בחינות ביבליוגרפיות 77-960-16 המגמה לחינוך מיוחד תחום התמחות אוטיזם -מועד ב' 

ביה"ס לחינוך, המגמה לחינוך מיוחד – תחום התמחות אוטיזם

ראש תחום ההתמחות: ד"ר יהונתן דבש

בחינה ביבליוגרפית מועד ב' –תשע"ז

77-960-16

 

שאלה מס'1 – פרופ' חפציבה ליפשיץ
 

מקורות מומלצים

 

Lifshitz-Vahav, H. (2017). Compensation Age Theory (CAT): A monograph on the effect of chronological age in individuals with intellectual disability. Education and Training in Developmental Disabilities. Manuscript submitted for publication . (002398458)

Happé, F., & Charlton, R. A. (2012). Aging in autism spectrum disorders: A mini-review. Gerontology, 58, 70-78.  (000147439)

Mukaetova-Ladinska, E. B., Perry, E., Baron, M., & Povey, C. (2012). Ageing in people with autistic spectrum disorder. International Journal of Geriatric Psychiatry, 27, 109-118. (000459230)

 

שאלה מס' 2 – ד"ר יהונתן דבש

 

מקורות מומלצים:

 

Bostic, J. Q., Nevarez, M. D., Potter, M. P., Prince, J. B., Benningfield, M. M., & Aguirre, B. A. (2015). Being present at school: implementing mindfulness in schools. Child and Adolescent Psychiatric Clinics of North America, 24(2), 245-259. (002378934)

Flook, L., Smalley, S. L., Kitil, M. J., Galla, B. M., Kaiser-Greenland, S., Locke, J., & Kasari, C. (2010). Effects of mindful awareness practices on executive functions in elementary school children. Journal of Applied School Psychology, 26(1), 70-95. (002437379)

Kaunhoven, R. J., & Dorjee, D. (2017). How does mindfulness modulate self-regulation in pre-adolescent children? An integrative neurocognitive review. Neuroscience & Biobehavioral Reviews, 74(Part A), 163–184. (000581544)

Lao, S. A., Kissane, D., & Meadows, G. (2016). Cognitive effects of MBSR/MBCT: A systematic review of neuropsychological outcomes. Consciousness and Cognition, 45, 109-123. (000581944)

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5. (002430863)

 

 

 

שאלה מס'3 – ד"ר סיגל עדן

 

מקורות מומלצים:

 

Didehbani, N., Allen, T., Kandalaft, M., Krawczyk, D., & Chapman, S. (2016). Virtual reality social cognition training for children with high functioning autism. Computers in Human Behavior, 62, 703-711. (000141490)

Eden, S. (2014). Virtual intervention to improve storytelling ability among deaf and hard-of-hearing children. European Journal of Special Needs Education, 29(3), 370-386. (002369710)

Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486–497. (000571132)

Passig, D., & Eden, S. (2010). Enhancing time-connectives with 3D Immersive Virtual Reality (IVR). Journal of Educational Computing Research, 42(3), 307-325. (000117501)

Passig, D., Eden, S., & Rosenbaum, V. (2008). The impact of virtual reality on parents' awareness of cognitive perceptions of a dyslectic child. Education and Information Technologies, 13(4), 329-344. (000437834)

Rose, D., Brooks, B. M., & Rizzo, A. A. (2005). Virtual reality in brain damage rehabilitation: Review. Cyberpsychology & Behavior, 8(3), 241-262. (000446957)

 

 

שאלה מס' 4 – ד"ר יעל קמחי

 

מקורות מומלצים:
 

Browder, D. M., Ahlgrim-Delzell, L., Flowers, C., & Baker, J. (2012). An evaluation of a multicomponent early literacy program for students with severe developmental disabilities. Remedial and Special Education, 33, 237-246. (000132983)

Browder, D. M., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408. (000146333)

Cihak, D. F. (2007). Teaching students with autism to read pictures. Research in Autism Spectrum Disorders, 1, 319-329. (001129053)

Hetzroni, O., & Shalem, U. (2005). From logos to orthographic symbols: A multilevel fading computer program for teaching nonverbal children with autism. Focus on Autism and other Developmental Disabilities, 20, 201-212. (000573361)

Mucchetti, C. A. (2013). Adapted shared reading at school for minimally verbal students with autism. Autism, 17, 358-372.  (001106341)

Spector, J. E. (2011). Sight word instruction for students with Autism: An evaluation of the evidence base. Journal of Autism and Developmental Disorders, 10, 1411-1422. (000154960)

 

 

 

שאלה מס' 5 – ד"ר אור כץ

 

מקורות מומלצים:

Greimel, E., Schulte-Rüther, M., Kamp-Becker, I., Remschmidt, H., Herpertz-Dahlmann, B., & Konrad, K. (2014). Impairment in face processing in autism spectrum disorder: A developmental perspective. Journal of Neural Transmission, 121(9), 1171-1181. (000438666)

Hedley, D., Brewer, N., & Young, R. (2015). The effect of inversion on face recognition in adults with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1368-1379. (000154960)

Sasson, N. J. (2006). The development of face processing in autism. Journal of Autism and Developmental Disorders, 36(3), 381-394. (000154960)

Scherf, S. K., Behrmann, M., Minshew, N., & Luna, B. (2008). Atypical development of face and greeble recognition in autism. Journal of Child Psychology and Psychiatry, 49(8), 838-847. (000154989)

Wilson, C. E., Palermo, R., Burton, A. M., & Brock, J. (2011). Recognition of own-and other-race faces in autism spectrum disorders. The Quarterly Journal of Experimental Psychology, 64(10), 1939-1954. (001115388)

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