Estudis sobre coneixements, actituds i/o autoeficàcia en docent cap al TEA.
Estudis sobre estrès parental i TEA.
Estudis de processament sensorial en TEA.
Estudis sobre processos psicològics en TEA.
Estudis sobre representacions socials del TEA.
Revisions sistemàtiques i/o bibliomètriques sobre TEA.

Estudis sobre coneixements, actituds i/o autoeficàcia en docent cap al TEA.
Collado Sanchis, A., Tárraga Mínguez, R., Lacruz Pérez, I., & Sanz Cervera, P. (2020). Análisis de actitudes y autoeficacia percibida del profesorado ante la educación inclusiva. Educar, 56(2), 509-523. https://doi.org/10.5565/rev/educar.1117 
Gómez‐Marí, I., Pastor‐Cerezuela, G., Lacruz‐Pérez, I., & Tárraga‐Mínguez, R. (2022). Do labels matter? Analysis of teachers' self‐efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's). Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12585
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2022). Teachers’ attitudes toward autism spectrum disorder: A systematic review. Education Sciences, 12(2), 138. https://doi.org/10.3390/educsci12020138
Gómez-Marí, I., Tárraga-Mínguez, R., & Pastor-Cerezuela, G. (2022). Analysis of Spanish Parents’ Knowledge about ASD and Their Attitudes towards Inclusive Education. European Journal of Investigation in Health, Psychology and Education, 12(7), 870-881. https://doi.org/10.3390/ejihpe12070063
Hernández-González, O., Spencer-Contreras, R., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2022). Analysis of the Autism Spectrum Disorder (ASD) Knowledge of Cuban Teachers in Primary Schools and Preschools. Education Sciences, 12(4), 284. https://doi.org/10.3390/educsci12040284
Hernández González, O., Spencer Contreras, R. E., Sanz‐Cervera, P., & Tárraga‐Mínguez, R. (2022). The relationship between emotional regulation of teachers and the participation of students with autism in inclusive primary and preschool schools. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12567
Lacruz-Pérez, I., Pastor-Cerezuela, G., Tárraga-Mínguez, R., & Lüke, T. (2023). Implicit and explicit measurement of pre-service teachers’ attitudes toward autism spectrum disorder. European Journal of Special Needs Education, 1-18. https://doi.org/10.1080/08856257.2023.2185858
Lacruz-Pérez, I., Sanz-Cervera, P., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2021). Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as. Revista Fuentes, 23(1), 53-63. https://doi.org/10.12795/revistafuentes.2021.v23.i1.12291
Sanz-Cervera, P., Fernández-Andrés, M. I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2017). Pre-service teachers’ knowledge, misconceptions and gaps about autism spectrum disorder. Teacher Education and Special Education, 40(3), 212-224. https://doi.org/10.1177/0888406417700963
Tárraga-Mínguez, R., Cebolla-Tudela, L., Gómez-Marí, I., & Sanz-Cervera, P. (2022). Concepciones docentes sobre educación inclusiva. Diferencias entre etapas educativas. Opción, 98, 44-62. https://roderic.uv.es/handle/10550/84567 
Tárraga-Mínguez, R., Vélez-Calvo, X., Pastor-Cerezuela, G., & Fernández-Andrés, M. I. (2020). Attitudes of elementary school teachers towards inclusive education in Ecuador. Educaçao e Pesquisa, 46. https://doi.org/10.1590/S1678-4634202046229504
Tárraga Mínguez, R., Vélez Calvo, X., Sanz Cervera, P., Pastor Cerezuela, G., & Fernández Andrés, M. I. (2021). Educacion inclusiva en Ecuador: perspectiva de directores, familias y evaluadores. Magis, Revista Internacional de Investigación en Educación, 1-21. https://doi.org/10.11144/Javeriana.m14.eiep

Estudis sobre estrès parental i TEA.
Miranda, A., Tárraga, R., Fernández, M. I., Colomer, C., & Pastor, G. (2015). Parenting stress in families of children with autism spectrum disorder and ADHD. Exceptional Children, 82(1), 81-95. http://dx.doi.org/10.1177/0014402915585479
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Pérez-Molina, D., & Tijeras-Iborra, A. (2021). Parental stress and resilience in autism spectrum disorder and Down syndrome. Journal of Family Issues, 42(1), 3-26. https://doi.org/10.1177/0192513X20910192
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Tárraga-Mínguez, R., & Navarro-Peña, J. M. (2016). Parental stress and ASD: Relationship with autism symptom severity, IQ, and resilience. Focus on Autism and Other Developmental Disabilities, 31(4), 300-311. http://dx.doi.org/10.1177/1088357615583471

Estudis de processament sensorial en TEA.
Fernández-Andrés, M. I., Pastor-Cerezuela, G., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2015). A comparative study of sensory processing in children with and without autism spectrum disorder in the home and classroom environments. Research in Developmental Disabilities, 38, 202-212. https://doi.org/10.1016/j.ridd.2014.12.034
Fernández-Andrés, M. I., Sanz-Cerverza, P., Salgado-Burgos, C., Tárraga-Mínguez, R., & Pastor-Cerezuela, G. (2018). Comparative study of sensory modulation vulnerabilities in children with and without ASD in family and school contexts. Journal of Occupational Therapy, Schools, & Early Intervention, 11(3), 318-328. https://doi.org/10.1080/19411243.2018.1432448
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Sanz-Cervera, P., & Marín-Suelves, D. (2020). The impact of sensory processing on executive and cognitive functions in children with autism spectrum disorder in the school context. Research in Developmental Disabilities, 96, 103540. https://doi.org/10.1016/j.ridd.2019.103540
Sanz-Cervera, P., Pastor-Cerezuela, G., Fernandez-Andres, M. I., & Tárraga-Mínguez, R. (2015). Sensory processing in children with Autism Spectrum Disorder: Relationship with non-verbal IQ, autism severity and Attention Deficit/Hyperactivity Disorder symptomatology. Research in Developmental Disabilities, 45, 188-201. https://doi.org/10.1016/j.ridd.2015.07.031
Sanz-Cervera, P., Pastor-Cerezuela, G., González-Sala, F., Tárraga-Mínguez, R., & Fernández-Andrés, M. I. (2017). Sensory processing in children with autism spectrum disorder and/or attention deficit hyperactivity disorder in the home and classroom contexts. Frontiers in Psychology, 8, 1772. https://doi.org/10.3389/fpsyg.2017.01772

Estudis sobre processos psicològics en TEA.
Fernández-Andrés, M. I., Tejero, P., & Vélez-Calvo, X. (2021). Visual attention, orthographic word recognition, and executive functioning in children with ADHD, dyslexia, or ADHD+ dyslexia. Journal of Attention Disorders, 25(7), 942-953. https://doi.org/10.1177/1087054719864637
González-Sala, F., Pastor-Cerezuela, G., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2023). Discrepancias entre padres y maestros de estudiantes con trastorno de espectro autista (TEA) en funcionamiento ejecutivo según el BRIEF. Anales de Psicología, 39(1), 81-87. https://doi.org/10.6018/analesps.481531
Montagut-Asunción, M., Crespo-Martín, S., Pastor-Cerezuela, G., & D’Ocon-Giménez, A. (2022). Joint Attention and Its Relationship with Autism Risk Markers at 18 Months of Age. Children, 9(4), 556. https://doi.org/10.3390/children9040556
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Feo-Álvarez, M., & González-Sala, F. (2016). Semantic verbal fluency in children with and without autism spectrum disorder: Relationship with chronological age and IQ. Frontiers in Psychology, 7, 921. https://doi.org/10.3389/fpsyg.2016.00921
Pastor-Cerezuela, G., Fernández-Andrés, M. I., Tordera-Yllescas, J. C., & González-Sala, F. (2020). Metaphor comprehension in children with and without autism spectrum disorder. Research In Autism Spectrum Disorders, 76, 101588. https://doi.org/10.1016/j.rasd.2020.101588
Pastor-Cerezuela, G., Tordera Yllescas, J. C., González-Sala, F., Montagut-Asunción, M., & Fernández-Andrés, M. I. (2018). Comprehension of generalized conversational implicatures by children with and without autism spectrum disorder. Frontiers in Psychology, 9, 272. https://doi.org/10.3389/fpsyg.2018.00272

Estudis sobre representacions socials del TEA.
Gómez-Mari, I., Sanz-Cervera, P., Larraz-Rada, V., & Tárraga-Mínguez, R. (2023). ¿Dónde has oído hablar del trastorno del espectro autista? Identificando las fuentes de conocimiento docente sobre el TEA. Revista ICONO 14, 21(2). https://doi.org/10.7195/ri14.v21i2.2023
Gómez-Marí, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Today Is My Day: Analysis of the Awareness Campaigns’ Impact on Functional Diversity in the Press, on Google, and on Twitter. International Journal of Environmental Research and Public Health, 18(15), 7789. https://doi.org/10.3390/ijerph18157789
Gómez-Marí, I. Tijeras-Iborra, A. Manzanera-Hernández, S. & Tárraga-Mínguez, R. (2022). La discapacidad es trending topic: análisis del impacto en Twitter de diez campañas de sensibilización. Prisma Social, 36, 142-165. https://revistaprismasocial.es/article/view/4573
Lacruz-Pérez, I., Morales-Hernández, A. J., Caurín-Alonso, C., & Tárraga-Mínguez, R. (2022). El eco del autismo en la prensa española: una comparativa de tres décadas. Prisma Social, 36, 117-141. https://revistaprismasocial.es/article/view/4582
Lacruz-Pérez, I., Sanz-Cervera, P., Pastor-Cerezuela, G., Gómez-Marí, I., & Tárraga-Mínguez, R. (2021). Is It Possible to Educate, Intervene or “Cure” Autism Spectrum Disorder? A Content Analysis of YouTube Videos. International Journal of Environmental Research and Public Health, 18(5), 2350. https://doi.org/10.3390/ijerph18052350
Lacruz Pérez, I., Tárraga Mínguez, R., Pastor Cerezuela, G., Fernández Andrés, M., & Sanz Cervera, P. (2020). Representación del TEA en los medios de comunicación: Análisis de un periódico generalista. Siglo Cero, 51(1), 73-87. https://doi.org/10.14201/scero20205117387
Tárraga-Mínguez, R., Gómez-Marí, I., & Sanz-Cervera, P. (2020). What motivates internet users to search for Asperger syndrome and autism on Google? International Journal of Environmental Research and Public Health, 17(24), 9386. https://doi.org/10.3390/ijerph17249386

Revisions sistemàtiques i/o bibliomètriques sobre TEA.
Bru, L.M., Martí-Vilar, M., & González-Sala, F. (2020). Revisión sistemática de intervenciones en prosocialidad y empatía en personas con TEA. Revista de Investigación Educativa, 38(2), 359-377. https://doi.org/10.6018/rie.395421
Calleja-Bautista, M., Sanz-Cervera, P., & Tarraga-Minguez, R. (2016). The effectiveness of music therapy in autism spectrum disorder: a literature review. Papeles Del Psicólogo, 37(2), 152-160. https://www.redalyc.org/pdf/778/77846055008.pdf
Ginestar-Rodríguez, M., Pastor-Cerezuela, G., Tijeras-Iborra, A. & Fernandez-Andres, M. I. (2019). Effectiveness of social stories in intervention in autistic spectrum disorder: A review. Papeles del Psicólogo, 40(3), 217-225. https://doi.org/10.23923/pap.psicol2019.2904
González-Sala, F., Gómez-Marí, I., Tárraga-Mínguez, R., Vicente-Carvajal, A., & Pastor-Cerezuela, G. (2021). Symbolic play among children with autism spectrum disorder: a scoping review. Children, 8(9), 801. https://doi.org/10.3390/children8090801
Hernández-González, O., Fresno-Rodríguez, A., Spencer-Contreras, R. E., Tárraga-Mínguez, R., González-Fernández, D., & Sepúlveda-Opazo, F. (2023, April). Research Mapping of Trauma Experiences in Autism Spectrum Disorders: A Bibliometric Analysis. Healthcare, 11(9), 1267. https://doi.org/10.3390/healthcare11091267
Hernández-González, O., González-Fernández, D., Spencer-Contreras, R., Tárraga-Mínguez, R., & Ponce-Carrasco, V. (2023). Trends in Autism Spectrum-Related Motherhood Research: A Bibliometric Study. European Journal of Investigation in Health, Psychology and Education, 13(2), 472-489. https://doi.org/10.3390/ejihpe13020036
Lacruz-Pérez, I., Sanz-Cervera, P., & Tárraga-Mínguez, R. (2021). Teachers’ attitudes toward educational inclusion in Spain: A systematic review. Education Sciences, 11(2), 58. https://doi.org/10.3390/educsci11020058
March-Miguez, I., Montagut-Asunción, M., Pastor-Cerezuela, G., & Fernández-Andrés, M. I. (2018). Intervention in social skills of children with autistic spectrum disorder: A bibliographical review. Psychologist Papers, 39(2), 140-149. https://doi.org/10.23923/pap.psicol2018.2859
Montagut-Asunción, M., Flores-Pérez, E. J., Tijeras-Iborra, A., & Pastor-Cerezuela, G. (2020). Intervenciones dirigidas a la disminución de los síntomas obsesivo-compulsivos en personas con trastorno del espectro autista: una revisión. Escritos de Psicología, 13(2), 80-89. https://dx.doi.org/10.24310/espsiescpsi.v13i2.12414
Montagut Asunción, M., Mas Romero, R. M., Fernández Andrés, M. I., & Pastor Cerezuela, G. (2018). Influencia del sesgo de género en el diagnóstico de trastorno de espectro autista: una revisión. Escritos de Psicología, 11(1), 42-54. https://dx.doi.org/10.5231/psy.writ.2018.2804
Rico-Moreno, J., & Tarraga-Minguez, R. (2016). ASD and ADHD comorbidity: a systematic review of advances in research. Anales de Psicología, 32(3), 810-819. http://dx.doi.org/10.6018/analesps.32.3.217031
Ruiz-Aparicio, R. & Tárraga-Mínguez, R. (2015). Behavioural, emotional and social adjustment in siblings of children with autism spectrum disorder A theoretical review. Papeles del Psicólogo, 36(3), 189-197. https://www.psychologistpapers.com/English/2612.pdf
Sanz-Cervera, P., Fernández-Andrés, I., Pastor-Cerezuela, G., & Tárraga-Mínguez, R. (2018). The effectiveness of TEACCH intervention in autism spectrum disorder: a review study. Papeles Del Psicólogo, 39(1), 40-50. https://www.redalyc.org/journal/778/77854690005/77854690005_2.pdf
Tárraga-Mínguez, R., Gómez-Marí, I., & Sanz-Cervera, P. (2020). Interventions for improving reading comprehension in children with ASD: a systematic review. Behavioral Sciences, 11(1), 3. https://doi.org/10.3390/bs11010003
Tárraga-Mínguez, R., Lacruz-Pérez, I., Peiró-Estela, R., & Sanz-Cervera, P. (2021). Terapias y actividades asistidas con animales para niños con TEA: un estudio de revisión. Universitas Psychologica, 20, 1-11. https://doi.org/10.11144/Javeriana.upsy20.taaa
Tárraga Mínguez, R., & Sanz Cervera, P. (2020). Multi-informant evaluation in autism spectrum disorder: a review study. Papeles del Psicólogo, 41(3),228-235. https://doi.org/10.23923/pap.psicol2020.2933