ASD

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

Mashal, N., & Lellouche, N. (2024). How Does Understanding of Social Situations and Other’s Intention Contribute to Idiom and Irony Comprehension in Autism Spectrum Disorder? Brain Sciences, 14, 1034. https://doi.org/10.3390/brainsci14101034

Sukenik, N.‪ (2023)‪.‪ Relative clause production abilities of Hebrew-speaking children with ASD.‪ LANGUAGE ACQUISITION.‪ https://doi.‪org/10.‪1080/10489223.‪2023.‪2197888

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

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

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

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

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

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