Al-Khalaf, A., Dempsey, I., & Dally, K. (2014). The effect of an education program for mothers of children with autism spectrum disorder in Jordan. International Journal for the Advancement of Counselling, 36, 175-187. https://doi.org/10.1007/s10447-013-9199-3

Al-Zboon, E. (2022). Assistive technologies as a curriculum component in Jordan: Future special education teachers’ preparation and the field status. Assistive Technology, 34(1), 20-25. https://doi.org/10.1080/10400435.2019.1677804

Andrés-Roqueta, C., Adrian, J. E., Clemente, R. A., & Villanueva, L. (2016). Social cognition makes an independent contribution to peer relations in children with Specific Language Impairment. Research in Developmental Disabilities, 49-50, 277-290. https://doi.org/10.1016/j.ridd.2015.12.015

Andrzejewski, T., DeLucia, E. A., Semones, O., Khan, S., & McDonnell, C. G. (2023). Adverse childhood experiences in autistic children and their caregivers: Examining intergenerational continuity. Journal of Autism and Developmental Disorders, 53, 2663-2679. - https://doi.org/10.1007/s10803-022-05551-w

Bagassi, M., Salerni, N., Castoldi, V., Sala, V., Caravona, L., Poli, F., & Macchi, L. (2020). Improving children’s logical and mathematical performance via a pragmatic approach. Frontiers in Education, 5, Article 54. https://doi.org/10.3389/feduc.2020.00054

Behrend, T. S., Sharek, D. J., Meade, A. W., & Wiebe, E. N. (2011). The viability of crowdsourcing for survey research. Behavior research methods, 43, 800-813. https://doi.org/10.3758/s13428-011-0081-0

Bin Saddiq, L. (2021). Using an Electronic Educational Program Based on Orton-Gillingham Approach for Developing Expressive Language Skills of Hearing-Impaired Pupils at Integrated Schools in Saudi Arabia. European Online Journal of Natural and Social Sciences, 10(3), 309-324. https://european-science.com/eojnss/article/view/6220

Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of Autism and Developmental Disorders, 52, 3977-3990. https://doi.org/10.1007/s10803-021-05266-4

Bradshaw, J., Koegel, L. K., & Koegel, R. L. (2017). Improving functional language and social motivation with a parent-mediated intervention for toddlers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47, 2443-2458. https://doi.org/10.1007/s10803-017-3155-8

Bussieres, E.-L., St-Germain, A., Dube, M., & Richard, M.-C. (2017). Efficacite et efficience des programmes de transition a la vie adulte: Une revue systematique [Effectiveness and efficiency of adult transition programs: A systematic review]. Canadian Psychology/ Psychologie Canadienne, 58(4), 354–365. https://doi.org/10.1037/cap0000104

Cahapay, M. B. (2022). How Filipino parents’ home educate their children with autism during COVID-19 period. International Journal of Developmental Disabilities, 68(3), 395-398. https://doi.org/10.1080/20473869.2020.1780554

Canu, D., Van der Paelt, S., Canal-Bedia, R., Posada, M., Vanvuchelen, M., & Roeyers, H. (2021). Early non-social behavioural indicators of autism spectrum disorder (ASD) in siblings at elevated likelihood for ASD: A systematic review. European Child and Adolescent Psychiatry, 30, 497-538. https://doi.org/10.1007/s00787-020-01487-7

Clendon, S., Paynter, J., Walker, S., Bowen, R., & Westerveld, M. F. (2021). Emergent literacy assessment in children with autism spectrum disorder who have limited verbal communication skills: A tutorial. Language, Speech, and Hearing Services in Schools, 52(1), 165-180. https://doi.org/10.1044/2020_LSHSS-20-00030

Costley, D., Emerson, A., Ropar, D., & Sheppard, E. (2021). The Anxiety Caused by Secondary Schools for Autistic Adolescents: In their own words. Education Sciences, 11(11), Article 726. https://doi.org/10.3390/educsci11110726

Cummins, C., Pellicano, E., & Crane, L. (2020). Autistic adults’ views of their communication skills and needs. International Journal of Language and Communication Disorders, 55(5), 678-689. https://doi.org/10.1111/1460-6984.12552

Dai, Z.-C., Fu, W., Wan, L.-Y., Cai, H.-H., Wang, N., Qi, S.-S., & Du, D.-L. (2016). Different growth promoting effects of endophytic bacteria on invasive and native clonal plants. Frontiers in Plant Science, 7, Article 706. https://doi.org/10.3389/fpls.2016.00706

de Oliveira, L. R., Brian, J., Kelley, E., Beal, D., Nicolson, R., Georgiades, S., & Sanjeevan, T. (2020). Exploring the use of the verbal intelligence quotient as a proxy for language ability in autism spectrum disorder. Research in Autism Spectrum Disorders, 73, Article 101548. https://doi.org/10.1016/j.rasd.2020.101548

Derderian, A. (2015). The effectiveness of special education centers in Jordan. Journal of Scientific Research & Reports, 4(5), 410-420. https://doi.org/10.9734/JSRR/2015/13626

Domagała-Zyśk, E., & Podlewska, A. (2019). Strategies of oral communication of deaf and hard-of-hearing (D/HH) non-native English users. European Journal of Special Needs Education, 34(2), 156-171. https://doi.org/10.1080/08856257.2019.1581399

Fleury, V. P., Whalon, K., Gilmore, C., Wang, X., & Marks, R. (2021). Building comprehension skills of young children with autism one storybook at a time. Language, Speech, and Hearing Services in Schools, 52(1), 153-164. https://doi.org/10.1044/2020_LSHSS-20-00026

Franchini, M., Duku, E., Armstrong, V., Brian, J., Bryson, S. E., Garon, N., Roberts, W., Roncadin, C., Zwaigenbaum, L., & Smith, I. M. (2018). Variability in verbal and nonverbal communication in infants at risk for autism spectrum disorder: Predictors and outcomes. Journal of Autism and Developmental disorders, 48, 3417-3431. https://doi.org/10.1007/s10803-018-3607-9

Gliga, T., Jones, E. J. H., Bedford, R., Charman, T., & Johnson, M. H. (2014). From early markers to neuro-developmental mechanisms of autism. Developmental Review, 34(3), 189-207. https://doi.org/10.1016/j.dr.2014.05.003

Harrop, C., Sterrett, K., Shih, W., Landa, R., Kaiser, A., & Kasari, C. (2021). Short‐term trajectories of restricted and repetitive behaviors in minimally verbal children with autism spectrum disorder. Autism Research. 14(8), 1789-1799. https://doi.org/10.1002/aur.2528

Hashim, H. U., Yunus, M. M., & Norman, H. (2022). ‘AReal-Vocab’: An Augmented Reality English Vocabulary Mobile Application to Cater to Mild Autism Children in Response towards Sustainable Education for Children with Disabilities. Sustainability, 14(8), Article 4831. https://doi.org/10.3390/su14084831

Henry, A. R., & Solari, E. J. (2020). Targeting oral language and listening comprehension development for students with autism spectrum disorder: A school-based pilot study. Journal of Autism and Developmental Disorders, 50, 3763-3776. https://doi.org/10.1007/s10803-020-04434-2

Koegel, L. K., Bryan, K. M., Su, P. L., Vaidya, M., & Camarata, S. (2020). Definitions of nonverbal and minimally verbal in research for autism: A systematic review of the literature. Journal of Autism and Developmental Disorders, 50, 2957-2972. https://doi.org/10.1007/s10803-020-04402-w

Kouklari, E.-C., Tsermentseli, S., & Auyeung, B. (2018). Executive function predicts theory of mind but not social verbal communication in school-aged children with autism spectrum disorder. Research in Developmental Disabilities, 76, 12-24. https://doi.org/10.1016/j.ridd.2018.02.015

Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Hones, E. J. H., Jones, R. M., Pickles, A., State, M. W., Taylor, J. L., & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature reviews Disease primers, 6, Article 5.  https://doi.org/10.1038/s41572-019-0138-4

Madondo, F., & Tsikira, J. (2022). Traditional children’s games: Their relevance on skills development among rural Zimbabwean children age 3–8 years. Journal of Research in Childhood Education, 36(3), 406-420. https://doi.org/10.1080/02568543.2021.1982084

Makrygianni, M. K., Gena, A., Katoudi, S., & Galanis, P. (2018). The effectiveness of applied behavior analytic interventions for children with Autism Spectrum Disorder: A meta-analytic study. Research in Autism Spectrum Disorders, 51, 18-31. https://doi.org/10.1016/j.rasd.2018.03.006

Marquez-Garcia, A. V., Magnuson, J., Morris, J., Iarocci, G., Doesburg, S., & Moreno, S. (2022). Music therapy in autism spectrum disorder: A systematic review. Review Journal of Autism and Developmental Disorders, 9, 91-107. https://doi.org/10.1007/s40489-021-00246-x

Miniscalco, C., & Carlsson, E. (2022). A longitudinal case study of six children with autism and specified language and non-verbal profiles. Clinical Linguistics & Phonetics, 36(4-5), 398-416. https://doi.org/10.1080/02699206.2021.1874536 

Mousa, M. O. (2022). The role of outdoor language arts activities in language learning. Journal of Language and Linguistic Studies, 18(S1), 461-471. https://bit.ly/44VDZa9

Mutabbakani, R., & Callinan, C. (2020). Mothers’ perspectives on the inclusion of young autistic children in Kuwait. Journal of Autism and Developmental Disorders, 50, 1198-1209. https://doi.org/10.1007/s10803-019-04351-z

Nikjo, P., Vizeshfar, F., & Zarifsanayee, N. (2021). Comparison of the effect of training academic honesty using two workshop and virtual training methods on the knowledge and attitude of MS students. Journal of Education and Health Promotion, 10(1), Article 180. https://doi.org/10.4103/jehp.jehp_1145_20

Parchomiuk, M. (2019). Sexuality of persons with autistic spectrum disorders (ASD). Sexuality and Disability, 37, 259-274. https://doi.org/10.1007/s11195-018-9534-z

Rezai, A., Namaziandost, E., & Rahimi, S. (2022). Developmental potential of self-assessment reports for high school students' writing skills: A qualitative study. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 41(2), 163-203. https://doi.org/10.22099/tesl.2022.42670.3082

Shattnawi, K. K., Saeed, W. M. B., Al-Natour, A., Al-Hammouri, M. M., Al-Azzam, M., & Joseph, R. A. (2021). Parenting a child with autism spectrum disorder: Perspective of Jordanian mothers. Journal of Transcultural Nursing, 32(5), 474-483. https://doi.org/10.1177/1043659620970634   

Sturrock, A., Chilton, H., Foy, K., Freed, J., & Adams, C. (2022). In their own words: The impact of subtle language and communication difficulties as described by autistic girls and boys without intellectual disability. Autism, 26(2), 332-345. https://doi.org/10.1177/13623613211002047 

Syriopoulou-Delli, C. K., & Gkiolnta, E. (2022). Review of assistive technology in the training of children with autism spectrum disorders. International Journal of Developmental Disabilities, 68(2), 73-85. https://doi.org/10.1080/20473869.2019.1706333

van der Pluijim, M., van Gelderen, A., & Kessels, J. (2019). Activities and strategies for parents with less education to promote the oral language development of their children a review of empirical interventions. School Community Journal, 29(1), 317-362.

Vyshedskiy, A., Khokhlovich, E., Dunn, R., Faisman, A., Elgart, J., Lokshina, L., & Ilyinskii, P. O. (2020). Imagination exercises improve language in younger but not in older children with autism suggesting a strong critical period. MedRxiv, https://bit.ly/45UIkvp

Wilson, C., Sitbon, L., Ploderer, B., Opie, J., & Brereton, M. (2020, April). Self-expression by design: Co-designing the expressiball with minimally-verbal children on the autism spectrum. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems (pp. 1-13). Association for Computing Machinery. https://doi.org/10.1145/3313831.3376171

Wofford, M. C., & Tibi, S. (2018). A human right to literacy education: Implications for serving Syrian refugee children. International Journal of Speech-Language Pathology, 20(1), 182-190. https://doi.org/10.1080/17549507.2017.1397746

Yilmaz, R. M., Topu, F. B., & Takkaç Tulgar, A. (2022). An examination of the studies on foreign language teaching in pre-school education: A bibliometric mapping analysis. Computer Assisted Language Learning, 35(3), 270-293. https://doi.org/10.1080/09588221.2019.1681465