[American Psychiatric Association (Eds.). Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Retrieved March 11, 2015, from http://dx.doi.org/10.1176/appi.books.9780890425596.10.1176/appi.books.9780890425596]Search in Google Scholar
[Baker, M.J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: increasing social play interactions with siblings. J. Posit. Behav. Intervent., 2, 66-84.10.1177/109830070000200201]Search in Google Scholar
[Barnes, K.A., Howard, J.H.Jr., Howard, D.V., Gilotty, L., Kenworthy, L., Gaillard, W.D., Vaidya, C.J. (2008). Intact implicit learning of spatial context and complex sequences in childhood autism spectrum disorder. Neuropsychology, 22(5), 563-570.10.1037/0894-4105.22.5.563]Search in Google Scholar
[Baron-Cohen, S., Leslie, A.M. & Frith, U. (1985). Does the autistic child have a theory of mind? Cognition, 21, 37-46.10.1016/0010-0277(85)90022-8]Search in Google Scholar
[Bodfish, J.W. (2007). Stereotypy, Self-Injury, and Related Abnormal Repetitive Behaviors. In Jacobson, J.W., Mulick, J.A. & Rojahn, J. (Eds.), Handbook of Intellectual and Developmental Disabilities (pp. 481-506). Berlin: Springer Science + Business Media.]Search in Google Scholar
[Brown, J., Aczel, B., Jiménez, L., Kaufman, S.B. & Grant, K.P. (2010). Intact implicit learning in autism spectrum conditions. The Quarterly Journal of Experimental Psychology, 63(9), 1789-1812. DOI:10.1080/17470210903536910.10.1080/1747021090353691020204919]Search in Google Scholar
[Carruthers, P. (1996). Simulation and self-knowledge: A defense of theory-theory. In Carruthers, P. & Smith, P.K. (Eds.), Theories of Theories of Mind (pp. 22-38). Cambridge: Cambridge University Press.]Search in Google Scholar
[Connolly, M. (2008). The remarkable logic of autism: developing and describing an embedded curriculum based in semiotic phenomenology. Sport, Ethics and Philosophy, 2(2), 234-256.10.1080/17511320802223824]Search in Google Scholar
[De Jaegher, H. (2013). Embodiment and sense-making in autism. Frontiers in Integrative Neuroscience, 7, Article 15.10.3389/fnint.2013.00015360780623532205]Search in Google Scholar
[De Jaegher, H., Di Paulo, E.A. & Gallagher, S. (2010). Can social interaction constitute social cognition? Trends in Cognitive Science, 14, 441-447.10.1016/j.tics.2010.06.00920674467]Search in Google Scholar
[Dickerson, P., Stribling, P. & Rae, J. (2007). Tapping into interaction: how children with autistic spectrum disorders design and place tapping in relation to activities in progress. Gesture, 7, 271-303.10.1075/gest.7.3.02dic]Search in Google Scholar
[Dreyfus, H.L. (2002). Intelligence without representation - Merleau-Ponty‟s critique of mental representation. Phenomenology and Cognitive Science, 1, 367-383.10.1023/A:1021351606209]Search in Google Scholar
[Frith, U. (1989). Autism: Explaining the Enigma. Oxford: Blackwell.]Search in Google Scholar
[Fuchs, T. (2010). Phenomenology and Psychopathology. In Gallagher, S., & Schmiching, D. (Eds.), Handbook of Phenomenology and Cognitive Science (pp. 547-573). Berlin: Springer Science + Business Media.]Search in Google Scholar
[Gallagher, S. (1992). Hermeneutics and Education. Albany: State University of New York Press.]Search in Google Scholar
[Gallagher, S. (2004). Understanding interpersonal problems in autism: interaction theory as an alternative to theory of mind. Philosophy, Psychiatry, & Psychology, 11(3), 199-217.10.1353/ppp.2004.0063]Search in Google Scholar
[Gallagher, S. (2005). How the Body Shapes the Mind. Oxford: Clarendon Press.10.1093/0199271941.001.0001]Search in Google Scholar
[Gepner, B. & Mestre, D. (2002). Rapid visual-motion integration deficit in autism. Trends in Cognitive Science, 6, 455.10.1016/S1364-6613(02)02004-1]Search in Google Scholar
[Gipps, R.G.T. (2004). Autism and intersubjectivity: beyond cognitivism and the theory of mind. Philosophy, Psychiatry, & Psychology, 11(3), 195-198.10.1353/ppp.2004.0065]Search in Google Scholar
[Goldman, A.I. (2012). Theory of Mind. In Margolis, E., Samuels, R. & Stich, S. (Eds.), The Oxford Handbook of Philosophy of Cognitive Science (pp. 402-424). Oxford: Oxford University Press.]Search in Google Scholar
[Happé, F. (1995). Autism: An Introduction to Psychology. Cambridge: Harvard University Press.]Search in Google Scholar
[Hobson, R.P. (1990). On the origins of self and the case of autism. Development and Psychopathology, 2, 163-181.10.1017/S0954579400000687]Search in Google Scholar
[Hobson, R.P. (1993). Autism and the Development of Mind. Howe, Sussex: Erlbaum.]Search in Google Scholar
[Hobson, R.P. (2010). Explaining autism: Ten reasons to focus on the developing self. Autism, 14(5), 391-407.10.1177/136236131036414220926456]Search in Google Scholar
[Hung, D. (1978). Using self-stimulation as reinforcement for autistic children. J. Autism Child Schizophr., 8, 355-366.10.1007/BF01539637690069]Search in Google Scholar
[Jensen, K.S. (2014). Kropslig situeret læring. Et casestudie af læring i idrætsundervisningen for elever med ASF på Taps skole /Bodily situated learning: a case study of learning in physical education for pupils with ASD at Taps School/. Aarhus: Department of Public Health, Aarhus University.]Search in Google Scholar
[Liss, M., Saulnier, C., Fein, D. & Kinsbourne, M. (2006). Sensory and attention abnormalities in autism spectrum disorder. Autism, 10, 155-172.10.1177/136236130606202116613865]Search in Google Scholar
[Merleau-Ponty, M. (2012). Phenomenology of Perception. Oxon: Routledge.]Search in Google Scholar
[Mottron, L., Burack, J., Iarocci, G., Belleville, S. & Enns, J. (2003) Locally oriented perception with intact global processing among adolescents with high-functioning autism: evidence from multiple paradigms. Journal of Child Psychology and Psychiatry, 44(6), 904-913.10.1111/1469-7610.0017412959498]Search in Google Scholar
[Nadel, J. (2014). How Imitation Boosts Development. Oxford: Oxford University Press.]Search in Google Scholar
[O'Loughlin, M. (1996). Embodiment and Education: Exploring Creatural Existence. Berlin: Springer.]Search in Google Scholar
[Reber, A.S., Walkenfeld, F.F. & Hernstadt, R. (1991). Implicit and explicit learning: Individual differences and IQ. Journal of Experimental Psychology, 17(5), 888-896.]Search in Google Scholar
[Reed, T. & Paterson, C. (1990). A comparative study of autistic subjects‟ performance at two levels of visual and cognitive perspective taking. Journal of Autism and Developmental Disorders, 29, 555-68.10.1007/BF022160602279973]Search in Google Scholar
[Spiker, M.A., Lin, C.E., Van Dyke, M. & Wood, J.J. (2012). Restricted interests and anxiety in children with autism. Autism, 16, 306-320.10.1177/136236131140176321705474]Search in Google Scholar
[Stanghellini, G. & Ballerini, G. (2004). Autism: Disembodied existence. Philosophy, Psychiatry, & Psychology, 11(3), 260.]Search in Google Scholar
[Winch, C. (2001). The Philosophy of Human Learning. London: Routledge.]Search in Google Scholar
[Zager, D. (2013). Positive Psychology and Autism Spectrum Disorders. In Wehmeyer, M.L. (Ed.), The Oxford Handbook of Positive Psychology and Disability (pp. 494-505). Oxford: Oxford University Press.10.1093/oxfordhb/9780195398786.013.013.0030]Search in Google Scholar
[Zahavi, D. & Parnas, J. (2003). Conceptual problems in infantile autism research: why cognitive science needs phenomenology. Journal of Consciousness Studies, 10(9-10), 53-71. ]Search in Google Scholar