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"Do I Know What I Need to Do?" A Social Communication Intervention for Children With Complex Clinical Profiles
16 references·9 citing·43 second hop
"Do I Know What I Need to Do?" A Social Communication Intervention for Children With Complex Clinical Profiles (2005)"Do I Know What I Need to Do?" A Social C…The Role of Language in the Development of False Belief Understanding: A Training Study (2003)The Role of Language in the D…The influence of language on theory of mind: a training study (2003)The influence of language on …Children's reasoning and the mind (2002)Children's reasoning and the …Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities (2001)Interpreting Outcomes of Soci…Linguistic determinism and the understanding of false beliefs. (2000)Linguistic determinism and th…Identifying and developing empirically supported child and adolescent treatments. (1998)Identifying and developing em…The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism (1995)The Role of Age and Verbal Ab…Promoting emotional competence in school-aged children: The effects of the PATHS curriculum (1995)Promoting emotional competenc…Understanding other minds: perspectives from autism (1994)Understanding other minds: pe…A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)A review and reformulation of…Book Review: Taking Part: Introducing Social Skills to Children (1993)Book Review: Taking Part: Int…Social Skills Rating System (1990)Social Skills Rating SystemTreatment of childhood disorders (1989)Treatment of childhood disord…The Autistic Child's Theory of Mind: a Case of Specific Developmental Delay (1989)The Autistic Child's Theory o…Developing theories of mind (1989)Developing theories of mindThe growth of interpersonal understanding : developmental and clinical analyses (1980)The growth of interpersonal u…Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome (2019)Validity of a streamlined ver…Pragmatic Assessment and Intervention in Children (2017)Pragmatic Assessment and Inte…Pragmatic communication abilities in children and adults: implications for rehabilitation professionals (2016)Pragmatic communication abili…Do children with social communication disorder have explicit knowledge of pragmatic rules they break? A comparison of conversational pragmatic ability and metapragmatic awareness (2016)Do children with social commu…Language Use in Social Interactions of School-Age Children With Language Impairments: An Evidence-Based Systematic Review of Treatment (2012)Language Use in Social Intera…Implementation of a manualized communication intervention for school‐aged children with pragmatic and social communication needs in a randomized controlled trial: the Social Communication Intervention Project (2012)Implementation of a manualize…Military trauma and social development: The moderating and mediating roles of peer and sibling relations in mental health (2010)Military trauma and social de…Strategies for Promoting Generalization of Social Communication Skills in Preschoolers and School-aged Children (2007)Strategies for Promoting Gene…Exploring the Utility of Narrative Analysis in Diagnostic Decision Making: Picture-Bound Reference, Elaboration, and Fetal Alcohol Spectrum Disorders (2007)Exploring the Utility of Narr…Beliefs about beliefs: Representation and constraining function of wrong beliefs in young children's understanding of deception (1983)Does the autistic child have a “theory of mind” ? (1985)Diagnostic and Statistical Manual of Mental Disorders (1988)Recognition of Faux Pas by Normally Developing Children and Children with Asperger Syndrome or High-Functioning Autism (1999)Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-belief Understanding (2007)The Evolution of Language (2010)Judgment under Uncertainty: Heuristics and Biases (1975)Social Learning Theory. (1978)Self-efficacy mechanism in human agency. (1982)Relational Aggression, Gender, and Social-Psychological Adjustment (1995)Human Aggression (2002)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)Does the chimpanzee have a theory of mind? (1978)Exploration of the Autistic Child's Theory of Mind: Knowledge, Belief, and Communication (1989)Preschoolers can attribute second-order beliefs. (1994)How we know--and sometimes misjudge--what others know: Imputing one's own knowledge to others. (1999)Learned helplessness in humans: Critique and reformulation. (1978)Prediction of treatment outcome from relationship variables in child and adolescent therapy: A meta-analytic review. (2003)Child Anxiety Treatment: Outcomes in Adolescence and Impact on Substance Use and Depression at 7.4-Year Follow-Up. (2004)Differential Effectiveness of Behavioral Parent-Training and Cognitive-Behavioral Therapy for Antisocial Youth: A Meta-Analysis (2006)Cognitive Therapy for Depression (2012)Diagnostic and Statistical Manual of Mental Disorders (2013)How We Think (1910)Cognitive-Behavior Modification (1977)Handbook of Emotions (1993)Preventing Crime: What Works, What Doesn't, What's Promising (1998)Relationships Between Teachers and Children (2003)Systematic Review of Universal Resilience-Focused Interventions Targeting Child and Adolescent Mental Health in the School Setting (2017)Family preservation using multisystemic therapy: An effective alternative to incarcerating serious juvenile offenders. (1992)When interventions harm: Peer groups and problem behavior. (1999)Online aggressor/targets, aggressors, and targets: a comparison of associated youth characteristics (2004)Empathy: Its ultimate and proximate bases (2002)The Functional Architecture of Human Empathy (2004)On seeing human: A three-factor theory of anthropomorphism. (2007)Understanding the intentions of others: Re-enactment of intended acts by 18-month-old children. (1995)Mirror neurons and the simulation theory of mind-reading (1998)Individual Differences in Inhibitory Control and Children's Theory of Mind (2001)Teacher-Child Relationships and Children's Success in the First Years of School (2004)Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? (2005)Income Is Not Enough: Incorporating Material Hardship Into Models of Income Associations With Parenting and Child Development (2007)“John thinks that Mary thinks that…” attribution of second-order beliefs by 5- to 10-year-old children (1985)The Development of Companionship and Intimacy (1987)The Development of a Measure of Prosocial Behaviors for Late Adolescents (2002)
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References

  • 1994A review and reformulation of social information-processing mechanisms in children's social adjustment.5,506 cited
  • 1990Social Skills Rating System1,994 cited
  • 1989Developing theories of mind1,749 cited
  • 1994Understanding other minds: perspectives from autism1,649 cited
  • 1995The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism1,227 cited
  • 1980The growth of interpersonal understanding : developmental and clinical analyses1,070 cited
  • 1989The Autistic Child's Theory of Mind: a Case of Specific Developmental Delay1,043 cited
  • 1989Treatment of childhood disorders1,002 cited
  • 1995Promoting emotional competence in school-aged children: The effects of the PATHS curriculum808 cited
  • 1998Identifying and developing empirically supported child and adolescent treatments.758 cited
  • 2001Interpreting Outcomes of Social Skills Training for Students with High-Incidence Disabilities713 cited
  • 2003The Role of Language in the Development of False Belief Understanding: A Training Study688 cited
  • 1993Book Review: Taking Part: Introducing Social Skills to Children587 cited
  • 2003The influence of language on theory of mind: a training study501 cited
  • 2002

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Children's reasoning and the mind
357 cited
  • 2000Linguistic determinism and the understanding of false beliefs.345 cited
  • Cited by

    • 2012Language Use in Social Interactions of School-Age Children With Language Impairments: An Evidence-Based Systematic Review of Treatment70 cited
    • 2010Military trauma and social development: The moderating and mediating roles of peer and sibling relations in mental health70 cited
    • 2016Pragmatic communication abilities in children and adults: implications for rehabilitation professionals66 cited
    • 2007Exploring the Utility of Narrative Analysis in Diagnostic Decision Making: Picture-Bound Reference, Elaboration, and Fetal Alcohol Spectrum Disorders50 cited
    • 2007Strategies for Promoting Generalization of Social Communication Skills in Preschoolers and School-aged Children41 cited
    • 2012Implementation of a manualized communication intervention for school‐aged children with pragmatic and social communication needs in a randomized controlled trial: the Social Communication Intervention Project35 cited
    • 2017Pragmatic Assessment and Intervention in Children34 cited
    • 2016Do children with social communication disorder have explicit knowledge of pragmatic rules they break? A comparison of conversational pragmatic ability and metapragmatic awareness31 cited
    • 2019Validity of a streamlined version of the Focus on the Outcomes of Communication Under Six: Process and outcome31 cited