Wissam Mounzer, assistant professor at department of special education, has a background as a psychologist and special education teacher with an interest in applied behavioral analysis and teaching children with autism and NP. His research focus is mainly on children with autism spectrum disorders and their families. Above all, he is interested in implementing special interventions based on applied behavioral analysis, which promote the learning and development of children with special needs. He also studies various aspects of developing cross-cultural competence. In addition, he runs and provides weekly supervison via Skype to two private schools in Syria for children with special need. These called: Future Center for Children with Special Needs.
In 2013, Wissam dissertated at Damascus University in Syria with the thesis Parent-mediated vs teaching as usual: Reducing problem behavior in a sample of children with autism. The dissertation aimed to investigate the effectiveness of an intervention program based on applied behavioral analysis methods combined with the involvement of these children's parents (in this case, mothers) to reduce certain behavioral problems in the children (3-5 years old) who had been diagnosed with autism spectrum disorder. The theoretical starting point was that it is difficult to implement appropriate evidence-based programs without involve parents in processes. Home is the first environment a child relates to develops security and stability and it is the most important environment in which the child's character is formed. The interactive interaction between the child and the parents plays the most important role for the child's long-term development.
- Mounzer, W., Stenhoff, M. D. (2022). Early Intensive Behavioral Intervention Program for Children with Autism in Syria. Focus on Autism and Other Developmental Disabilities. DOI:https://doi.org/10.1177/10883576211073686
- Mounzer, W., & Stenhoff, D. M. (2022). Listen to Me: Parents’ Satisfaction with Special Needs Services in Syria – A Descriptive and Exploratory Study. Journal of Child & Family Studies, 31(3), 807–818. https://doi-org.ezp.sub.su.se/10.1007/s10826-021-02120-0
- Mounzer, W. (2021). You are not alone! how to improve communication skills in child (1st ed.). Austin Macauley Publishers.
- Mounzer, W. (2015). Differences in the Dimensions of Family Interaction between the Families of Autistic Children and Families of Children with Typical Development. Institute of Arabic Research and Studies Journal, 12 (3), 73-99.
- Mounzer, W. (2014). Develop some visual perception skills among a sample of children with High-Functioning Autism. Scholar Journal in Yemen 25 (2), 162-186.
- Mounzer, W. (2013). Instructional Strategies used by teachers in special units in institutions for children with intellectual disabilities in Damascus. Journal of Al-Furat University, 2 (1), 59-81.
- Mounzer, W. (2012). Knowledge of behavioral strategies among Syrian teachers at Primary schools in the municipality of Rif-Damascus. Education and Psychology Journal, 17 (1), 116-139.
- Mounzer, W. & AL Khateeb, J. (2009). Parents' Satisfaction with Services provided to their children with Autism in Syria. Arabian Academy for Special Education journal, 9 (2), 89-107.
- Mounzer, W. (2013). Parent-mediated vs. teaching as usual: Reducing problem behavior in a sample of children with autism. Damascus University