American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.
Bamicha, V., & Drigas, A. (2022). ToM & ASD: The interconnection of Theory of Mind with the social-emotional, cognitive development of children with Autism Spectrum Disorder. The use of ICTs as an alternative form of intervention in ASD. Technium Social Sciences Journal. 33(1), 42-72.
Begeer, S., Howlin, P., Hoddenbach, E., Clauser, C., Lindauer, R., Clifford, P., Gevers, C., Boer, F., & Koot, H. M. (2015). Effects and moderators of a short theory of mind intervention for children with autism spectrum disorder: A randomized controlled trial. Autism Research. 8(6), 738-748.
Bellini, S., & Hopf, A. (2007). The development of the autism social skills profile: A preliminary analysis of psychometric properties. Focus on Autism and Other Developmental Disabilities. 22(2), 80-87.
Black, K. R., Lai, M. C., Desrocher, M. E., Lee, V., Sellitto, T., Vashi, N., & Weiss, J. A. (2023). A coping subscale for autistic children: Revisiting the dimensionality of the emotion regulation and social skills questionnaire. Research in Autism Spectrum Disorders. 105, 102167.
Blanke, E. S., Brose, A., Kalokerinos, E. K., Erbas, Y., Riediger, M., & Kuppens, P. (2020). Mix it to fix it: Emotion regulation variability in daily life. Emotion. 20(3), 473–485.
Burton, T., Ratcliffe, B., Collison, J., Dossetor, D., & Wong, M. (2020). Self-reported emotion regulation in children with autism spectrum disorder, without intellectual disability. Research in Autism Spectrum Disorders. 76, 101-599.
Chaidi, I. & Drigas, A. (2020). Autism, Expression, and Understanding of Emotions: Literature Review. International Journal of Online Engineering. 16(2), 94- 111.
Enav, Y., Erhard‐Weiss, D., Kopelman, M., Samson, A. C., Mehta, S., Gross, J. J., & Hardan, A. Y. (2019). A non randomized mentalization intervention for parents of children with autism. Autism Research. 12(7), 1077-1086.
Goldsmith, S. F., & Kelley, E. (2018). Associations between emotion regulation and social impairment in children and adolescents with autism spectrum disorder. Journal of Autism and Developmental Disorder. 48(6), 2164-2173.
Happé, F., & Frith, U. (2020). Annual Research Review: Looking back to look forward–changes in the concept of autism and implications for future research. Journal of Child Psychology and Psychiatry. 61(3), 218-232.
Holden, R., Mueller, J., McGowan, J., Sanyal, J., Kikoler, M., Simonoff, E & Downs, J. (2020). Investigating bullying as a predictor of suicidality in a clinical sample of adolescents with autism spectrum disorder. Autism research. 13(6), 988-997.
Hudson, C. C., Hall, L., & Harkness, K. L. (2019). Prevalence of depressive disorders in individuals with autism spectrum disorder: A meta-analysis. Journal of Abnormal Child Psychology. 47, 165-175.
Hadwin, J. A., Howlin, P., & Baron-Cohen, S. (2015). Teaching children with autism to mind-read: The workbook. Wiley: New York, NY, USA.
Jacobs, E., & Nader-Grosbois, N. (2020). Affective and Cognitive Theory of Mind in children with intellectual disabilities: how to train them to foster social adjustment and emotion regulation. Journal of Education and Training Studies. 8(21), 80-97.
Jones, C. R., Simonoff, E., Baird, G., Pickles, A., Marsden, A. J., Tregay, J., Happé, F., & Charman, T. (2017). The association between theory of mind, executive function, and the symptoms of autism spectrum disorder. Autism Research. 11(1), 95–109.
Lombardi, E., Valle, A., Bianco, F., Castelli, I., Massaro, D., & Marchetti, A. (2022). Supporting mentalizing in primary school children: the effects of thoughts in mind project for children (TiM-C) on metacognition, emotion regulation and theory of mind. Cognition and Emotion. 36(5), 975-986.
Maenner, M. J., Warren, Z., Williams, A. R., Amoakohene, E., Bakian, A. V., Bilder, D. A., ... & Shaw, K. A. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years-Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. Morbidity and Mortality Weekly Report (MMWR)- Surveillance Summaries. 72(2), 1-14.
Park, M. N., Moulton, E. E., & Laugeson, E. A. (2023). Parent-assisted social skills training for children with autism spectrum disorder: PEERS for preschoolers. Focus on Autism and Other Developmental Disabilities. 38(2), 80-89.
Paynter, J., & Peterson, C. C. (2013). Further evidence of benefits of thought-bubble training for theory of mind development in children with autism spectrum disorders. Research in Autism Spectrum Disorders. 7(2), 344-348.
Peterson, C., Slaughter, V., Moore, C., & Wellman, H. M. (2016). Peer social skills and theory of mind in children with autism, deafness, or typical development. Developmental Psychology. 52(1), 46-56.
Reyes, N. M., Factor, R., & Scarpa, A. (2020). Emotion regulation, emotionality, and expression of emotions: A link between social skills, behavior, and emotion problems in children with ASD and their peers. Research in Developmental Disabilities. 106, 103770.
Rosello, B., Berenguer, C., Baixauli, I., García, R., & Miranda, A. (2020). Theory of mind profiles in children with autism spectrum disorder: Adaptive/social skills and pragmatic competence. Frontiers in Psychology. 11(23), 567401.
Schwarzer, N.-H., Nolte, T., Fonagy, P., & Gingelmaier, S. (2022). Self-rated mentalizing mediates the relationship between stress and coping in a non-clinical sample. Psychological Reports. 125(2), 742–762.
Shields, A. M., & Cicchetti, D. (1995). The development of an emotion regulation assessment battery: Reliability and validity among at-risk grade-school children. Poster session presented at the biennial meeting of the Society for Research in Child Development. Indianapolis. 23(4), 121-145.
Waizbard-Bartov, E., & Miller, M. (2023). Does the severity of autism symptoms change over time? A review of the evidence, impacts, and gaps in current knowledge. Clinical Psychology Review. 99, 102230.
Wellman, H. M. (2017). The development of theory of mind: Historical reflections. Child Development Perspectives. 11(3), 207-214.
Zemestani, M., Hoseinpanahi, O., Salehinejad, M. A., & Nitsche, M. A. (2022). The impact of prefrontal transcranial direct current stimulation (tDCS) on theory of mind, emotion regulation and emotional‐behavioral functions in children with autism disorder: A randomized, sham‐controlled, and parallel‐group study. Autism Research. 15(10), 1985-2003.