
Foley-Nicpon, M., Assouline, S. G. & Colangelo, N. (2013). Twice-exceptional learners: Who needs to know what? Gifted Child Quarterly, 57(3), 169-180.
Foley-Nicpon, M., Assouline, S. G. & Stinson, R. D. (2012). Cognitive and academic distinctions between gifted students with autism and Asperger syndrome. Gifted Child Quarterly, 56(2), 77-89.
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Frith, U. (2001). Mind blindness and the brain in autism. Neuron, 32(6), 969-979.
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