ASD
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Mashal, N. & Lellouche, N. (2024). How do theory of mind and understanding social situations contribute to idiom and irony comprehension in ASD? Elsevier BV. http://dx.doi.org/10.2139/ssrn.4683501
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Sukenik, N. (2023). Relative clause production abilities of Hebrew-speaking children with ASD. LANGUAGE ACQUISITION. https://doi.org/10.1080/10489223.2023.2197888
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Shamir, A., Tova, O., Horovitz, S., Munits, N., Amon, M., & Eden, S. (2022). A Metacognitive Technological Intervention for Promoting Eye Contact Among Children With ASD: Preliminary Research Evidence. Communication Disorders Quarterly, 1. https://doi.org/10.1177/15257401221132761
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Saban-Bezalel, R., Dolfin, D., Laor, N., & Mashal, N. (2019)
Irony comprehension and mentalizing ability in children with and without Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 58, 30-38. doi.org/10.1016/j.rasd.2018.11.006
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Schechter, C., & Feldman, N. (2019)
The principal’s role in professional learning community in a special education school serving pupils with autism. Journal of Special Education Leadership, 32(1), 17-28
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Bauminger-Zviely, N., Karin, E. Kimhi, Y. & Agam-Ben-Artzi, G. (2014)
Spontaneous peer conversation in preschoolers with high-functioning autism spectrum disorder versus typical development. Journal of Child Psychology and Psychiatry, 55 (4), 363-373
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Bauminger, N., Chomsky-Smolkin, L., Orbach-Caspi, E. Zachor, D., & Levy-Shiff, R. (2008).
Jealousy and emotional responsiveness in young children with ASD. Cognition and Emotion, 22, 595-619
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Bauminger-Zviely, N., Estrugo, Y., Samuel-Magal, K., Friedlin, A., Heishrik, L., Koren, D., & Bar–Yehuda, S. (2019)
Communicating Without Words: School-Based RCT Social Intervention in Minimally Verbal Peer Dyads with ASD. Journal of Clinical Child & Adolescent Psychology, 1–17, doi.org/10.1080/15374416.2019.1660985