كل مراجع الفصول في قائمة واحدة بعد حذف المكرر (٢٧٧ مرجعًا): المراجع العربية أولًا ثم الأجنبية، مع الفصول التي استشهدت بكل مرجع.
الجزيرة. (٢٠١٨، ١٤ فبراير). [خبر موافقة مجلس الوزراء على تنظيم هيئة رعاية الأشخاص ذوي الإعاقة]. https://www.al-jazirah.com/2018/20180214/ln36.htm [ف١]
سعوديبيديا. (د.ت.). هيئة رعاية الأشخاص ذوي الإعاقة. استُرجع في ٢٩ سبتمبر ٢٠٢٦، من https://saudipedia.com/en/authority-of-people-with-disability [ف١]
صحيفة سبق. (٢٠٢٦، ٨ مارس). [خبر عن ضوابط القبول في الصف الأول الابتدائي للعام الدراسي ١٤٤٨هـ، نقلًا عن وزارة التعليم]. https://sabq.org/article/gXkENsW [ف١٠]
عاقوري ديراني، ل.، وعلم الدين، م. (٢٠١٦). [الطبعة العربية من مقياس تقدير التوحد في الطفولة، الإصدار الثاني]. دار نشر الجامعة الأمريكية في بيروت. https://www.aub.edu.lb/aubpress/pages/cars.aspx [ف٩]
مؤسسة الملك عبدالعزيز ورجاله للموهبة والإبداع. (د.ت.). البرنامج الوطني للكشف عن الموهوبين. استُرجع في ٢٩ سبتمبر ٢٠٢٦، من https://www.mawhiba.sa/en/services/the-national-program-for-gifted-identification/ [ف١، ف٣، ف٦، ف١٢، ف١٤، ف١٥]
محمد، ح. أ. ع. (٢٠١٦). الفروق بين النسختين الخليجيتين لمقياس ستانفورد بينيه الصورة الخامسة في تقييم وتشخيص الذكاء والقدرات العقلية لدى ذوي الإعاقة بمنطقة الحدود الشمالية. مجلة جامعة جازان للعلوم الإنسانية، ٥(ملحق)، ٢٣٦–٢٥٤. https://search.mandumah.com/Record/1103082 [ف٢، ف٣، ف٧، ف١١]
النافع، ع. (١٤٢٨هـ). التفكير الإبداعي [عرض تقديمي]. جامعة الملك سعود. https://faculty.ksu.edu.sa/sites/default/files/_ltfkyr_lbdy-d.bdllh_lnf_0.pdf [ف١٢]
نظام حقوق الأشخاص ذوي الإعاقة، مرسوم ملكي رقم (م/٢٧) (١٤٤٥/٢/١١هـ). https://ymplatform.com/sdys/ [ف١، ف٥، ف٧، ف٩، ف١٠، ف١١، ف١٥]
نظام حماية البيانات الشخصية، مرسوم ملكي رقم (م/١٩) (١٤٤٣/٢/٩هـ)، المعدل بالمرسوم الملكي رقم (م/١٤٨) (١٤٤٤/٩/٥هـ). [ف١، ف٢، ف٣، ف١٥]
نظام رعاية المعوقين، مرسوم ملكي رقم (م/٣٧) (١٤٢١/٩/٢٣هـ). https://www.un.org/development/desa/disabilities/wp-content/uploads/sites/15/2019/11/Saudi-Arabic_Disability-Law.pdf [ف١، ف١٠]
الهيئة السعودية للتخصصات الصحية. (٢٠٠٩). دليل التصنيف المهني للممارسين الصحيين (ط٥). https://cams.ksu.edu.sa/sites/cams.ksu.edu.sa/files/attach/Professional_Registration_Classification_Manual_vr.6.pdf [ف٢]
الهيئة السعودية للتخصصات الصحية. (٢٠٢٤). Saudi Psychology Licensure Examination (SPSLE): Applicant guide. https://scfhs.org.sa/sites/default/files/2024-03/SPSLE%20Applicant%20Guide%202024.pdf [ف٢، ف١٠، ف١٥]
وزارة التعليم. (د.ت.). دليل فصول الموهوبين. الإدارة العامة للموهوبين. استُرجع في ٢٩ سبتمبر ٢٠٢٦، من https://www.moe.gov.sa/ar/aboutus/aboutministry/RPRLibrary/دليل%20فصول%20الموهوبين.pdf [ف١، ف٣، ف٦، ف١٢، ف١٣، ف١٤، ف١٥]
وزارة التعليم. (١٤٣٦هـ-أ). الدليل التنظيمي للتربية الخاصة (الإصدار الأول للعام الدراسي ١٤٣٦–١٤٣٧هـ). https://moe.gov.sa/en/aboutus/aboutministry/RPRLibrary/الدليل%20التنظيمي%20للتربية%20الخاصة.pdf [ف١، ف٢، ف٣، ف٤، ف٥، ف٦، ف٧، ف٨، ف٩، ف١٠، ف١١، ف١٢، ف١٣، ف١٤، ف١٥]
وزارة التعليم. (١٤٣٦هـ-ب). الدليل الإجرائي للتربية الخاصة (الإصدار الأول للعام الدراسي ١٤٣٦–١٤٣٧هـ). https://www.moe.gov.sa/en/aboutus/aboutministry/RPRLibrary/اللائحة%20الإجرائية%20للتربية%20الخاصة%201437%20هـ.pdf [ف١]
وزارة التعليم. (١٤٣٧هـ). الدليل التنظيمي والإجرائي لبرنامج رعاية الموهوبات المدرسي. الإدارة العامة للموهوبات. https://www.moe.gov.sa/en/aboutus/aboutministry/RPRLibrary/الدليل%20الإجرائي%20والتنظيمي%20لبرنامج%20رعاية%20الموهوبات%20المدرسي%20(1).pdf [ف١٢، ف١٣، ف١٤، ف١٥]
وزارة التعليم. (٢٠٢٥، ٢٠ مارس). [خبر عن القبول في الصف الأول الابتدائي للعام الدراسي ١٤٤٧هـ]. https://www.moe.gov.sa/ar/mediacenter/MOEnews/Pages/news1_20032025.aspx [ف١٠]
وزارة الصحة. (٢٠١٦). البرنامج الوطني للفحص المبكر لحديثي الولادة للحد من الإعاقة: دليل عمل. https://www.moh.gov.sa/en/Ministry/About/Health%20Policies/019.pdf [ف٥، ف٧]
Abu-Hamour, B. (2014a). A pilot study for standardizing curriculum-based measurement oral reading fluency (CBM ORF) in Arabic. Journal of the International Association of Special Education, 15(1), 16–26. [ف٣، ف٤، ف٨]
Abu-Hamour, B. (2014b). Using Arabic word identification fluency to monitor first-grade reading progress. Dyslexia, 20(2), 167–174. https://doi.org/10.1002/dys.1472 [ف٣، ف٤، ف٨]
Abu-Rabia, S. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing, 14, 39–59. [ف٨]
Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school-age forms & profiles. University of Vermont, Research Center for Children, Youth, & Families. [ف٣، ف١٠]
Achenbach, T. M., McConaughy, S. H., & Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232. [ف٣، ف١٠]
Al-Shibly, M. N. R., AlHusseiny, A. H., Lami, F., Jasim, S. M., Jaber, O. A., Nayeri, N. D., Sabet, M. S., & Al-Gburi, G. (2025). Psychometric properties of an Arabic modified Childhood Autism Rating Scale 2 Standard Form. International Journal of Methods in Psychiatric Research, 34(4), Article e70047. https://doi.org/10.1002/mpr.70047 [ف٩]
Alanazi, A. A., & Nicholson, N. (2025). Challenges of newborn hearing screening programs in Saudi Arabia: A systematic review. Audiology Research, 15(2), Article 34. https://doi.org/10.3390/audiolres15020034 [ف٥، ف١١]
Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024). Predicting language, cognition, and social skills in individuals with autism spectrum disorder using the Arabic validation of Gilliam Autism Rating Scale–Third Edition. Applied Neuropsychology: Child. Advance online publication. https://doi.org/10.1080/21622965.2024.2417812 [ف٢]
Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024a). Examining language, speech and behaviour characteristics: A cross-sectional study in Saudi Arabia using the Arabic version of Gilliam Autism Rating Scale–Third Edition. Children, 11(4), Article 472. https://doi.org/10.3390/children11040472 [ف٩]
Alasmari, M., Alduais, A., Qasem, F., Almaghlouth, S., & AlAmri, L. (2024b). Predicting language, cognition, and social skills in individuals with autism spectrum disorder using the Arabic validation of Gilliam Autism Rating Scale–Third Edition. Applied Neuropsychology: Child. Advance online publication. https://doi.org/10.1080/21622965.2024.2417812 [ف٩]
AlBatti, T. H., Alsaghan, L. B., Alsharif, M. F., Alharbi, J. S., BinOmair, A. I., Alghurair, H. A., Aleissa, G. A., & Bashiri, F. A. (2022). Prevalence of autism spectrum disorder among Saudi children between 2 and 4 years old in Riyadh. Asian Journal of Psychiatry, 71, Article 103054. https://doi.org/10.1016/j.ajp.2022.103054 [ف٩]
Aldakhil, A. F., Ebrahim, M. T., & Gadelrab, H. F. (2023). Diagnostic survey of dyslexia and accompanying behavioral indicators in primary school students in Saudi Arabia. Research in Developmental Disabilities, 134, Article 104424. https://doi.org/10.1016/j.ridd.2023.104424 [ف٨، ف١٤]
Alfaiz, F. S. (2026). The accuracy of parent and teacher nominations in gifted identification in Saudi Arabia. Cogent Education, 13(1), Article 2654922. https://doi.org/10.1080/2331186X.2026.2654922 [ف١٢، ف١٤]
Alfaiz, F. S., Alfaid, A. A., & Aljughaiman, A. M. (2022). Current status of gifted education in Saudi Arabia. Cogent Education, 9(1), Article 2064585. https://doi.org/10.1080/2331186X.2022.2064585 [ف١، ف١٢، ف١٥]
Aljadani, A. H., Alshammari, T. S., Sadaqir, R. I., Alrashede, N. O. E., Aldajani, B. M., Almehmadi, S. A., Altuhayni, A. S., & Abouzed, M. A. (2023). Prevalence and risk factors of attention deficit–hyperactivity disorder in the Saudi population: A systematic review and meta-analysis. Saudi Journal of Medicine & Medical Sciences, 11(2), 126–134. https://doi.org/10.4103/sjmms.sjmms_528_22 [ف١٠]
Almulhim, N., Aljughaiman, A. M., & Alfaiz, F. S. (2026). Beyond the total score: Revealing cognitive heterogeneity in high ability through latent profile analysis. Journal of Intelligence, 14(8), Article 166. https://doi.org/10.3390/jintelligence14080166 [ف٣، ف٦، ف١٢، ف١٤]
Almulhim, N., Aljughaiman, A., Alnaim, F., Alsayed, A., Alfawzan, S., & Alarfaj, A. (2026). Hidden potential: An exploratory study of the prevalence of twice-exceptional students in Saudi Arabia. Journal of Intelligence, 14(5), Article 83. https://doi.org/10.3390/jintelligence14050083 [ف١، ف١٢، ف١٣، ف١٥]
Almulla, A. A., & Mahama, I. (2026). Elementary teachers' perspectives on RTI programmes in supporting students with learning disabilities in Saudi Arabia. Humanities and Social Sciences Communications, 13(1), Article 974. https://doi.org/10.1057/s41599-026-07376-9 [ف١، ف٤، ف٦، ف٨، ف١٥]
Alotaibi, B. M., & Alotaibi, A. A. (2021). Exploratory and confirmatory factor analyses of the Arabic version of the Childhood Autism Rating Scale. Research in Autism Spectrum Disorders, 86, Article 101827. https://doi.org/10.1016/j.rasd.2021.101827 [ف٢، ف٩]
Alothman, N., Elbeltagy, R., & Mulla, R. (2024). Universal newborn hearing screening program in Saudi Arabia: Current insight. Journal of Otology, 19(1), 35–39. https://doi.org/10.1016/j.joto.2024.01.002 [ف٥، ف١١]
Alqahtani, M. M. J., Al Saud, N. M., Alsharef, N. M., Alsalhi, S. M., Al-Hifthy, E. H., AlHadi, A. N., Ad-Dab'bagh, Y., Alenazi, F. A., Alotaibi, B. M., Alsaeed, S. M., Arnout, B. A., ALQasem, L., Alhossein, A., Alqahtani, Y. J., AlGhamdi, S. A., Alrahili, N., Varnham, J., & Asiri, S. A. (2024). Psychometric properties of the Arabic Vanderbilt Children's ADHD Diagnostic Rating Scale (VADRS-A) in a Saudi population sample. Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 12(1), 72–83. https://doi.org/10.2478/sjcapp-2024-0008 [ف٣، ف١٠]
Alsamani, O. A., & Alsamiri, Y. A. (2026). Artificial intelligence in gifted and talented education: A scoping review. Frontiers in Psychology, 17, Article 1898467. https://doi.org/10.3389/fpsyg.2026.1898467 [ف٣]
Alsamani, O. A., Alsamiri, Y. A., & Alabdulwahab, R. A. (2026). Twice-exceptionality in primary schools: Teachers' perceived barriers to identifying and supporting 2e students. Acta Psychologica, 262, Article 106031. https://doi.org/10.1016/j.actpsy.2025.106031 [ف١٣]
Alsamiri, Y. A., & Alsamani, O. A. (2023). From self-doubt to self-efficacy: Saudi elementary teachers' reflections on their experiences and challenges of teaching 2E students. Islamic University Journal for Educational and Social Sciences, 16(2), 367–388. https://doi.org/10.36046/2162-000-016-019 [ف١٣]
Alsamiri, Y. A., & Alsamani, O. A. (2026). Teachers' perceptions of professional development needs for identifying and supporting twice-exceptional students in inclusive schools in Saudi Arabia. Education Sciences, 16(3), Article 366. https://doi.org/10.3390/educsci16030366 [ف١٣]
Alshaban, F., Aldosari, M., Al-Shammari, H., El-Hag, S., Ghazal, I., Tolefat, M., Ali, M., Kamal, M., Abdel Aati, N., Abeidah, M., Saad, A. H., Dekair, L., Al Khasawneh, M., Ramsay, K., & Fombonne, E. (2019). Prevalence and correlates of autism spectrum disorder in Qatar: A national study. Journal of Child Psychology and Psychiatry, 60(12), 1254–1268. https://doi.org/10.1111/jcpp.13066 [ف٩]
Altheiabi, A. S., Bagadood, N. H., & Sulaimani, M. F. (2025). Perceptions of learning difficulty teachers regarding the barriers to applying the response to the intervention model in Saudi Arabia. Australian Journal of Learning Difficulties, 30(1), 75–92. https://doi.org/10.1080/19404158.2025.2473425 [ف١، ف٤، ف٦، ف٨، ف١٥]
Alyahri, A., & Goodman, R. (2006). Validation of the Arabic Strengths and Difficulties Questionnaire and the Development and Well-Being Assessment. Eastern Mediterranean Health Journal, 12(Suppl. 2), S138–S146. [ف٣، ف١٠]
Amabile, T. M. (1982). Social psychology of creativity: A consensual assessment technique. Journal of Personality and Social Psychology, 43(5), 997–1013. [ف١٢]
Amayreh, M. M. (2003). Completion of the consonant inventory of Arabic. Journal of Speech, Language, and Hearing Research, 46(3), 517–529. [ف١١]
Amayreh, M. M., & Dyson, A. T. (1998). The acquisition of Arabic consonants. Journal of Speech, Language, and Hearing Research, 41(3), 642–653. https://doi.org/10.1044/jslhr.4103.642 [ف١١]
American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. American Educational Research Association. [ف١، ف٢، ف١٤]
American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.). https://doi.org/10.1176/appi.books.9780890425787 [ف١، ف٦، ف٧، ف٨، ف٩، ف١٠، ف١١، ف١٢، ف١٣]
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code [ف٢، ف١٥]
American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening. [ف١١]
Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1–18. https://doi.org/10.1016/j.jsp.2012.09.004 [ف٤، ف٦، ف١٥]
Ashlock, R. B. (2010). Error patterns in computation: Using error patterns to help each student learn (10th ed.). Allyn & Bacon. [ف٤]
Assistance to States for the Education of Children With Disabilities, 34 C.F.R. pt. 300 (2006). [ف١، ف٧، ف٩، ف١٥]
Assouline, S. G., Colangelo, N., Lupkowski-Shoplik, A., Lipscomb, J., & Forstadt, L. (2009). Iowa Acceleration Scale manual (3rd ed.). Great Potential Press. [ف١٥]
Assouline, S. G., Colangelo, N., VanTassel-Baska, J., & Lupkowski-Shoplik, A. (Eds.). (2015). A nation empowered: Evidence trumps the excuses holding back America's brightest students. Belin-Blank Center. [ف١٢، ف١٥]
Assouline, S. G., Foley Nicpon, M., & Whiteman, C. (2010). Cognitive and psychosocial characteristics of gifted students with written language disability. Gifted Child Quarterly, 54(2), 102–115. [ف١٣]
Baldwin, L., Baum, S., Pereles, D., & Hughes, C. (2015). Twice-exceptional learners: The journey toward a shared vision. Gifted Child Today, 38(4), 206–214. [ف١٣]
Barth, A. E., Stuebing, K. K., Anthony, J. L., Denton, C. A., Mathes, P. G., Fletcher, J. M., & Francis, D. J. (2008). Agreement among response to intervention criteria for identifying responder status. Learning and Individual Differences, 18(3), 296–307. [ف٤، ف٦]
Bateman, B. D., & Linden, M. A. (2012). Better IEPs: How to develop legally correct and educationally useful programs (5th ed.). Attainment Company. [ف١٥]
Baum, S. M., & Owen, S. V. (2004). To be gifted and learning disabled: Strategies for helping bright students with LD, ADHD, and more. Creative Learning Press. [ف١٣]
Baum, S. M., Schader, R. M., & Hébert, T. P. (2014). Through a different lens: Reflecting on a strengths-based, talent-focused approach for twice-exceptional learners. Gifted Child Quarterly, 58(4), 311–327. [ف١٣]
Bayley, N., & Aylward, G. P. (2019). Bayley Scales of Infant and Toddler Development (4th ed.). Pearson. [ف٣، ف٥]
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & the CATALISE-2 consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58(10), 1068–1080. [ف٧، ف١١]
Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment, 5(4), 313–326. [ف٢، ف٥]
Bracken, B. A., & McCallum, R. S. (2016). Universal Nonverbal Intelligence Test (2nd ed.). PRO-ED. [ف٣، ف١١، ف١٣]
Bratsberg, B., & Rogeberg, O. (2018). Flynn effect and its reversal are both environmentally caused. Proceedings of the National Academy of Sciences, 115(26), 6674–6678. [ف٢]
Breaux, K. C. (2020). Wechsler Individual Achievement Test (4th ed.): Technical and interpretive manual. NCS Pearson. [ف٨]
Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30(3), 282–296. [ف١٣]
Brown, L., Sherbenou, R. J., & Johnsen, S. K. (2010). Test of Nonverbal Intelligence (4th ed.). PRO-ED. [ف٣]
Caffrey, E., Fuchs, D., & Fuchs, L. S. (2008). The predictive validity of dynamic assessment: A review. The Journal of Special Education, 41(4), 254–270. [ف٥]
Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678–13683. [ف٦، ف١٢، ف١٤]
Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19(1), 5–51. https://doi.org/10.1177/1529100618772271 [ف٤]
Chorpita, B. F., Yim, L., Moffitt, C., Umemoto, L. A., & Francis, S. E. (2000). Assessment of symptoms of DSM-IV anxiety and depression in children: A revised child anxiety and depression scale. Behaviour Research and Therapy, 38(8), 835–855. [ف١٠]
Christ, T. J. (2008). Best practices in problem analysis. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (pp. 159–176). National Association of School Psychologists. [ف١، ف٤]
Clark, J. G. (1981). Uses and abuses of hearing loss classification. ASHA, 23(7), 493–500. [ف١١]
Cohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, 20(1), 37–46. https://doi.org/10.1177/001316446002000104 [ف٤]
Coleman, M. R., Shah-Coltrane, S., & Harrison, A. (2010). U-STARS~PLUS: Teacher's observation of potential in students. Council for Exceptional Children. [ف١٢]
Conners, C. K. (2022). Conners 4th Edition. Multi-Health Systems. [ف٣، ف١٠]
Connolly, A. J. (2007). KeyMath-3 Diagnostic Assessment. Pearson. [ف٨]
Constantino, J. N., & Gruber, C. P. (2012). Social Responsiveness Scale (2nd ed.). WPS. [ف٩]
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson. [ف٤]
Council for Exceptional Children. (2015). What every special educator must know: Professional ethics and standards (7th ed.). CEC. [ف٢]
Crepeau-Hobson, F., & Bianco, M. (2011). Identification of gifted students with learning disabilities in a Response-to-Intervention era. Psychology in the Schools, 48(2), 102–109. [ف١٣]
Croskerry, P. (2003). The importance of cognitive errors in diagnosis and strategies to minimize them. Academic Medicine, 78(8), 775–780. [ف١٤]
Cummins, J. (1981). Age on arrival and immigrant second language learning in Canada: A reassessment. Applied Linguistics, 2(2), 132–149. [ف١٤]
Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education: Vol. 2. Literacy (2nd ed., pp. 71–83). Springer. [ف١٤]
De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900. [ف٣، ف١٠]
Deno, S. L. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52(3), 219–232. [ف٤]
Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192. [ف١٥]
Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/recommendedpractices [ف٥]
Dixon, C., Oxley, E., Nash, H., & Gellert, A. S. (2023). Does dynamic assessment offer an alternative approach to identifying reading disorder? A systematic review. Journal of Learning Disabilities, 56(6), 423–439. https://doi.org/10.1177/00222194221117510 [ف٥]
DuPaul, G. J., Gormley, M. J., & Laracy, S. D. (2013). Comorbidity of LD and ADHD: Implications for DSM-5 and assessment and treatment. Journal of Learning Disabilities, 46(1), 43–51. [ف٨، ف١٠]
Ejbara, M. A. (2024). Psychometric characteristics of a Saudi version of Wechsler Intelligence Scale for Preschool and Young Children. Dirasat: Educational Sciences, 51(2), 35–52. https://doi.org/10.35516/edu.v51i2.6661 [ف٢، ف٣، ف٧، ف١١، ف١٢، ف١٣]
El Mouzan, M. I., Al Salloum, A. A., Al Herbish, A. S., Qurachi, M. M., & Al Omar, A. A. (2008). Consanguinity and major genetic disorders in Saudi children: A community-based cross-sectional study. Annals of Saudi Medicine, 28(3), 169–173. https://doi.org/10.5144/0256-4947.2008.169 [ف٧، ف٩]
el-Hazmi, M. A., al-Swailem, A. R., Warsy, A. S., al-Swailem, A. M., Sulaimani, R., & al-Meshari, A. A. (1995). Consanguinity among the Saudi Arabian population. Journal of Medical Genetics, 32(8), 623–626. https://doi.org/10.1136/jmg.32.8.623 [ف٧]
Elbeheri, G., Everatt, J., Reid, G., & Al Mannai, H. (2006). Dyslexia assessment in Arabic. Journal of Research in Special Educational Needs, 6(3), 143–152. [ف٨]
Elliott, C. D. (2007). Differential Ability Scales (2nd ed.). Harcourt Assessment. [ف٣]
Emam, M. M., Al-Sulaimani, H., Omara, E., & Al-Nabhany, R. (2020). Assessment of adaptive behaviour in children with intellectual disability in Oman: An examination of ABAS-3 factor structure and validation in the Arab context. International Journal of Developmental Disabilities, 66(4), 317–326. https://doi.org/10.1080/20473869.2019.1587939 [ف٢، ف٣، ف٧]
Embretson, S. E., & Reise, S. P. (2000). Item response theory for psychologists. Lawrence Erlbaum. [ف٢]
Emerson, E., & Hatton, C. (2007). Mental health of children and adolescents with intellectual disabilities in Britain. British Journal of Psychiatry, 191(6), 493–499. [ف٧]
Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196(4286), 129–136. [ف١]
Every Student Succeeds Act, 20 U.S.C. § 6301 et seq. (2015). [ف٥]
Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device. University Park Press. [ف٥]
Filipek, P. A., Accardo, P. J., Baranek, G. T., Cook, E. H., Jr., Dawson, G., Gordon, B., Gravel, J. S., Johnson, C. P., Kallen, R. J., Levy, S. E., Minshew, N. J., Prizant, B. M., Rapin, I., Rogers, S. J., Stone, W. L., Teplin, S., Tuchman, R. F., & Volkmar, F. R. (1999). The screening and diagnosis of autistic spectrum disorders. Journal of Autism and Developmental Disorders, 29(6), 439–484. https://doi.org/10.1023/A:1021943802493 [ف٩]
Flanagan, D. P., Alfonso, V. C., Sy, M. C., Mascolo, J. T., McDonough, E. M., & Ortiz, S. O. (2018). Dual discrepancy/consistency operational definition of SLD: Integrating multiple data sources and multiple data-gathering methods. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed.). Guilford. [ف٦]
Flanagan, D. P., Ortiz, S. O., & Alfonso, V. C. (2013). Essentials of cross-battery assessment (3rd ed.). Wiley. [ف١٤]
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2019). Learning disabilities: From identification to intervention (2nd ed.). Guilford. [ف٦، ف٨]
Flynn, J. R. (1984). The mean IQ of Americans: Massive gains 1932 to 1978. Psychological Bulletin, 95(1), 29–51. [ف٢]
Foley Nicpon, M., Allmon, A., Sieck, B., & Stinson, R. D. (2011). Empirical investigation of twice-exceptionality: Where have we been and where are we going? Gifted Child Quarterly, 55(1), 3–17. [ف١٣]
Ford, D. Y. (2013). Recruiting and retaining culturally different students in gifted education. Prufrock Press. [ف١٤]
Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S., García, J. H., Martin, D., Frank, E., & Finley, V. S. (1995). Core attributes of giftedness: A foundation for recognizing the gifted potential of minority and economically disadvantaged students (RM95210). University of Connecticut, The National Research Center on the Gifted and Talented. [ف١٢]
Fuchs, D., & Fuchs, L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41(1), 93–99. [ف٦]
Fuchs, L. S. (2003). Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research & Practice, 18(3), 172–186. [ف٦]
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22(1), 27–48. [ف١٥]
Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education: The festschrift of Dr. Joyce VanTassel-Baska (pp. 61–80). Prufrock Press. [ف٦، ف١٢]
Gagné, F. (2013). The DMGT: Changes within, beneath, and beyond. Talent Development & Excellence, 5(1), 5–19. [ف١٢]
Gilliam, J. E. (2014). Gilliam Autism Rating Scale (3rd ed.). PRO-ED. [ف٩]
Ginsburg, H. P., & Baroody, A. J. (2003). Test of Early Mathematics Ability (3rd ed.). PRO-ED. [ف٨]
Goodman, K. S. (1969). Analysis of oral reading miscues: Applied psycholinguistics. Reading Research Quarterly, 5(1), 9–30. [ف٤]
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. [ف١٠]
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. [ف٨]
Grigorenko, E. L. (2009). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disabilities, 42(2), 111–132. [ف٥]
Grissom, J. A., & Redding, C. (2016). Discretion and disproportionality: Explaining the underrepresentation of high-achieving students of color in gifted programs. AERA Open, 2(1). [ف١٢، ف١٤]
Hale, J. B., & Fiorello, C. A. (2004). School neuropsychology: A practitioner's handbook. Guilford. [ف٦]
Hall, C. L., Valentine, A. Z., Groom, M. J., Walker, G. M., Sayal, K., Daley, D., & Hollis, C. (2016). The clinical utility of the continuous performance test and objective measures of activity for diagnosing and monitoring ADHD in children: A systematic review. European Child & Adolescent Psychiatry, 25(7), 677–699. https://doi.org/10.1007/s00787-015-0798-x [ف١٠]
Hammill, D. D., & Larsen, S. C. (2009). Test of Written Language (4th ed.). PRO-ED. [ف٨]
Hanley, G. P., Iwata, B. A., & McCord, B. E. (2003). Functional analysis of problem behavior: A review. Journal of Applied Behavior Analysis, 36(2), 147–185. [ف٥]
Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36. [ف٥]
Harrison, P. L., & Oakland, T. (2015). Adaptive Behavior Assessment System (3rd ed.). WPS. [ف٣، ف٧]
Harvey, V. S. (2006). Variables affecting the clarity of psychological reports. Journal of Clinical Psychology, 62(1), 5–18. [ف١٥]
Hasbrouck, J., & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Behavioral Research and Teaching, University of Oregon. [ف٤]
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press. [ف٥]
Hosp, M. K., Hosp, J. L., & Howell, K. W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2nd ed.). Guilford. [ف٤]
Hull, L., Petrides, K. V., Allison, C., Smith, P., Baron-Cohen, S., Lai, M.-C., & Mandy, W. (2017). "Putting on my best normal": Social camouflaging in adults with autism spectrum conditions. Journal of Autism and Developmental Disorders, 47(8), 2519–2534. https://doi.org/10.1007/s10803-017-3166-5 [ف٩، ف١٣]
Hyman, S. L., Levy, S. E., Myers, S. M., & Council on Children with Disabilities, Section on Developmental and Behavioral Pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), Article e20193447. [ف٩]
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 et seq. (2004); implementing regulations for infants and toddlers (Part C) 34 CFR Part 303. [ف٥]
Individuals with Disabilities Education Improvement Act of 2004 (IDEA), 20 U.S.C. § 1400 et seq. (2004). [ف١، ف٨، ف١٠، ف١١]
International Test Commission, & Association of Test Publishers. (2022). Guidelines for technology-based assessment. International Test Commission. [ف٣]
International Test Commission. (2001). International guidelines for test use. International Journal of Testing, 1(2), 93–114. [ف٢]
International Test Commission. (2017). The ITC guidelines for translating and adapting tests (2nd ed.). https://www.intestcom.org[ف٢]
Iwata, B. A., Dorsey, M. F., Slifer, K. J., Bauman, K. E., & Richman, G. S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27(2), 197–209. (Original work published 1982) [ف٥]
Jessel, J., Hanley, G. P., & Ghaemmaghami, M. (2016). Interview-informed synthesized contingency analyses: Thirty replications and reanalysis. Journal of Applied Behavior Analysis, 49(3), 576–595. [ف٥]
Joint Committee on Infant Hearing. (2019). Year 2019 position statement: Principles and guidelines for early hearing detection and intervention programs. Journal of Early Hearing Detection and Intervention, 4(2), 1–44. [ف١١]
Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. [ف٨]
Kaufman, A. S., & Kaufman, N. L. (2014). Kaufman Test of Educational Achievement (3rd ed.). NCS Pearson. [ف٣]
Kaufman, A. S., & Kaufman, N. L. (2018). Kaufman Assessment Battery for Children, Second Edition, Normative Update. NCS Pearson. [ف٣]
Kaufman, A. S., Raiford, S. E., & Coalson, D. L. (2016). Intelligent testing with the WISC-V. Wiley. [ف٢، ف١٢، ف١٣]
Khamees, H., Gulati, A., Vatsa, A., Aldosari, M., & Hoque, E. (2025). Estimating autism prevalence among children in the Kingdom of Saudi Arabia: A comprehensive multisource benchmarking approach. Saudi Medical Journal, 46(11), 1276–1279. https://doi.org/10.15537/smj.2025.46.11.20250781 [ف٩]
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18(1), 3–14. [ف١٢]
Koenig, A. J., & Holbrook, M. C. (1995). Learning media assessment of students with visual impairments: A resource guide for teachers (2nd ed.). Texas School for the Blind and Visually Impaired. [ف١١]
Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. (1994). The Vermont portfolio assessment program: Findings and implications. Educational Measurement: Issues and Practice, 13(3), 5–16. https://doi.org/10.1111/j.1745-3992.1994.tb00443.x [ف٤، ف٥]
Kranzler, J. H., Flores, C. G., & Coady, M. (2010). Examination of the cross-battery approach for the cognitive assessment of children and youth from diverse linguistic and cultural backgrounds. School Psychology Review, 39(3), 431–446. [ف٣، ف١٤]
Lai, M.-C., Kassee, C., Besney, R., Bonato, S., Hull, L., Mandy, W., Szatmari, P., & Ameis, S. H. (2019). Prevalence of co-occurring mental health diagnoses in the autism population: A systematic review and meta-analysis. The Lancet Psychiatry, 6(10), 819–829. [ف٩]
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174. https://doi.org/10.2307/2529310 [ف٤]
Layton, T. J., Barnett, M. L., Hicks, T. R., & Jena, A. B. (2018). Attention deficit–hyperactivity disorder and month of school enrollment. New England Journal of Medicine, 379(22), 2122–2130. https://doi.org/10.1056/NEJMoa1806828 [ف١٠]
Linder, T. (2008). Transdisciplinary play-based assessment (2nd ed.). Paul H. Brookes. [ف٥]
Linn, R. L., Baker, E. L., & Dunbar, S. B. (1991). Complex, performance-based assessment: Expectations and validation criteria. Educational Researcher, 20(8), 15–21. [ف٥]
Lohman, D. F. (2005). The role of nonverbal ability tests in identifying academically gifted students: An aptitude perspective. Gifted Child Quarterly, 49(2), 111–138. [ف٣، ف١٢، ف١٣، ف١٤]
Lohman, D. F. (2011). Cognitive Abilities Test (Form 7). Riverside. [ف٣، ف١٢]
Lohman, D. F., & Korb, K. A. (2006). Gifted today but not tomorrow? Longitudinal changes in ability and achievement during elementary school. Journal for the Education of the Gifted, 29(4), 451–484. [ف٢، ف١٢، ف١٥]
Loomes, R., Hull, L., & Mandy, W. P. L. (2017). What is the male-to-female ratio in autism spectrum disorder? A systematic review and meta-analysis. Journal of the American Academy of Child & Adolescent Psychiatry, 56(6), 466–474. [ف٩]
Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., Jones, 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 [ف٩]
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism Diagnostic Observation Schedule (2nd ed.). WPS. [ف٩]
Lovett, B. J., & Lewandowski, L. J. (2006). Gifted students with learning disabilities: Who are they? Journal of Learning Disabilities, 39(6), 515–527. [ف١٣]
Lubinski, D., & Benbow, C. P. (2006). Study of Mathematically Precocious Youth after 35 years: Uncovering antecedents for the development of math-science expertise. Perspectives on Psychological Science, 1(4), 316–345. [ف١٢]
Luckasson, R., Coulter, D. L., Polloway, E. A., Reiss, S., Schalock, R. L., Snell, M. E., Spitalnik, D. M., & Stark, J. A. (1992). Mental retardation: Definition, classification, and systems of supports (9th ed.). American Association on Mental Retardation. [ف٧]
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53, 1–14. [ف٨]
Maddocks, D. L. S. (2018). The identification of students who are gifted and have a learning disability: A comparison of different diagnostic criteria. Gifted Child Quarterly, 62(2), 175–192. [ف١٣]
Maddocks, D. L. S. (2020). Cognitive and achievement characteristics of students from a national sample identified as potentially twice exceptional (gifted with a learning disability). Gifted Child Quarterly, 64(1), 3–18. [ف١٣]
Maenner, M. J., Warren, Z., Williams, A. R., Amoakohene, E., Bakian, A. V., Bilder, D. A., Durkin, M. S., Fitzgerald, R. T., Furnier, S. M., Hughes, M. M., Ladd-Acosta, C. M., McArthur, D., Pas, E. T., Salinas, A., Vehorn, A., Williams, S., Esler, A., Grzybowski, A., Hall-Lande, J., . . . Shaw, K. A. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years — Autism and Developmental Disabilities Monitoring Network, 11 sites, United States, 2020. MMWR Surveillance Summaries, 72(2), 1–14. https://doi.org/10.15585/mmwr.ss7202a1 [ف٧، ف٩]
Mahfouz, M. A. S., & Mohamed, A. H. H. (2023). Using word reading fluency curriculum-based measurements to monitor students' reading progress in grade 2. Education Sciences, 13(2), Article 217. https://doi.org/10.3390/educsci13020217 [ف٣، ف٤، ف٨]
Maker, C. J. (1996). Identification of gifted minority students: A national problem, needed changes and a promising solution. Gifted Child Quarterly, 40(1), 41–50. [ف٥]
Manickam, K., McClain, M. R., Demmer, L. A., Biswas, S., Kearney, H. M., Malinowski, J., Massingham, L. J., Miller, D., Yu, T. W., & Hisama, F. M. (2021). Exome and genome sequencing for pediatric patients with congenital anomalies or intellectual disability: An evidence-based clinical guideline of the American College of Medical Genetics and Genomics (ACMG). Genetics in Medicine, 23(11), 2029–2037. https://doi.org/10.1038/s41436-021-01242-6 [ف٧]
Maulik, P. K., Mascarenhas, M. N., Mathers, C. D., Dua, T., & Saxena, S. (2011). Prevalence of intellectual disability: A meta-analysis of population-based studies. Research in Developmental Disabilities, 32(2), 419–436. [ف٧]
McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58(1), 69–89. [ف٦]
McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108–121. [ف٢، ف٣، ف٨]
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 [ف٥]
Memish, Z. A., & Saeedi, M. Y. (2011). Six-year outcome of the national premarital screening and genetic counseling program for sickle cell disease and β-thalassemia in Saudi Arabia. Annals of Saudi Medicine, 31(3), 229–235. https://doi.org/10.4103/0256-4947.81527 [ف٧]
Merrell, K. W. (2008). Behavioral, social, and emotional assessment of children and adolescents (3rd ed.). Routledge. [ف١٠]
Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21–37. [ف٦]
Miller, D. T., Adam, M. P., Aradhya, S., Biesecker, L. G., Brothman, A. R., Carter, N. P., Church, D. M., Crolla, J. A., Eichler, E. E., Epstein, C. J., Faucett, W. A., Feuk, L., Friedman, J. M., Hamosh, A., Jackson, L., Kaminsky, E. B., Kok, K., Krantz, I. D., Kuhn, R. M., . . . Ledbetter, D. H. (2010). Consensus statement: Chromosomal microarray is a first-tier clinical diagnostic test for individuals with developmental disabilities or congenital anomalies. American Journal of Human Genetics, 86(5), 749–764. https://doi.org/10.1016/j.ajhg.2010.04.006 [ف٧]
Morgan, P. L., Farkas, G., Hillemeier, M. M., Mattison, R., Maczuga, S., Li, H., & Cook, M. (2015). Minorities are disproportionately underrepresented in special education: Longitudinal evidence across five disability conditions. Educational Researcher, 44(5), 278–292. [ف١٤]
Morrow, R. L., Garland, E. J., Wright, J. M., Maclure, M., Taylor, S., & Dormuth, C. R. (2012). Influence of relative age on diagnosis and treatment of attention-deficit/hyperactivity disorder in children. CMAJ, 184(7), 755–762. [ف١٠]
Naglieri, J. A. (1999). Essentials of CAS assessment. Wiley. [ف٦]
Naglieri, J. A. (2016). Naglieri Nonverbal Ability Test (3rd ed.). Pearson. [ف٣، ف١٢]
Naglieri, J. A., Das, J. P., & Goldstein, S. (2014). Cognitive Assessment System (2nd ed.). PRO-ED. [ف٣]
National Association for Gifted Children. (2018). Use of the WISC-V for gifted and twice exceptional identification [Position statement]. [ف١٢، ف١٣]
National Association for Gifted Children. (2019a). A definition of giftedness that guides best practice [Position statement]. [ف١٢]
National Association for Gifted Children. (2019b). 2019 Pre-K–Grade 12 gifted programming standards. [ف١، ف١٢]
National Association of School Psychologists. (2020). The professional standards of the National Association of School Psychologists. [ف١، ف٢، ف١٥]
NCS Pearson. (2020). Wechsler Individual Achievement Test (4th ed.). [ف٣]
Norbury, C. F., Gooch, D., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, G., & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57(11), 1247–1257. [ف١١]
O'Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Cengage Learning. [ف٥]
Oliver, M. (1990). The politics of disablement. Macmillan. [ف١]
Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60–63. [ف٤]
Peters, S. J. (2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82–94. [ف١٤]
Peters, S. J., Matthews, M. S., McBee, M. T., & McCoach, D. B. (2014). Beyond gifted education: Designing and implementing advanced academic programs. Prufrock Press. [ف١٥]
Peters, S. J., Rambo-Hernandez, K., Makel, M. C., Matthews, M. S., & Plucker, J. A. (2019). Effect of local norms on racial and ethnic representation in gifted education. AERA Open, 5(2). [ف٦، ف١٢، ف١٤]
Peña, E., Iglesias, A., & Lidz, C. S. (2001). Reducing test bias through dynamic assessment of children's word learning ability. American Journal of Speech-Language Pathology, 10(2), 138–154. [ف٥]
Pfeiffer, S. I. (2015). Essentials of gifted assessment. Wiley. [ف١٢]
Pfeiffer, S. I. (Ed.). (2018). APA handbook of giftedness and talent. American Psychological Association. [ف١٢]
Pfeiffer, S. I., & Jarosewich, T. (2003). Gifted Rating Scales. Pearson. [ف١٢]
Plucker, J. A., & Peters, S. J. (2016). Excellence gaps in education: Expanding opportunities for talented students. Harvard Education Press. [ف١٢، ف١٤]
Polanczyk, G. V., Salum, G. A., Sugaya, L. S., Caye, A., & Rohde, L. A. (2015). Annual research review: A meta-analysis of the worldwide prevalence of mental disorders in children and adolescents. Journal of Child Psychology and Psychiatry, 56(3), 345–365. [ف١٠]
Polanczyk, G., de Lima, M. S., Horta, B. L., Biederman, J., & Rohde, L. A. (2007). The worldwide prevalence of ADHD: A systematic review and metaregression analysis. American Journal of Psychiatry, 164(6), 942–948. [ف١٠]
Reis, S. M., Baum, S. M., & Burke, E. (2014). An operational definition of twice-exceptional learners: Implications and applications. Gifted Child Quarterly, 58(3), 217–230. [ف١٣]
Reiss, S., Levitan, G. W., & Szyszko, J. (1982). Emotional disturbance and mental retardation: Diagnostic overshadowing. American Journal of Mental Deficiency, 86(6), 567–574. [ف١، ف٧]
Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180–184. [ف٦، ف١٢]
Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). Cambridge University Press. [ف١٢]
Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for talent development (3rd ed.). Prufrock Press. [ف١٢]
Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., Hartman, R. K., Westberg, K. L., Gavin, M. K., Reis, S. M., Siegle, D., & Sytsma Reed, R. E. (2010). Scales for rating the behavioral characteristics of superior students: Technical and administration manual (3rd ed.). Prufrock Press. [ف١٢]
Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior Assessment System for Children (3rd ed.). Pearson. [ف٣، ف١٠]
Reynolds, C. R., & Shaywitz, S. E. (2009). Response to intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24(2), 130–145. [ف٦]
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. Guilford. [ف١٤]
Riley, G. D. (2009). Stuttering Severity Instrument (4th ed.). PRO-ED. [ف١١]
Robertson, J., Hatton, C., Emerson, E., & Baines, S. (2015). Prevalence of epilepsy among people with intellectual disabilities: A systematic review. Seizure, 29, 46–62. [ف٧]
Robins, D. L., Casagrande, K., Barton, M., Chen, C. M. A., Dumont-Mathieu, T., & Fein, D. (2014). Validation of the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F). Pediatrics, 133(1), 37–45. https://doi.org/10.1542/peds.2013-1813 [ف٩]
Roid, G. H. (2003). Stanford-Binet Intelligence Scales (5th ed.). Riverside. [ف٣، ف٧]
Roid, G. H., Miller, L. J., Pomplun, M., & Koch, C. (2013). Leiter International Performance Scale (3rd ed.). Stoelting. [ف٣، ف١١]
Roman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention (2nd ed.). AFB Press. [ف١١]
Rutter, M., Bailey, A., & Lord, C. (2003). Social Communication Questionnaire. WPS. [ف٩]
Rutter, M., Le Couteur, A., & Lord, C. (2003). Autism Diagnostic Interview–Revised. WPS. [ف٩]
Sabbagh, H. J., Al-Jabri, B. A., Alsulami, M. A., Hashem, L. A., Aljubour, A. A., & Alamoudi, R. A. (2021). Prevalence and characteristics of autistic children attending autism centres in 2 major cities in Saudi Arabia: A cross-sectional study. Saudi Medical Journal, 42(4), 419–427. https://doi.org/10.15537/smj.2021.42.4.20200630 [ف٩]
Saiegh-Haddad, E. (2003). Linguistic distance and initial reading acquisition: The case of Arabic diglossia. Applied Psycholinguistics, 24(3), 431–451. [ف٨]
Salvia, J., Ysseldyke, J. E., & Witmer, S. (2017). Assessment in special and inclusive education (13th ed.). Cengage Learning. [ف١، ف٢، ف٣]
Sarouphim, K. M. (2009). The use of a performance assessment for identifying gifted Lebanese students: Is DISCOVER effective? Journal for the Education of the Gifted, 33(2), 275–295. https://doi.org/10.1177/016235320903300206 [ف٤، ف٥]
Sattler, J. M. (2018). Assessment of children: Cognitive foundations and applications (6th ed.). Jerome M. Sattler, Publisher. [ف٢]
Schalock, R. L., Luckasson, R., & Tassé, M. J. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports (12th ed.). AAIDD. [ف٢، ف٣، ف٧]
Schneider, W. J., & McGrew, K. S. (2018). The Cattell–Horn–Carroll theory of cognitive abilities. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed., pp. 73–163). Guilford. [ف٣]
Schneider, W. J., Lichtenberger, E. O., Mather, N., & Kaufman, N. L. (2018). Essentials of assessment report writing (2nd ed.). Wiley. [ف١٥]
Schopler, E., Van Bourgondien, M. E., Wellman, G. J., & Love, S. R. (2010). Childhood Autism Rating Scale (2nd ed.). WPS. [ف٩]
Schrank, F. A., Mather, N., & McGrew, K. S. (2014). Woodcock-Johnson IV Tests of Achievement. Riverside. [ف٣]
Seif Eldin, A., Habib, D., Noufal, A., Farrag, S., Bazaid, K., Al-Sharbati, M., Badr, H., Moussa, S., Essali, A., & Gaddour, N. (2008). Use of M-CHAT for a multinational screening of young children with autism in the Arab countries. International Review of Psychiatry, 20(3), 281–289. https://doi.org/10.1080/09540260801990324 [ف٢، ف٩]
Shavelson, R. J., Baxter, G. P., & Gao, X. (1993). Sampling variability of performance assessments. Journal of Educational Measurement, 30(3), 215–232. [ف٥]
Shevell, M., Ashwal, S., Donley, D., Flint, J., Gingold, M., Hirtz, D., Majnemer, A., Noetzel, M., & Sheth, R. D. (2003). Practice parameter: Evaluation of the child with global developmental delay. Neurology, 60(3), 367–380. https://doi.org/10.1212/01.wnl.0000031431.81555.16 [ف٧]
Skiba, R. J., Artiles, A. J., Kozleski, E. B., Losen, D. J., & Harry, B. (2016). Risks and consequences of oversimplifying educational inequities: A response to Morgan et al. (2015). Educational Researcher, 45(3), 221–225. [ف١٤]
South, M., Williams, B. J., McMahon, W. M., Owley, T., Filipek, P. A., Shernoff, E., Corsello, C., Lainhart, J. E., Landa, R., & Ozonoff, S. (2002). Utility of the Gilliam Autism Rating Scale in research and clinical populations. Journal of Autism and Developmental Disorders, 32(6), 593–599. https://doi.org/10.1023/A:1021211232023 [ف٩]
Sparrow, S. S., Cicchetti, D. V., & Saulnier, C. A. (2016). Vineland Adaptive Behavior Scales (3rd ed.). Pearson. [ف٣، ف٧]
Squires, J., & Bricker, D. (2009). Ages & Stages Questionnaires (3rd ed.). Paul H. Brookes. [ف٧]
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing: The nature and measurement of learning potential. Cambridge University Press. [ف٥]
Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 41(1), 3–22. [ف٦]
Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2002). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39(2), 469–518. [ف٦]
Styck, K. M., & Watkins, M. W. (2013). Diagnostic utility of the Culture-Language Interpretive Matrix for the Wechsler Intelligence Scales for Children—Fourth Edition among referred students. School Psychology Review, 42(4), 367–382. [ف٣، ف١٤]
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12(1), 3–54. [ف١٢]
Taibah, N. J., & Haynes, C. W. (2011). Contributions of phonological processing skills to reading skills in Arabic speaking children. Reading and Writing, 24(9), 1019–1042. [ف٨]
Tassé, M. J., Schalock, R. L., Balboni, G., Bersani, H., Jr., Borthwick-Duffy, S. A., Spreat, S., Thissen, D., Widaman, K. F., & Zhang, D. (2012). The construct of adaptive behavior: Its conceptualization, measurement, and use in the field of intellectual disability. American Journal on Intellectual and Developmental Disabilities, 117(4), 291–303. https://doi.org/10.1352/1944-7558-117.4.291 [ف٧]
Taylor, L. E., Swerdfeger, A. L., & Eslick, G. D. (2014). Vaccines are not associated with autism: An evidence-based meta-analysis of case-control and cohort studies. Vaccine, 32(29), 3623–3629. [ف٩]
Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford University Press. [ف١٢]
Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Seo, H., Little, T. D., Schalock, R. L., Realon, R. E., Copeland, S. R., Patton, J. R., Polloway, E. A., Shelden, D., Tanis, S., & Tassé, M. J. (2016). Supports Intensity Scale–Children's Version: User's manual. American Association on Intellectual and Developmental Disabilities. [ف٧]
Thompson, R. H., & Iwata, B. A. (2007). A comparison of outcomes from descriptive and functional analyses of problem behavior. Journal of Applied Behavior Analysis, 40(2), 333–338. [ف٥]
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (2012). Test of Word Reading Efficiency (2nd ed.). PRO-ED. [ف٨]
Trahan, L. H., Stuebing, K. K., Fletcher, J. M., & Hiscock, M. (2014). The Flynn effect: A meta-analysis. Psychological Bulletin, 140(5), 1332–1360. [ف٢، ف٧]
U.S. Department of Education, Office of Special Education Programs. (2011). A response to intervention (RTI) process cannot be used to delay-deny an evaluation for eligibility under IDEA (OSEP Memo 11-07). [ف٤، ف٦]
U.S. Department of Education. (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; Final rule (34 CFR Parts 300 and 301). Federal Register, 71(156). [ف٦، ف٨، ف١٠، ف١١]
U.S. Department of Education. (2024). Significant disproportionality, 34 C.F.R. §§ 300.646–300.647. Retrieved September 29, 2026, from https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300 [ف١٤]
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. [ف٥]
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. A. (2013). Comprehensive Test of Phonological Processing (2nd ed.). PRO-ED. [ف٨، ف١٣]
Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults. Great Potential Press. [ف١٢، ف١٣]
Wechsler, D. (2014). Wechsler Intelligence Scale for Children (5th ed.). Pearson. [ف٢، ف٣، ف٧، ف١١]
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research, and Evaluation, 2(2), Article 2. [ف٥]
Wiig, E. H., Semel, E., & Secord, W. A. (2013). Clinical Evaluation of Language Fundamentals (5th ed.). Pearson. [ف١١]
Wolraich, M. L., Hagan, J. F., Jr., Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., Zurhellen, W., & Subcommittee on Children and Adolescents With Attention-Deficit/Hyperactive Disorder. (2019). Clinical practice guideline for the diagnosis, evaluation, and treatment of attention-deficit/hyperactivity disorder in children and adolescents. Pediatrics, 144(4), Article e20192528. https://doi.org/10.1542/peds.2019-2528 [ف١٠]
Wolraich, M. L., Lambert, W., Doffing, M. A., Bickman, L., Simmons, T., & Worley, K. (2003). Psychometric properties of the Vanderbilt ADHD diagnostic parent rating scale in a referred population. Journal of Pediatric Psychology, 28(8), 559–568. [ف١٠]
World Health Organization. (2001). International classification of functioning, disability and health (ICF). [ف١]
World Health Organization. (2019). International statistical classification of diseases and related health problems (11th ed.). https://icd.who.int/ [ف١]
World Health Organization. (2019). World report on vision. [ف١١]
World Health Organization. (2021). World report on hearing. [ف١١]
World Health Organization. (2024). Clinical descriptions and diagnostic requirements for ICD-11 mental, behavioural or neurodevelopmental disorders. [ف١، ف٧، ف٨، ف٩، ف١٠، ف١١]
Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551–576. [ف١٢، ف١٥]
Wright, A. J. (2020). Equivalence of remote, digital administration and traditional, in-person administration of the Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V). Psychological Assessment, 32(9), 809–817. https://doi.org/10.1037/pas0000939 [ف٣]
Yell, M. L. (2019). The law and special education (5th ed.). Pearson. [ف١٥]
Yoshinaga-Itano, C., Sedey, A. L., Coulter, D. K., & Mehl, A. L. (1998). Language of early- and later-identified children with hearing loss. Pediatrics, 102(5), 1161–1171. [ف١١]