e-Βιβλιοθήκη:Έρευνες στην Ειδική Αγωγή και Εκπαίδευση για προσωπική μελέτη

(e-Librabry: Research studies in Special and Inclusive Education for personal study)

Διεθνής ερευνητική βιβλιογραφία (International research studies)

Chiang, F.-M., Yu, Y.-T., Liu, M.-H., Kuo, C.-C., Hsieh, C.-L., & Chen, K.-L. (2024). A social-competence group intervention featuring didactic teaching and practice in play contexts for preschool children with autism spectrum disorders. Research in Autism Spectrum Disorders, 110, 102286. https://doi.org/10.1016/j.rasd.2023.102286

Dada, S., Wilder, J., May, A., Klang, N., & Pillay, M. (2023). A review of interventions for children and youth with severe disabilities in inclusive education. Cogent Education, 10(2). https://doi.org/10.1080/2331186x.2023.2278359

Root, J. R., Cox, S. K., & Gonzalez, S. (2019). Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis. Research and Practice for Persons with Severe Disabilities, 44(1), 53–68. https://doi.org/10.1177/1540796919833915

Root, J. R., Cox, S. K., & McConomy, M. A. (2022). Teacher-Implemented Modified Schema-Based Instruction with Middle-Grade Students with Autism and Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 47(1), 40–56. https://doi.org/10.1177/15407969221076147

Gilley, D., Root, J. R., Saunders, A., Cox, S. K., & Bryan, C. J. (2023). Peer-Delivered Modified Schema-Based Instruction in Word Problem-Solving for High-School Students with Intellectual Disability. Research and Practice for Persons with Severe Disabilities, 48(4), 167–185. https://doi.org/10.1177/15407969231200413

‌Logan, K., Iacono, T., & Trembath, D. (2023). Aided Enhanced milieu teaching to develop symbolic and social communication skills in children with autism spectrum disorder. Augmentative and Alternative Communication, 1–15. https://doi.org/10.1080/07434618.2023.2263558

‌Zimmerman, K. N., Ledford, J. R., & Turner, V. R. (2023). The Impact of Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007231200529

‌Rutten, A. X., Vermeiren, R., Bongers, I. L., & Chijs van Nieuwenhuizen. (2023). Likelihood of identifying autistic traits with the autism spectrum quotient (AQ) in male juveniles with autism spectrum disorder (ASD) and severe behavioral problems (SBPs). BMC Psychiatry, 23(1). https://doi.org/10.1186/s12888-023-05200-1

García-García, M., & Cotrina-García, M. (2023). Generations of the Community Perspective in Today's Inclusive Education. Education Sciences, 13(10), 1027. https://doi.org/10.3390/educsci13101027

Hightshoe, K., Gutiérrez-Raghunath, S., Tomcho, M. M., Robinson Rosenberg, C., Rosenberg, S. A., Dooling-Litfin, J. K., Cordova, J. M., Colborn, K., & DiGuiseppi, C. (2023). Barriers to referral and evaluation and corresponding navigation services for toddlers screening positive for autism spectrum disorder. Families, Systems, & Health, 41(3), 342–357. https://doi.org/10.1037/fsh0000786

Nuske, H. J., Young, A. V., Khan, F., Palermo, E., Bukola Ajanaku Bukola Ajanaku, Pellecchia, M., Giacomo Vivanti, Mazefsky, C., Brookman‐Frazee, L., McPartland, J. C., Goodwin, M. S., & Mandell, D. S. (2023). Systematic review: emotion dysregulation and challenging behavior interventions for children and adolescents on the autism spectrum with graded key evidence-based strategy recommendations. European Child & Adolescent Psychiatry. https://doi.org/10.1007/s00787-023-02298-2

Guillén, V., Verdugo, M. Á., Jiménez, P. A., Aguayo, V., & Amor, A. M. (2023). Support Needs of Children with Autism Spectrum Disorders: Implications for Their Assessment. Behavioral Sciences, 13(10), 793–793. https://doi.org/10.3390/bs13100793

Linder, A.-L., Geyer, M.-A., Myrto Atzemian, Meuli, N., Martinet, C., Anne-Françoise de Chambrier, & Rachel Sermier Dessemontet. (2023). Effects of adaptations of a phonics-based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1190838

Domenico, F., Angela Antonia Costanzo, Finocchiaro, M. L., Maria Agatina Stimoli, Zuccarello, R., Buono, S., Ferri, R., & Pierluigi Zoccolotti. (2023). Academic Skills in Students with Autism Spectrum Disorder and Intellectual Disability: A Systematic Review and Meta-Analysis. Education Sciences, 13(10), 1026–1026. https://doi.org/10.3390/educsci13101026

Burke, R. V., Taylor, S. L., Adler, M., Belisle, J., Durbin, K. K., Roger, C., & Paliliunas, D. (2023). Individualizing the LIFE Curriculum to Establish Flexible Cooking Skills in a Neurodivergent Young Adult. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-023-00857-2

Salman Almughyiri. (2023). Saudi teachers "knowledge and implementation of evidence-based practices to improve students with autism" social skills. International Journal of Developmental Disabilities, 1–8. https://doi.org/10.1080/20473869.2023.2260209

‌Muldoon, D., & Gray, R. (2023). Teaching Receptive Vocabulary to Minimally Verbal Preschoolers With Autism Spectrum Disorder: A Single-Case Multiple Baseline Design. American Journal of Speech-Language Pathology, 1–12. https://doi.org/10.1044/2023_ajslp-23-00095

Brunsting, N. C., Stark, K., Bettini, E., Lane, K. L., Royer, D. J., Common, E. A., & Rock, M. L. (2023). Self-Efficacy, Burnout, and Intent to Leave for Teachers of Students With Emotional and Behavioral Disorders. Behavioral Disorders, 1. https://doi.org/10.1177/01987429231201566

Perochon, S., Di Martino, J. M., Carpenter, K. L. H., Compton, S., Davis, N., Eichner, B., Espinosa, S., Franz, L., Krishnappa Babu, P. R., Sapiro, G., & Dawson, G. (2023). Early detection of autism using digital behavioral phenotyping. Nature Medicine, 29(10), 2489–2497. https://doi.org/10.1038/s41591-023-02574-3

Zajic, M., McCauley, J. B., McIntyre, N. S., & Mundy, P. (2023). Writing Self-Concept, Text Engagement, and Writing Practices Across Contexts: Comparisons Between School-Age Children on the Autism Spectrum and Their Non-Autistic Peers. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06080-w

Bhat, A. (2023). Fewer children with autism spectrum disorder with motor challenges receive physical and recreational therapies compared to standard therapies: A SPARK data set analysis. Autism. https://doi.org/10.1177/13623613231193196

Reyes, N., Soke, G. N., Wiggins, L. D., Barger, B. O., Moody, E. J., Cordelia Robinson Rosenberg, Schieve, L. A., Reaven, J., Reynolds, A., & Hepburn, S. (2023). Social and language regression: characteristics of children with autism spectrum disorder in a community-based sample. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-023-09929-1

Raquel Palomo Rodríguez, Cecilia Simón Rueda, & Gerardo Echeita Sarrionandía. (2023). The role of educational psychologists in the framework of the right to inclusive education: between reality and desire. European Journal of Special Needs Education, 1–17. https://doi.org/10.1080/08856257.2023.2242031

Huang, C., Chen, K. C., Lee, G.-Y., Chia Wei Lin, & Chen, K. (2023). Different autism measures targeting different severity levels in children with autism spectrum disorder. European Archives of Psychiatry and Clinical Neuroscience. https://doi.org/10.1007/s00406-023-01673-z

Bancroft, J. C., Barton, E. E., & Schulte, L. (2023). Using the System of Least Prompts to Teach Pretend Play to Preschoolers With Developmental Disabilities in Contexts With Their Peers. Journal of Early Intervention. https://doi.org/10.1177/10538151231186896

Helbig, K. A., Schrieber, S. R., Radley, K. C., & Derieux, J. R. (2023). Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities. Journal of Educational and Psychological Consultation, 1–29. https://doi.org/10.1080/10474412.2023.2239796

Cramer, A. M., Watkins, L., Bloomfield, B. S., Pitzel, A., & Ledbetter-Cho, K. (2023). Caregiver Implemented Technology-Based Interventions for Children with Autism and Developmental Disabilities: A Research Synthesis. Journal of Special Education Technology. https://doi.org/10.1177/01626434231184822

Wang, H., Zhao, X., & Yu, D. (2023). Nonlinear features of gaze behavior during joint attention in children with autism spectrum disorder. Autism Research, 16(9), 1786–1798. https://doi.org/10.1002/aur.3000

Simoni, M., Devadrita Talapatra, Roberts, G., & Abdollahi, H. (2023). Let's go shopping: Virtual reality as a tier‐3 intervention for students with intellectual and developmental disabilities. Psychology in the Schools. https://doi.org/10.1002/pits.23021

Leon, Y., Brewer, A. T., Fandal, M., Jimenez‐Gomez, C., & Dracobly, J. D. (2023). Assessment and treatment of problem behavior occasioned by variable‐sequence transitions for children with autism. Behavioral Interventions, 38(4), 1–14. https://doi.org/10.1002/bin.1968

Clarke, K. A., Siegel, M., & Williams, D. L. (2023). The Relationship Between Augmentative and Alternative Communication Use by Pediatric Psychiatric Inpatients With Autism Spectrum Disorder and Interfering Behaviors. American Journal of Speech-Language Pathology, 32(5), 2040–2056. https://doi.org/10.1044/2023_ajslp-23-00019

‌Mumbardó‐Adam, C., Arellano, A., Eva Vicente Sánchez, & Ana Berástegui Pedro-Viejo. (2023). How should we support families of people with intellectual disability to promote their self-determination? A Delphi study on critical components for intervention. Journal of Intellectual & Developmental Disability, 48(4), 357–369. https://doi.org/10.3109/13668250.2023.2234547

Rivard, M., Morin, M., Rochefort, C., Morin, D., & Mello, C. (2023). Barriers and facilitators to accessibility, continuity, validity, flexibility, and provider-family relationship along the diagnostic pathway in developmental disabilities. Research in Developmental Disabilities, 139, 104570. https://doi.org/10.1016/j.ridd.2023.104570

Metehan Kutlu, & Berk, S. (2023). Using the power card strategy to teach poison-prevention skills to children with developmental disabilities. International Journal of Developmental Disabilities, 1–10. https://doi.org/10.1080/20473869.2023.2241250

Qian, X., Lee, S., Johnson, D. R., & Wu, Y.-C. (2023). Expectations of Transition-Aged Students With Autism Spectrum Disorder Toward Postsecondary Education. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576231188331

Lang, R., McLay, L., & Rispoli, M. (2023). Advanced Language Models: Potential to Improve Augmentative and Alternative Communication for Individuals with Intellectual and Developmental Disabilities. Advances in Neurodevelopmental Disorders, 7(3), 481–484. https://doi.org/10.1007/s41252-023-00350-5

Martin, R. J., Iadarola, S., Iovannone, R., Cavanaugh, B., Fontechia, K., Levato, L., & Anderson, C. M. (2023). Conducting a Randomized Controlled Trial to Evaluate a Comprehensive School-Based Intervention for Students on the Autism Spectrum: Challenges and Mitigation Strategies. Journal of Developmental and Physical Disabilities. https://doi.org/10.1007/s10882-023-09918-4

Rocío, P., Paola, D., Elizabeth Roldán González, Robledo-Castro, C., Christian Hederich Martínez, Paola, H., Andrea, P., & Leidy. (2023). Effects of Physical Exercise on Gross Motor Skills in Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-023-06031-5

Stewart-Ginsburg, J. H., Kittleman, A., & Rowe, D. A. (2023). Increasing Community Inclusion for Students With Disabilities. TEACHING Exceptional Children, 55(6), 396–399. https://doi.org/10.1177/00400599231178600

Schnell, L. K., Watkins, J., & Kisamore, A. N. (2023). Teaching Adaptive Skills to Children with Autism Spectrum Disorder: From Assessment to Treatment. Autism and Child Psychopathology Series, 339–349. https://doi.org/10.1007/978-3-031-27587-6_17

Kellems, R. O., & Morningstar, M. E. (2012). Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders. Career Development and Transition for Exceptional Individuals, 35(3), 155–167. https://doi.org/10.1177/0885728812443082

Morningstar, M. E., Frey, B. B., Noonan, P. M., Ng, J., Clavenna-Deane, B., Graves, P., Kellems, R., McCall, Z., Pearson, M., Bjorkman Wade, D., & Williams-Diehm, K. (2010). A Preliminary Investigation of the Relationship of Transition Preparation and Self-Determination for Students With Disabilities in Postsecondary Educational Settings. Career Development for Exceptional Individuals, 33(2), 80–94. https://doi.org/10.1177/0885728809356568

Kellems, R. O., & Morningstar, M. E. (2010). Tips for Transition. TEACHING Exceptional Children, 43(2), 60–68. https://doi.org/10.1177/004005991004300206

Kellems, R. O., Frandsen, K., Hansen, B., Gabrielsen, T., Clarke, B., Simons, K., & Clements, K. (2016). Teaching multi-step math skills to adults with disabilities via video prompting. Research in Developmental Disabilities, 58, 31–44. https://doi.org/10.1016/j.ridd.2016.08.013

Kennedy, M. J., Hart, J. E., & Kellems, R. O. (2010). Using Enhanced Podcasts to Augment Limited Instructional Time in Teacher Preparation. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 34(2), 87–105. https://doi.org/10.1177/0888406410376203

Kellems, R. O., Cacciatore, G., & Osborne, K. (2019). Using an Augmented Reality–Based Teaching Strategy to Teach Mathematics to Secondary Students With Disabilities. Career Development and Transition for Exceptional Individuals, 42(4), 253–258. https://doi.org/10.1177/2165143418822800

Kellems, R. O., Eichelberger, C., Cacciatore, G., Jensen, M., Frazier, B., Simons, K., & Zaru, M. (2020). Using Video-Based Instruction via Augmented Reality to Teach Mathematics to Middle School Students With Learning Disabilities. Journal of Learning Disabilities, 53(4), 277–291. https://doi.org/10.1177/0022219420906452

Kellems, R. O., & Edwards, S. (2015). Using Video Modeling and Video Prompting to Teach Core Academic Content to Students With Learning Disabilities. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 207–214. https://doi.org/10.1080/1045988x.2015.1067875

Kellems, R. O., Springer, B., Wilkins, M. K., & Anderson, C. (2015). Collaboration in Transition Assessment: School Psychologists and Special Educators Working Together to Improve Outcomes for Students With Disabilities. Preventing School Failure: Alternative Education for Children and Youth, 60(3), 215–221. https://doi.org/10.1080/1045988x.2015.1075465

Kellems, R. O., Frandsen, K., Cardon, T. A., Knight, K., & Andersen, M. (2017). Effectiveness of static pictures vs. video prompting for teaching functional life skills to students with autism spectrum disorders. Preventing School Failure: Alternative Education for Children and Youth, 62(2), 129–139. https://doi.org/10.1080/1045988x.2017.1393790

Koutsoklenis, A., & Papadimitriou, V. (2021). Special education provision in Greek mainstream classrooms: teachers' characteristics and recruitment procedures in parallel support. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2021.1942565

Papadimitriou, V., & Koutsoklenis, A. (2021). The Extent of Late Hiring in Special Education: A Report on the Greek Institution of Parallel Support. International Journal of Disability, Development and Education, 1–11. https://doi.org/10.1080/1034912x.2021.2010670

Tincani, M. (2004). Comparing the Picture Exchange Communication System and Sign Language Training for Children With Autism. Focus on Autism and Other Developmental Disabilities, 19(3), 152–163. https://doi.org/10.1177/10883576040190030301

Crozier, S., & Tincani, M. J. (2005). Using a Modified Social Story to Decrease Disruptive Behavior of a Child With Autism. Focus on Autism and Other Developmental Disabilities, 20(3), 150–157. https://doi.org/10.1177/10883576050200030301

‌Lorah, E. R., Tincani, M., Dodge, J., Gilroy, S., Hickey, A., & Hantula, D. (2013). Evaluating Picture Exchange and the iPadTM as a Speech Generating Device to Teach Communication to Young Children with Autism. Journal of Developmental and Physical Disabilities, 25(6), 637–649. https://doi.org/10.1007/s10882-013-9337-1

Tincani, M., Crozier, S., & Alazetta, L. (2006). The Picture Exchange Communication System: Effects on Manding and Speech Development for School-Aged Children with Autism. Education and Training in Developmental Disabilities, 41(2), 177–184. https://www.jstor.org/stable/23880179

Travers, J., & Tincani, M. (2010). Sexuality Education for Individuals with Autism Spectrum Disorders: Critical Issues and Decision Making Guidelines. Education and Training in Autism and Developmental Disabilities, 45(2), 284–293. https://www.jstor.org/stable/23879812

Bondy, A., Tincani, M., & Frost, L. (2004). Multiply controlled verbal operants: An analysis and extension to the picture exchange communication system. The Behavior Analyst, 27(2), 247–261. https://doi.org/10.1007/bf03393184

Burckley, E., Tincani, M., & Guld Fisher, A. (2014). An iPadTM-based picture and video activity schedule increases community shopping skills of a young adult with autism spectrum disorder and intellectual disability. Developmental Neurorehabilitation, 18(2), 131–136. https://doi.org/10.3109/17518423.2014.945045

Kelly, A., & Tincani, M. (2013). Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder. Education and Training in Autism and Developmental Disabilities, 48(1), 120–131. https://www.jstor.org/stable/23879891

Tincani, M., & Devis, K. (2010). Quantitative Synthesis and Component Analysis of Single-Participant Studies on the Picture Exchange Communication System. Remedial and Special Education, 32(6), 458–470. https://doi.org/10.1177/0741932510362494

Campbell, A., & Tincani, M. (2011). The Power Card Strategy. Journal of Positive Behavior Interventions, 13(4), 240–249. https://doi.org/10.1177/1098300711400608

Dobbins, N., Higgins, K., Pierce, T., Tandy, R. D., & Tincani, M. (2009). An Analysis of Social Skills Instruction Provided in Teacher Education and In-Service Training Programs for General and Special Educators. Remedial and Special Education, 31(5), 358–367. https://doi.org/10.1177/0741932509338363

Daubert, A., Hornstein, S., & Tincani, M. (2014). Effects of a Modified Power Card Strategy on Turn Taking and Social Commenting of Children with Autism Spectrum Disorder Playing Board Games. Journal of Developmental and Physical Disabilities, 27(1), 93–110. https://doi.org/10.1007/s10882-014-9403-3

Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis.The Behavior Analyst Today, 8(4), 492–499. https://doi.org/10.1037/h0100635

Songlee, D., Miller, S. P., Tincani, M., Sileo, N. M., & Perkins, P. G. (2008). Effects of Test-Taking Strategy Instruction on High-Functioning Adolescents With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 23(4), 217–228. https://doi.org/10.1177/1088357608324714

de Mers, C. L., Tincani, M., van Norman, R. K., & Higgins, K. (2009). Effects of Music Therapy on Young Children's Challenging Behaviors: A Case Study. Music Therapy Perspectives, 27(2), 88–96. https://doi.org/10.1093/mtp/27.2.88

Dowdy, A., Peltier, C., Tincani, M., Schneider, W. J., Hantula, D. A., & Travers, J. C. (2021). Meta‐analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.862

Tincani, M., & De Mers, M. (2016). Meta-Analysis of Single-Case Research Design Studies on Instructional Pacing. Behavior Modification, 40(6), 799–824. https://doi.org/10.1177/0145445516643488

Tincani, M., & Al, E. (2016). Autism spectrum disorders in adolescents and adults: evidence-based and promising interventions. Guilford.

Passage, M., Tincani, M., & Hantula, D. A. (2012). Teaching self-control with qualitatively different reinforcers. Journal of Applied Behavior Analysis, 45(4), 853–857. https://doi.org/10.1901/jaba.2012.45-853

Tincani, M., Miller, J., Lorah, E. R., & Nepo, K. (2020). Systematic Review of Verbal Operants in Speech Generating Device Research from Skinner's Analysis of Verbal Behavior. Perspectives on Behavior Science. https://doi.org/10.1007/s40614-020-00243-1

Dowdy, A., & Tincani, M. (2019). Assessment and treatment of high-risk challenging behavior of adolescents with autism in an aquatic setting. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.590

Dowdy, A., Tincani, M., Nipe, T., & Weiss, M. J. (2018). Effects of reinforcement without extinction on increasing compliance with nail cutting: A systematic replication. Journal of Applied Behavior Analysis, 51(4), 924–930. https://doi.org/10.1002/jaba.484

‌Bondy, A. H., & Tincani, M. (2018). Effects of Response Cards on Students with Autism Spectrum Disorder or Intellectual Disability. Education and Training in Autism and Developmental Disabilities, 53(1), 59–72. https://www.jstor.org/stable/26420427

Tincani, M. (2022). Preventing challenging behavior in your classroom: classroom management and positive behavior support. Routledge.

Tincani, M., & Lorah, E. R. (2011). The Picture-Exchange Communication System (PECS) increases functional communication of adults with intellectual disabilities. Evidence-Based Communication Assessment and Intervention, 5(3), 168–170. https://doi.org/10.1080/17489539.2012.673748

Dowdy, A., Tincani, M., & Jessel, J. (2020). Reducing an Adolescent's Destructive Behavior during Bathroom Visits in a Residential Setting: Brief Report. Developmental Neurorehabilitation, 1–4. https://doi.org/10.1080/17518423.2020.1770352

Tincani, M., Ji, H., Upthegrove, M., Garrison, E., West, M., Hantula, D. A., Slobodan Vučetić, & Dragut, E. C. (2023). Vocational Interventions for Individuals with ASD: Umbrella Review. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00368-4

Prince, J., Tincani, M., & Dowdy, A. (2023). Effects of the Power Card Strategy on Social Commenting of Children with Autism During Gameplay: Strength-Based Intervention. Journal of Positive Behavior Interventions, 109830072311588. https://doi.org/10.1177/10983007231158816

Lorah, E. R., Tincani, M., & Parnell, A. (2019). Verbal behavior intervention in autism spectrum disorders. In S. G. Little & A. Akin-Little (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 263–284). American Psychological Association. https://doi.org/10.1037/0000126-015

‌Lappa, C., Kyparissos, N., Nisiotou, I., & Paraskevopoulos, S. (2013). The Development of Glancing at Listener as Result of Conversation Training in Children and Young Adults With Moderate and Severe Developmental Disabilities. European Journal of Behavior Analysis, 14(1), 19–33. https://doi.org/10.1080/15021149.2013.11434442

Lappa, C., Kyparissos, N., & Paraskevopoulos, S. (2011). Teaching Conversation in Small Groups of Children and Adults With Moderate and Severe Mental Retardation. European Journal of Behavior Analysis, 12(1), 249–262. https://doi.org/10.1080/15021149.2011.11434368

‌Mattson, S. L., Higbee, T. S., Campbell, V., Lindgren, N. A., Osos, J. A., & Nichols, B. (2023). Using generic picture cues to promote verbal initiations during play. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.1014

Quiroz, M., Schnell, L. K., Kisamore, A. N., Watkins, J. C., & Vladescu, J. C. (2023). Teaching children to identify and avoid food allergens using behavioral skills training. Journal of Applied Behavior Analysis, 56(3), 565–574. https://doi.org/10.1002/jaba.999

Melanson, I. J., & Fahmie, T. A. (2023). Functional analysis of problem behavior: A 40‐year review. Journal of Applied Behavior Analysis, 56(2), 262–281. https://doi.org/10.1002/jaba.983

Kahng, S., Butler, C., Kronfli, F. R., Zaki‐Scarpa, C., Boragi, B., & Scott, J. (2023). An individualized approach to teaching adults with autism to successfully navigate job interviews via remote instruction. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.977

Sleiman, A. A., Gravina, N. E., & Portillo, D. (2022). An evaluation of the teach‐back method for training new skills. Journal of Applied Behavior Analysis, 56(1). https://doi.org/10.1002/jaba.966

Contreras, B. P., Tate, S. A., Morris, S. L., & Kahng, S. (2022). A systematic review of the correspondence between descriptive assessment and functional analysis. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.958

Schroeder, C., Ragotzy, S., & Poling, A. (2022). Young adults with intellectual and other developmental disabilities acquire vocational skills with video prompting. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.963

Peltier, W., Newell, K. L., Linton, E., Holmes, S. C., & Donaldson, J. M. (2022). Effects of and preference for student‐ and teacher‐implemented good behavior game in early elementary classes. Journal of Applied Behavior Analysis. https://doi.org/10.1002/jaba.957

Campanaro, A. M., Vladescu, J. C., DeBar, R. M., Deshais, M. A., & Manente, C. J. (2022). Using computer‐based instruction to teach implementation of behavioral skills training. Journal of Applied Behavior Analysis, 56(1), 241–257. https://doi.org/10.1002/jaba.962

Call, N. A., Shillingsburg, M. A., Bowen, C. N., Reavis, A. R., & Findley, A. J. (2013). Direct assessment of preferences for social interactions in children with autism. Journal of Applied Behavior Analysis, 46(4), 821–826. https://doi.org/10.1002/jaba.69

Bergstrom, R., Najdowski, A. C., Alvarado, M., & Tarbox, J. (2016). Teaching children with autism to tell socially appropriate lies. Journal of Applied Behavior Analysis, 49(2), 405–410. https://doi.org/10.1002/jaba.295

Loughrey, T. O., Betz, A. M., Majdalany, L. M., & Nicholson, K. (2014). Using instructive feedback to teach category names to children with autism. Journal of Applied Behavior Analysis, 47(2), 425–430. https://doi.org/10.1002/jaba.123

Charania, S. M., LeBlanc, L. A., Sabanathan, N., Ktaech, I. A., Carr, J. E., & Gunby, K. (2010). Teaching effective hand raising to children with autism during group instruction. Journal of Applied Behavior Analysis, 43(3), 493–497. https://doi.org/10.1901/jaba.2010.43-493

Contreras, B. P., & Betz, A. M. (2015). Using lag schedules to strengthen the intraverbal repertoires of children with autism. Journal of Applied Behavior Analysis, 49(1), 3–16. https://doi.org/10.1002/jaba.271

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Minuk, A., & Shurr, J. (2023). Identification and educational placement of students with intellectual disability: A snapshot from Ontario, Canada. https://doi.org/10.2139/ssrn.4612999

Orum Cattik, E., Dogan Aslan, S., & Ergenekon, Y. (2024). The effectiveness of video model with bug-in-Ear coaching in the instruction of employment skills to adolescents with autism spectrum disorder. International Journal of Developmental Disabilities, 1-14. https://doi.org/10.1080/20473869.2024.2331809

Quinn, S., & Machalicek, W. (2024). IEP meeting facilitation strategies for meaningful inclusion of students with disabilities. TEACHING Exceptional Children. https://doi.org/10.1177/00400599241242121

Rhaman, N., & A Rahman, P. (2024). Occupational therapy interventions in promoting social communication skills among children with autism spectrum disorder: A scoping review. The Medical Journal of Malaysia, 79 Suppl 1, 187-196.

Yusta (2024). Transiting from Units to Inclusive Education: Implication on Intellectual Disability Pupils' Skills Development; Case Study at Dodoma City. International Journal For Multidisciplinary Research.

Hou, S., Cai, P., Yu, L., Cui, H., Hu, J., & Wei, Z. (2024). Improving the social communication skills of preschoolers with autism spectrum disorder: Robot-based intervention on picture exchange communication system use. International Journal of Developmental Disabilities, 1-16. https://doi.org/10.1080/20473869.2024.2345957

Rizvi, A. Z., & Batool, S. S. (2024). A qualitative study on perspective of parental stress and lower marital quality among parents of children with autism spectrum disorder. International Journal of Developmental Disabilities, 1-20. https://doi.org/10.1080/20473869.2024.2341196

Vagnetti, R., Vicovaro, M., Spoto, A., Battaglini, L., Attanasio, M., Valenti, M., & Mazza, M. (2024). Atypical time to contact estimation in young adults with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06352-z

Shelley, L., Jones, C., Pearson, E., Richards, C., Crawford, H., Paricos, A., Greenhill, C., Woodhead, A., Tarver, J., & Waite, J. (2024). Measurement tools for behaviours that challenge and behavioural function in people with intellectual disability: A systematic review and meta-analysis of internal consistency, inter-rater reliability, and test-retest reliability. Clinical Psychology Review, 110, 102434. https://doi.org/10.1016/j.cpr.2024.102434

Garcia, J. M., Hahs-Vaughn, D., Murray, M., Perry, C., Brazendale, K., Rice, D. J., & Fukuda, D. H. (2024). The physical and psychosocial benefits of a family judo program for parents of children with autism spectrum disorder: A pilot study. Disability and Health Journal, 101631. https://doi.org/10.1016/j.dhjo.2024.101631

Navas, P., Esteban, L., Arias, V., & Verdugo, M. A. (2024). Improving quality of life and reducing behavioral problems of people with intellectual and developmental disabilities through deinstitutionalization. Psicothema, 36(2), 113-122.

Sánchez-Gómez, V., Verdugo, M. Á., Crespo, M., & San Román, A. (2024). A pioneer tool to reduce restrictive practices toward people with intellectual and developmental disabilities. Behavioral Sciences, 14(4), 344. https://doi.org/10.3390/bs14040344

Rakap, S., & Balikci, S. (2024). Enhancing IEP goal development for preschoolers with autism: A preliminary study on ChatGPT integration. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06343-0

Jackson, I., Dagnan, D., Golding, L., & Rayner‐Smith, K. (2024). How do people with intellectual disabilities understand friendship? A systematic meta‐synthesis. Journal of Applied Research in Intellectual Disabilities, 37(4). https://doi.org/10.1111/jar.13244

Brock, M. E. (2018). Trends in the educational placement of students with intellectual disability in the United States over the past 40 years. American Journal on Intellectual and Developmental Disabilities, 123(4), 305-314. https://doi.org/10.1352/1944-7558-123.4.305

Barwasser, A., Schulze, S., Gieseler, C., & Grünke, M. (2024). Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders. Exceptional Children, 0(0). https://doi.org/10.1177/00144029241247037

Lambert, J. M., Meadan-Kaplansky, H., & Ledford, J. R. (2024). Measuring generality and social validity in single case research. Single Case Research Methodology, 96-117. https://doi.org/10.4324/9781003294726-8

Ledford, J. R., Lane, J. D., & Tate, R. (2024). Evaluating single case research. Single Case Research Methodology, 292-306. https://doi.org/10.4324/9781003294726-20

O'Loghlen, J., McKenzie, M., Lang, C., & Paynter, J. (2024). Repetitive behaviors in autism and obsessive-compulsive disorder: A systematic review. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06357-8

Duvall, S. W., Greene, R. K., Phelps, R., Rutter, T. M., Markwardt, S., Grieser Painter, J., Cordova, M., Calame, B., Doyle, O., Nigg, J. T., Fombonne, E., & Fair, D. (2024). Factors associated with confirmed and unconfirmed autism spectrum disorder diagnosis in children volunteering for research. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06329-y

Yuan, W., Dong, P., Zhang, L.-f., & Xie, Z. (2024). Acceptance of disability, attitudes toward disability, and coping in adolescents with visual impairments: A cross-lagged study. Rehabilitation Psychology. Advance online publication. https://doi.org/10.1037/rep0000559

Palacios Zumba, E. M., Herrera Toledo, M. J., Villacrés Correa, M. F., Jácome Achi, S. S., Moreta Maldonado, P. A., Vélez Monrroy, S. G., & Posso Pacheco, R. J. (2024). Classrooms in hospitals as spaces of opportunity towards inclusive education. Community and Interculturality in Dialogue, 4, 130. https://doi.org/10.56294/cid2024130

Sarkar, T. (2024). Becoming a disabled, multi-lingual, colonized, Indian researcher. Disability as Diversity in India, 185-202. https://doi.org/10.4324/9780367814298-16

Macagno, A., Ragaglia, B., Henning, A., & Bulgarelli, D. (2024). Inclusive approaches in Italian early childhood education and care: The view of practitioners. Education Sciences, 14(4), 385. https://doi.org/10.3390/educsci14040385

Dağlı Gökbulut, Ö., Gökbulut, B., & Yeniasır, M. (2024). The perceptions and attitudes of peers towards students with special needs as reflected by their drawings and the social acceptance scale. Education Sciences, 14(4), 346. https://doi.org/10.3390/educsci14040346

Archer Anwar, R., & Hart Barnett, J. E. (2024). AAC in AACtion: Collaborative strategies for special education teachers and speech-language pathologists. Intervention in School and Clinic. https://doi.org/10.1177/10534512241245450

D'Angelo, S., & Singal, N. (2024). Inclusive education in the Dominican Republic: Teachers' perceptions of and practices towards students with diverse learning needs. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1387110

Ryan, J., Brown, H. M., Borden, A., Devlin, C., Kedmy, A., Lee, A., Nicholas, D. B., Kingsley, B., & Thompson-Hodgetts, S. (2024). Being able to be myself: Understanding autonomy and autonomy-support from the perspectives of autistic adults with intellectual disabilities. Autism. https://doi.org/10.1177/13623613241254432

Hatipoğlu Özcan, G., Özer, D. F., & Pınar, S. (2024). Effects of motor intervention program on academic skills, motor skills and social skills in children with autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-024-06384-5

King, S. A., Nylen, B., Enders, O., Wang, L., & Opeoluwa, O. (2024). Examining the impact of design-comparable effect size on the analysis of single-case design in special education. School Psychology. . https://doi.org/10.1037/spq0000628

Uthus, M., & Qvortrup, A. (2024). Lessons learned from Norway: A values-based formulation of inclusive education. European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2024.2354603

Van Holstein, E., Wiesel, I., Bigby, C., & Gleeson, B. (2024). Repairing disability access in competitive environments: Drivers of inclusive service provision for people with intellectual disabilities. Social & Cultural Geography, 1-18. https://doi.org/10.1080/14649365.2024.2347892

Hall, S. A., & Stancliffe, R. J. (2024). Participation in mainstream community groups by older United States adults with intellectual and developmental disabilities: A multiple case study. Journal of Intellectual & Developmental Disability, 1-14. https://doi.org/10.3109/13668250.2024.2340518

Charitaki, G., & Alevriadou, A. (2024). Young children with intellectual disabilities and their mathematical attainments: Do parents' attitudes toward mathematics, home numeracy, and literacy practices matter? Journal of Intellectual Disabilities. https://doi.org/10.1177/17446295241254625

Castelli Correia de Campos, L. F., Nowland, L. A., Arroyo Rojas, F., Teixeira Fabricio dos Santos, L. G., Martinez Rivera, S., Wilson, W. J., & Haegele, J. A. (2024). Understanding Chilean physical educators' attitudes toward teaching students with Down syndrome in integrated classes. International Journal of Developmental Disabilities, 1-12. https://doi.org/10.1080/20473869.2024.2354571

Alak, G. (2024). Relationship between imitation skills and maternal responsiveness for children with autism spectrum disorder: A longitudinal study. International Journal of Developmental Disabilities, 1-15. https://doi.org/10.1080/20473869.2024.2355384

Layachi, A., & Pitchford, N. J. (2024). Formative evaluation of an interactive personalised learning technology to inform equitable access and inclusive education for children with special educational needs and disabilities. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-024-09739-0

Creem, A. N., Leaf, J. B., Cihon, J. H., Gerhardt, P. F., Lee, M., & Moon, E. (2024). The effectiveness of an executive function program for individuals diagnosed with autism spectrum disorder. Behavioral Interventions. https://doi.org/10.1002/bin.2023

Beal, J. S., Dostal, H. M., & Easterbrooks, S. R. (2024). Literacy instruction for students who are deaf and hard of hearing (2nd ed.). Oxford University Press.

Özsavran, M., Karakaya, C., & Bahadır, Ö. (2024). 'I can't take my eyes off her' problems and difficulties experienced by mothers caring for their intellectually disabled children at home: A qualitative research. International Journal of Developmental Disabilities, 1-16. https://doi.org/10.1080/20473869.2024.2378243

Mullhall, P., Taggart, L., McDermott, G., Slater, P., Fitzpatrick, B., Murphy, M. H., Hassiotis, A., & Johnston, A. (2024). 'Walk buds': A walking intervention to increase physical activity, physical fitness, and emotional wellbeing, in 9–13 year old children with intellectual disabilities. Results of a clustered randomised feasibility trial. Journal of Applied Research in Intellectual Disabilities, 37(5). https://doi.org/10.1111/jar.13260

Kozlova, M., & Ryabichenko, T. (2024). Inclusive education in schools in Russia and Kazakhstan: Attitudes and well-being of teachers as related factors in the formation of an inclusive environment. Children and Youth Services Review, 107785. https://doi.org/10.1016/j.childyouth.2024.107785

Rios, K., & Tu, W. (2024). Special education experiences and stress among Asian-American parents of children with intellectual and developmental disabilities. Exceptionality, 1-15. https://doi.org/10.1080/09362835.2024.2376530

Liu, D., Feng, Y., Chen, Z., Kang, R., & Zuo, Y. (2024). The effects of interventions with mathematics manipulatives on generalization and maintenance for children with autism spectrum disorder: A meta-analysis of single-case studies. Proceedings of the 14th International Congress on Mathematical Education. https://doi.org/10.1142/9789811287183_0023

Pan, Q., Bak, M. Y., DeLiema, D., Symons, F., & Dueñas, A. D. (2024). Using interaction and quantitative analysis to examine the effects of video modeling on play of a preschooler with autism. Journal of Behavioral Education. https://doi.org/10.1007/s10864-024-09550-y

Woolfson, L. M. (2024). Is inclusive education for children with special educational needs and disabilities an impossible dream? British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12701

Alnahdi, G. H., Alwadei, A., & Alharbi, N. (2024). Enhancing special education programs' curricula for students with intellectual disabilities in Saudi Arabia: A call for personalized approaches and inclusive practices. Research in Developmental Disabilities, 151, 104785. https://doi.org/10.1016/j.ridd.2024.104785

Wehmeyer, M. L. (2024). A fourth generation of inclusive education: A commentary. Remedial and Special Education. https://doi.org/10.1177/07419325241260753

Ferreira, R. D., & Castro, T. H. (2024). Participatory and inclusive design models from the perspective of universal design for children with autism: A systematic review. Education Sciences, 14(6), 613. https://doi.org/10.3390/educsci14060613

Ocuto, O. L. (2023). Deaf children, home language environments, and reciprocal–contingent family interactions. Journal of Deaf Studies and Deaf Education, 29(3), 322-334. https://doi.org/10.1093/deafed/enad063

Prinzi, L. M. (2024). The interpreter's role and deaf students' autonomy in mainstream classrooms. Journal of Deaf Studies and Deaf Education, 29(3), 412-423. https://doi.org/10.1093/deafed/enae009

Jolly, A. J., Macfarlane, C., & Barker, B. A. (2023). Deaf/Hard of hearing students' experiences with higher education's real-time captioning services. https://doi.org/10.31219/osf.io/8e74p

Ελληνική ερευνητική βιβλιογραφία (Greek research studies)

Παπαδημητρίου Β. (2023). Συγκεντρωτικά στοιχεία για τη φοίτηση μαθητών στα τμήματα ένταξης της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης μεταξύ των ετών 2017-2021. Preschool and Primary Education, 11(2), 318–334. https://doi.org/10.12681/ppej.29613

Παπαδημητρίου Β., & Κουτσοκλένης Α. (2020). Αποτίμηση της Εξέλιξης της Παράλληλης Στήριξης την Πενταετία 2014-2019 μέσω Συγκεντρωτικών Δεδομένων. Επιστήμες Αγωγής, 2020(2), 98–117. https://doi.org/10.26248/.v2020i2.895

Παπαδημητρίου Β. (2023). Μελέτη για τους μαθητές που φοίτησαν σε δομές υποστήριξης στη γενική και ειδική εκπαίδευση: ποσοτική μεθοδολογική προσέγγιση. Preschool and Primary Education, 11(1), 42–58. https://doi.org/10.12681/ppej.29998

Σιδηροπούλου Ζ., Μπότσογλου Κ., & Πολίτη Β. (2023). Fliperentiation: Η διαφοροποιημένη διδασκαλία στο πλαίσιο του μοντέλου της ανεστραμμένης τάξης. Έρευνα στην Εκπαίδευση, 12(1), 37–56. https://doi.org/10.12681/hjre.33385

Γρηγορόπουλος Η. Ν., & Προβατά Α. (2021). Οι γνώσεις των εκπαιδευτικών προσχολικής αγωγής ως προς τον αυτισμό και οι απόψεις τους απέναντι στη συμπερίληψη παιδιών με αυτισμό. Έρευνα στην Εκπαίδευση, 10(1), 1–19. https://doi.org/10.12681/hjre.24657

Γκατζόγια, Δ. Ν., Ζάραγκας Χ., Κούτρας Β., & Κουτσούκη Δ. (2018). Η συμβολή του παιχνιδιού και της φυσικής δραστηριότητας στην κοινωνική ανάπτυξη παιδιών με διαταραχή αυτιστικού φάσματος. Έρευνα στην Εκπαίδευση, 7(1), 100–108. https://doi.org/10.12681/hjre.18846

Σταμπολτζή Α., Καλούρη Ρ., & Τσίτσου Ε. (2018). Φοιτητές στο φάσμα του αυτισμού: Εμπόδια, δυνατότητες και τρόποι στήριξης στην τριτοβάθμια εκπαίδευση. Έρευνα στην Εκπαίδευση, 7(1), 28–43. https://doi.org/10.12681/hjre.17413

Μπάρμπας Γ. Σ., & Τρυποπούλου Ο. (2018). Η ένταξη των μαθητών με νοητική ανεπάρκεια στην ομάδα των συνομηλίκων στο νηπιαγωγείο μέσα από το συλλογικό παιχνίδι - Μια πιλοτική έρευνα. Έρευνα στην Εκπαίδευση, 7(1), 14–27. https://doi.org/10.12681/hjre.15786

Κουλλαπή Κ., & Λύρα Ό. (2020). Η αυτοαποτελεσματικότητα και η συλλογική αποτελεσματικότητα των δασκάλων της Κύπρου σε τάξεις συνεκπαίδευσης με μαθητές στο φάσμα του αυτισμού. Preschool and Primary Education, 8(1), 31–58. https://doi.org/10.12681/ppej.21163

Μανωλοπούλου Χ., Δαβάζογλου Α., & Κόκκινος Κ. Μ. (2021). Ποιότητα αδελφικής σχέσης και προσαρμογή τυπικώς αναπτυσσόμενων παιδιών και εφήβων με αδελφό/-ή με διανοητική αναπτυξιακή διαταραχή: Βιβλιογραφική ανασκόπηση. Preschool and Primary Education, 9(1), 52–91. https://doi.org/10.12681/ppej.26815

Τσιμπιδάκη Α. (2023). Πατέρες παιδιών με εγκεφαλική παράλυση και οικογενειακή λειτουργία. Preschool and Primary Education, 11(2), 238–261. https://doi.org/10.12681/ppej.31682

Kypriotaki Μ. A., & Markodimitraki, M. E. (2018). Playful Interactions between Twins with Autism and Teachers and Peers: a Case Study. Preschool and Primary Education, 6(1), 1–22. https://doi.org/10.12681/ppej.11445

Τσιμπιδάκη Α., & Γλαβά Ε. (2023). Σχεδιασμός και εφαρμογή προγράμματος σεξουαλικής αγωγής σε εφήβους/ες με διαταραχή αυτιστικού φάσματος με στόχο τη μείωση ανεπιθύμητων συμπεριφορών. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 9, 69–89. https://doi.org/10.12681/dial.36280

Κουκουνάρα Μ., & Χατζηνικολάου Κ. (2023). Σχεδίαση και ανάπτυξη εφαρμογής επαυξημένης πραγματικότητας για φορητές συσκευές για τον εμπλουτισμό του λεξιλογίου σε παιδιά στο φάσμα του αυτισμού. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 9, 199–226. https://doi.org/10.12681/dial.33934

Καϊμάρα Π., Οικονόμου Α., & Δεληγιάννης Ι. (2020). Σχεδιασμός διαμεσικών μαθησιακών περιβαλλόντων για τη συνεκπαίδευση. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 239–286. https://doi.org/10.12681/dial.23330

Τσερμίδου Λ., & Ζώνιου-Σιδέρη Α. (2020). Η διαφοροποιημένη παιδαγωγική στο πλαίσιο της ενταξιακής εκπαίδευσης: ερευνώντας τις πρακτικές τελειόφοιτων νηπιαγωγών. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 209–238. https://doi.org/10.12681/dial.23328

Ζώνιου-Σιδέρη Α., Λαμπροπούλου Κ., Παπασταυρινίδου Γ., Τσερμίδου Λ., & Χριστοπούλου Α. (2020). Διαφοροποιημένη παιδαγωγική & ενταξιακή εκπαίδευση: θεωρητικές επισημάνσεις, προβληματισμοί και προοπτικές. Διάλογοι! Θεωρία και πράξη στις επιστήμες αγωγής και εκπαίδευσης, 6, 61–76. https://doi.org/10.12681/dial.23334

Αγγελόπουλος Γ., Μπακοπούλου Ι., & Αγγελόπουλος Ν. (2023). Καλλιεργώντας την κατανόηση κειμένου στο πλαίσιο προ-αναγνωστικών στρατηγικών. Θέματα Επιστημών Αγωγής, 2(1), 27–38. https://doi.org/10.12681/thea.31078

Ζέρβα Ε. (2022). Κριτική θεώρηση των κοινωνιολογικών προσεγγίσεων για τις ανισότητες στην εκπαίδευση. Παιδαγωγικός Λόγος, 28(1), 101–124. https://doi.org/10.12681/plogos.31844

Πέτρου Δ. Π., & Παναούρα Δ. Α. (2022). Η συμβολή του παιχνιδιού στην ανάπτυξη της μαθηματικής σκέψης βρεφών ηλικίας 11 μηνών – 2 ετών. Μια μελέτη περίπτωσης. Ερευνώντας τον κόσμο του παιδιού, 19, 5–27.

Σταμπολτζή Α., Κουβαβά Σ., & Αντωνοπούλου Α. (2022). Η οπτική των νηπιαγωγών σχετικά με τη Διαταραχή Ελλειμματικής Προσοχής και Υπερκινητικότητας (ΔΕΠ-Υ): Διερεύνηση γνώσεων, στάσεων και αντιλήψεων. Ερευνώντας τον κόσμο του παιδιού, 19, 28–43.

Καρούσου Α., & Οικονομάκου Δ. (2024). Ποσότητα και ποιότητα ανάγνωσης βιβλίων σε παιδιά βρεφικής και νηπιακής ηλικίας: η επίδρασή τους στην πρώιμη επικοινωνιακή και γλωσσική ανάπτυξη. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 29(1), 1–27. https://doi.org/10.12681/psy_hps.34486

Ωρολογά Α., Χατζόπουλος Γ., Νικολα΅ΐδης Δ., Κοσμίδου Μ.-Ε., & Πρωΐου Χ. (2024). Η σημασία των χρόνων απόκρισης σε τρεις δοκιμασίες λεκτικής ευχέρειας. Ψυχολογία: το περιοδικό της Ελληνικής Ψυχολογικής Εταιρείας, 29(1), 71–81. https://doi.org/10.12681/psy_hps.34095

Πανώργιας, Σ.Π. (2023). Ο ρόλος της συνεργασίας που αναπτύσσει ο εκπαιδευτικός με τους γονείς στα πλαίσια διαχείρισης των διαταραχών διαγωγής που παρουσιάζουν τα παιδιά σε σχολεία ειδικής αγωγής. Βόλος: Εκδόσεις Ήβη.

Ζαφειριάδης, Κ. (2022). Διαγνωστικοί αξιολογικοί και υποστηρικτικοί φορείς στην ειδική αγωγή και εκπαίδευση. Θεσσαλονίκη: Εκδόσεις Σύγχρονη Παιδεία.

Χαριτάκη, Γ.Κ. (2023). Διδακτικές μέθοδοι για τα μαθηματικά στην προσχολική και πρώτη σχολική ηλικία: Από την έρευνα στην πράξη της Ειδικής Αγωγής και Εκπαίδευσης. Αθήνα: Εκδόσεις Πεδίο.

Κουκουρίκη, Ε.Κ. (2023). Η οικογένεια των ατόμων με αυτισμό: θεωρητικές προσεγγίσεις. Αθήνα: Εκδόσεις Ζήτη.

Ξιάρχου, Χ. (2023). Η ανάπτυξη του λόγου και της επικοινωνίας στα κωφά και βαρήκοα παιδιά. Αθήνα: Εκδόσεις Σπανίδης.

Γεωργιάδη, Μ. (2023). Παιδιά και έφηβοι με Διαταραχή Αυτιστικού Φάσματος: Σύγχρονα ερευνητικά δεδομένα και θεραπευτικές παρεμβάσεις. Αθήνα: Εκδόσεις Παπαζήση.

Νίκα, Β. (2023). Οδηγός για Νέους Εκπαιδευτικούς: Πρωτοβάθμια Εκπαίδευση. Αθήνα: Εκδόσεις Πατάκη.

Graham, J.L. & Βλάχου, Α. (2023) (Επιμ). Ενταξιακή Εκπαίδευση στον 21ο Αιώνα: Θεωρία, Πολιτική και Πρακτική. Αθήνα: Εκδόσεις Πεδίο.

Mitchell, D., & Sutherland, D. (2023). Στρατηγικές διδασκαλίας στην ειδική και ενταξιακή εκπαίδευση. Αθήνα: Εκδόσεις Πεδίο.

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e-Βιβλιοθήκη:Έρευνες στην Ειδική Αγωγή και Εκπαίδευση για προσωπική μελέτη

(e-Librabry: Research studies in Special and Inclusive Education for personal study)

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