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Citations

Alcorn, A. M., Fletcher-Watson, S., McGeown, S., Murray, F., Aitken, D., Peacock, L. J. J., & Mandy, W. (2022). Learning about neurodiversity at school: A resource pack for primary school teachers and pupils. University of Edinburgh.

Alcorn, A. M., McGeown, S., Mandy, W., Aitken, D., & Fletcher-Watson, S. (2024). Learning about neurodiversity at school: A feasibility study of a new classroom programme for mainstream primary schools. Neurodiversity, 2, 1-14.

Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287.

Chang, Y.-C., & Locke, J. (2016). A systematic review of peer-mediated interventions for children with autism spectrum disorder. Research in Autism Spectrum Disorders, 27, 1–10.

Como, D. H., Goodfellow, M., Hudak, D., & Cermak, S. A. (2024). A scoping review: Social stories supporting behavior change for individuals with Autism. Journal of Occupational Therapy, Schools & Early Intervention, 17(1), 154–175.

Crompton, C. J., Fotheringham, F., Cebula, K., Webber, C., Foley, S., & Fletcher-Watson, S. (2024). Neurodivergent-designed and neurodivergent-led peer support in school: A feasibility and acceptability study of the neurodivergent peer support toolkit (NEST). Neurodiversity, 2, 1-16.

D’Elia, P., Stalmach, A., Di Sano, S., & Casale, G. (2025). Strategies for inclusive digital education: Problem/project-based learning, cooperative learning, and service learning for students with special educational needs. Frontiers in Education, 9, 1-15.

Finke, E. H., & Dunn, D. H. (2025). Neurodiversity and double empathy: Can empathy disconnects be mitigated to support autistic belonging? Disability & Society, 40(3), 727–750. https://doi.org/10.1080/09687599.2023.2295802

Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen., Lai, M. C., & Mandy, W. (2017). “Putting on my best normal”: Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47(8), 2519-2534

Hume, K., Steinbrenner, J. R., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2021). Evidence-based practices for children, youth, and young adults with autism: Third generation review. Journal of Autism and Developmental Disorders, 51(11), 4013–4032.

Humphries, M. L., Williams, B. V., & May, T. (2018). Early childhood teachers’ perspectives on social-emotional competence and learning in urban classrooms. Journal of Applied School Psychology, 34(2), 157–179.

Kim, E. K., Allen, J. P., & Jimerson, S. R. (2024). Supporting student social emotional learning and development. School Psychology Review, 53(3), 201–207.

Mitchell, P., Sheppard, E., & Cassidy, S. (2021). Autism and the double empathy problem: Implications for development and mental health. British Journal of Developmental Psychology, 39(1), 1–18.

Morizio, L. J., Cook, A. L., Collier-Meek, M. A., Famolare, G. M., Fallon, L. M., & Bender, S. L. (2024). Creating compassion: Creatively-Focused Explicit Behavioral Instruction for Empathy Development. School Psychology Review, 53(3), 294–309.

Niemiec, R. M., Shogren, K. A., & Wehmeyer, M. L. (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52(1), 13-25.

O’Donoghue, M., Kennedy, N., Forbes, J., & Murphy, C.-A. (2024). Stakeholder perceptions of the acceptability of peer-mediated intervention for minimally speaking preschoolers on the autism spectrum. Journal of Autism and Developmental Disorders, 54(5), 1774–1791.

Peters, L. C., & Thompson, R. H. (2018). How teaching perspective taking to individuals with autism spectrum disorders affects social skills: Findings from research and suggestions for practitioners. Behavior Analysis in Practice, 11(4), 467–478.

Rajotte, E., Grandisson, M., Couture, M. M., Desmarais, C., Chrétien-Vincent, M., Godin, J., & Thomas, N. (2025). A neuroinclusive school model: Focus on the school, not on the child. Journal of Occupational Therapy, Schools, & Early Intervention, 18(2), 281–299.

Rossetti, Z. S. (2011). “That’s How We Do It”: Friendship work between high school students with and without autism or developmental disability. Research and Practice for Persons with Severe Disabilities, 36(1–2), 23–33.

Schuck, R. K., & Fung, L. K. (2024). A dual design thinking – universal design approach to catalyze neurodiversity advocacy through collaboration among high-schoolers. Frontiers in Psychiatry, 14, 1-14.

Sobel, K., Das, M., Behbakht, S., & Kientz, J. A. (2024). Incloodle-classroom: Technology for inclusive joint media engagement in a neurodiverse kindergarten classroom. ACM Transactions on Computer-Human Interaction, 31(3), 1–45.

Spaeth, E., & Pearson, A. (2023). A reflective analysis on how to promote a positive learning experience for neurodivergent students. Journal of Perspectives in Applied Academic Practice, 11(2).

Wagland, Z., Sterman, J., Scott-Cole, L., Spassiani, N., & Njelesani, J. (2025). Promoting neurodiversity-affirming care for autistic children: A Scoping Review. Neurodiversity, 3, 1-23.

Wilson, K. P., Valazza, E., & Price, C. (2024). Video modeling to support social communication goals of autistic adults: A tutorial. American Journal of Speech-Language Pathology, 33(5), 2249–2265.

Zaneva, M., Coll-Martín, T., Héjja-Brichard, Y., Kalandadze, T., Kis, A., Koperska, A., Manalili, M. A. R., Mathy, A., Graham, C. J., Hollis, A., Ross, R. M., Yeung, S. K., Allen, V., Azevedo, F., Friedel, E., Fuller, S., Giannouli, V., Gjoneska, B., Hartmann, H., … Zisk, A. H. (2024). An annotated introductory reading list for neurodiversity. eLife, 13, 1-19.


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