It’s critical to give credit where credit is due! It is also my aim to promote evidence-based fun, and for that, it’s imperative to share the literature that I’m drawing on. Here is a list of articles, books, and websites that have helped form the core of the ImprovisedTherapy tool chest. Have a resource you think could contribute to the community or have authored a text that supports the ImprovisedTherapy mission? Please feel free to share it!

Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: Bradford Books, MITPress.

Body, R. (2007). Decision making and somatic markers in conversation after traumatic brain injury. Aphasiology, 21(3-4). DOI: 10.1080/02687030600911450

Brandt, J. & Manning, K.J. (2009). Patterns of Word-List Generation in Mild Cognitive Impairment and Alzheimer’s Disease. The Clinical Neuropsychologist, 23(5), 870-879. DOI: 10.1080/13854040802585063

Byom, L. & Turkstra, L. (2012). Effects of social cognitive demand on theory of mind in conversations of adults with traumatic brain injury. International Journal of Language & Communication Disorders, 47(3), 310-321.

Douglas, J. (2010). Relation of executive functioning to pragmatic outcome following severe traumatic brain injury. Journal of Speech, Language, and Hearing Research, 53, 365–382.

Engel, S., Rupprecht, R., & Mahlberg, R. (2011). The Erlangen Instrument of Alternating Word Fluency in Dementia (EAWF-D). Journal of Gerontopsychology and Geriatric Psychiatry, 24(3), 137-142.

Fisher, N., & Happé, F. (2005). A training study of theory of mind and executive function in children with autistic spectrum disorders. Journal of Autism and Developmental Disorders, 35(6), 757–771.

Hurks, P.M., Schrans, D, Meijs, C., Wassenberg, R.,  Feron, F.J.M., &  Jolles, J. (2012) Does instruction in semantic clustering and switching enhance verbal fluency in children? The Clinical Neuropsychologist, 26(6), 1019-1037.

Improv Encyclopedia. Retrieved February 01, 2015 from

Jacobson, R. (1956). Two aspects of language and two types of aphasic disturbances. Cambridge, MA: Harvard University Press.

Kavé G., Heled E., Vakil  E., & Agranov E. (2011) Which verbal fluency measure is most useful in demonstrating executive deficits after traumatic brain injury? Journal of Clinical and Experimental Neuropsychology, 33(3), 358-365.

Kenworthy, L., Black, D., Harrison, B., della Rosa, G., & Wallace, A. (2009) Are executive control functions related to autism symptoms in high-functioning children? Child Neuropsychology, 15(5), 425-440.

Kurczek, J. & Duff, M.C. (2011). Cohesion, coherence, and declarative memory: Discourse patterns in individuals with hippocampal amnesia. Aphasiology, 25(6–7), 700-7012.

Le, K., Mozeiko, J., & Coelho, C. (2011, February 15). Discourse analysis: characterizing cognitive-communication disorders following TBI. The ASHA Leader.

Llewellyn, D. J., & Matthews, F. E. (2009). Increasing levels of semantic verbal fluency in elderly English adults. Neuropsychology, development, and cognition. 16(4), 433–45. 

Martin, I. & McDonald, S. (2003). Weak coherence, no theory of mind, or executive dysfunction? Solving the puzzle of pragmatic language disorders. Brain and Language, 85(3), 451-466.

McDonald, S. (2000).  Editorial: Putting communication disorders in context after traumatic brain injury. Aphasiology, 14(4). 

McDonald, S. (2003). Traumatic Brain Injury and Psychosocial Function: Let’s Get Social. Brain Impairment, 4(1), 36-47.

McDonald, S., Tate, R., Togher, L., Bornhofen, C., Long, E., Gertler, P., & Bowen, R. (2008). Social skills treatment for people with severe, chronic acquired brain injuries: a multicenter trial. Archives of Physical Medicine and Rehabilitation, 89(9), 1648-1659.

Mozeiko, J., Le, K., Coelho, C., Krueger, F. & Grafman, J. (2011). The relationship of story grammar and executive function following TBI. Aphasiology, 25(6-7), 826-835.

Murza, K.A. & Nye, C. (2013). Pragmatic Language Intervention for Adults With Asperger Syndrome or High-Functioning Autism: A Feasibility Study. Contemporary Issues in Communication Science and Disorders, 40, 85-97. 

Petersen, D. B., Brown, C. L., Ukrainetz, T. A., Wise, C., Spencer, T. D., & Zebre, J. (2014). Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism. Language Speech and Hearing Services in the Schools, 45(1), 67-86. doi: 10.1044/2013_LSHSS-12-0099.

Poulsen, M., & Elbro, C. (2013). What’s in a Name Depends on the Type of Name: The Relationships Between Semantic and Phonological Access, Reading Fluency, and Reading Comprehension. Scientific Studies of Reading, 17(4), 303–314. 

Ríos, M., Periáñez, J. A., & Muñoz-Céspedes, J. M. (2004). Attentional control and slowness of information processing after severe traumatic brain injury. Brain Injury, 18(3), 257-272.

Schneider, P. & Hayward, D. (2010). Who does what to whom: Introduction of Referents in Children’s Storytelling from Pictures. Language, Speech, and Hearing Services in Schools, 41, 459-473.

Troyer, A. K., Moscovitch, M., & Winocur, G. (1997). Clustering and switching as two components of verbal fluency: Evidence from younger and older healthy adults. Neuropsychology, 11, 138–146

Troyer, A. K., Moscovitch, M., Winocur, G., Alexander, M. P., & Stuss, D. T. (1998). Clustering and switching on verbal fluency: The effects of focal-frontal and temporal-lobe lesions. Neuropsychologia, 36, 499–504.

Tucha, L., Aschenbrenner, S., Koerts, J., & Lange, K. W. (2012). The Five-Point Test: Reliability, validity and normative data for children and adults. PLoS ONE, 7.

Veltman, J.C.,  Brouwer, W.H., van Zomeren, A.H., & van Wolffelaar, P.C. (1996).  Central executive aspects of attention in subacute severe and very severe closed head injury patients: Planning, inhibition, flexibility, and divided attention. Neuropsychology, 10(3), 357-367. 

Winner, M. (2007). Thinking About You, Thinking About Me. San Jose, CA: Think Social Publishing, Inc.

Winner, M., & Crooke, P. (2014). Updates on Social Thinking’s Cascade of Social Attention: A Conceptual Framework to Explore a Systems Approach to Social-Communication. Retrieved January 10, 2016, from on Social Thinkings Cascade of Social Attention

Winner, M., & Crooke, P. (2015). Layers of Learning, Evidence and Guiding Lessons. San Jose, CA: Think Social Publishing, Inc.


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