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*Brosnan, M., Johnson, H., Grawemeyer, B., Chapman, E., Antoniadou, K., & Hollinworth, M. (2016). Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder. Autism, 20(4), 463-472. https://doi.org/10.1177/1362361315589477

*Burney, S. L. (2015). Interventions to improve student achievement in mathematics for middle school students with autism [Unpublished master’s thesis].  Georgia College and State University.

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Casner, B. 2016. A mixed method study on schema-based instruction, mathematical problem solving skills, and students with an educational disability [Unpublished doctoral dissertation]. Lindenwood University.

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*Cravalho, C. J., McLaughlin, T. F., Derby, K. M., & Waco, T. (2014). The effects of direct instruction flashcards on math performance with measures of generalization across elementary students with learning disabilities and autism spectrum disorder. International Journal of Basic and Applied Science, 2(4), 16-31. ERIC.

*Croce, K. M. (2015). Effectiveness of self & match as an intervention for increasing appropriate classroom behavior in children with autism spectrum disorders [Unpublished doctoral dissertation]. Saint Joseph’s University.

*Delisio, L. A., Bukaty, C. A., & Taylor, M. (2018). Effects of a graphic organizer intervention package on the mathematics word problem solving abilities of students with autism spectrum disorders. Journal of Special Education Apprenticeship, 7(2), 1-22. https://files.eric.ed.gov/fulltext/EJ1185372.pdf

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Desoete, A., Praet, M., Titeca, D., & Ceulemans, A. (2013). Cognitive phenotype of mathematical learning disabilities: What can we learn from siblings? Research in Developmental Disabilities, 34(2013), 404-412. https://doi.org/10.1016/j.ridd.2012.08.022

Fang, H., Hartsell, T., Herron, S., Mohn, R., & Zhou, Q. (2015). The effects of simplified schema-based instruction on elementary students' mathematical word problem solving performance. Journal of Mathematics Education, 8(1), 37-55.

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*Green, K. B. (2014). The effects of the integration of mathematics within children's literature on early numeracy skills of young children with disabilities [Unpublished doctoral dissertation]. Georgia State University.

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*Hiniker, A., Rosenberg-Lee, M., & Menon, V. (2016). Distinctive role of symbolic number sense in mediating the mathematical abilities of children with autism. Journal of Autism and Developmental Disorders, 46(4), 1268-1281. https://doi.org/10.1007/s10803-015-2666-4

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Hughes, E.M., Yakubova, G. (2019). Addressing the mathematics gap for students with ASD: An evidence-based systematic review of video-based mathematics interventions. Review Journal of Autism and Development Disorders, 6, 147–158. https://doi.org/10.1007/s40489-019-00160-3

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