Baker Research and Promotion Center for toddlers and children with developmental and intellectualdisability

Baker Research and Promotion Center website

Head: Prof. Hefziba Lifshitz

Head: Dr. Varda Sobelman-Rosenthal Unit & Field Application Coordinator: Dr. Shoshana Nissim

About us

Early childhood is a critical period for optimal brain development, characterized by rapid growth in language, cognition, motor skills, and socio-emotional domains. The developmental outcomes of children are influenced by ecological systems within their environment and the interactions between these systems (Bronfenbrenner, 1979; 2020; Guralnick, 2001). These systems include: (1) Microsystems: The child’s immediate environment, including interactions with family, friends, and professionals, (2) Macrosystems: Cultural and societal attitudes and beliefs, (3) Chronosystems: The interactions between various systems and their effects over time (Rose & Tudge, 2013).

Developmental delays are often defined as deviations from normative milestones, which may manifest as delays in cognitive, language, motor, or socio-emotional development. Developmental disabilities encompass a range of childhood conditions, including intellectual disabilities, vision and hearing loss, autism, and attention deficit hyperactivity disorder. These conditions are approached differently across various settings and cultures.

The Baker Research and Promotion Center focuses on children with developmental and intellectual disabilities, drawing on several theories, including early intervention theory (Guralnick, 2009), mediated learning experience (Feuerstein, 2003; 2011), and normalization, participation, and inclusion theory (Wolfensberger, 2002; 2010). Our goal is to promote and enhance development in children with developmental and intellectual disabilities, particularly in the cognitive and communication domains.

Baker sections

• Section A: promoting Cognition Affect Behavior - More Intelligent Sensitive Child (CAB-MISC) Model affect, behavior, and cognition through the interaction between mothers and infants with ID.
• Section B: Promoting affect, behavior, and cognition (CAB-MISC Model) through pre-primary teachers and staff in kindergartens of children with Intelligence Deficiency (ID).
• Section C: Promoting academic skills (reading and learning, strategies, math, and communication skills) to children with Developmental Delay (DD).
• Section D: Peer mediation: children with typical development mediate stories through an electronic book to children with Down Syndrome. 

Dr. Shoshana Nissim and Dr. Varda Rozental-Sobelman 

Lecture series “Restoring the Spirit”: Special preparation in the current war, Iron Sword war

At the onset of the Iron Sword war, when universities were closed to on-site activities, the Baker Center provided a free, concentrated 2-session training program for parents and caregivers of children with developmental delays. Subsequently, we launched a lecture series titled “Restoring the Spirit,” which included six paid sessions led by experts in the field, aimed at parents and caregivers of children with developmental delays. Approximately 40 participants attended these sessions, including parents, caregivers, managers of support frameworks, and students. About 40 participants took part in the meetings: parents, caretakers of children, managers of frameworks, and students.

Principal activities and achievements

Special Reading Program

Dr. Varda Rosental-Sobelman developed a specialized reading program tailored for children with (DD). In alignment with the UN agenda for individuals with disabilities, which emphasizes ensuring autonomy and self-determination, the MISC (Klein, 2003) was updated to include parameters for autonomy and self-decision-making. The 12 parameters were consolidated into three main components: Cognition, Affect, and Behavior, which are facilitated through interactions between staff and children with DD (Lifshitz, 2020). 

Virtual Reality Project

In collaboration with Prof. Tova Michalsky, we are developing a program that uses virtual reality to teach parents and kindergarten staff the CAB model. This model aims to enhance children’s affect, cognition, and behavior through interactive virtual reality techniques.

Research in Preparation

Research has shown that child development is significantly influenced by their parents. Consequently, our center is focusing on studying the perceptions of stressors, psychological flexibility, and growth among the parents and siblings of children with DD.

Research studies are currently being prepared by MA and Ph.D. students in collaboration with Dr. Ayelet Gur. The following PhD studies proposals are co-supervised with Prof. Hefziba Lifshitz.

      Atallah A., The Contribution of Stress, Psychological Flexibility and Social Support as Mediators to Personal Growth and Well-being of Arab Mothers of Children with Intellectual Disabilities in Three Time Periods.

      Ben Ziv L., Contribution of Psychological Flexibility, Stress, Parental Feelings, and Coping Strategies, on Parental Reflective Functioning, Self-Efficacy, and parent- child quality of the interaction.

      Dimri, S., The Contribution of Resource Loss, Knowledge, and Involvement in Caregiving to Self-Determination and Emotional Well-Being among Siblings of Adults and Adolescents with Disabilities: IDD, Autism and Typical Development: A perspective of the conservation of resources theory.

      Ben Tora E., Help-Seeking Behaviors, Engagement in Therapy and Personal Growth among Parents of Children with Developmental Delay and with ASD (0-6 years): A Theory of Planned Behavior Perspective.

Community Engagement

The center maintains strong connections with all major public organizations that provide services to individuals with (DD), including AKIM, Yated, and Tismotek. We actively collaborate with these organizations to enhance service delivery and support. 

Our Team

Mrs. July Baor: Learning to read and developing thinking strategies through the use of an ActiveSand.

Mrs. Avital Weiss: Developing mathematical thinking:

Mrs. Sharon Kenig: Communications therapist - Development of communication and language skills:

International Engagement

Prof. Lifshitz is a member of the SIRG of early intervention of the IASSID

Contact Information 

Baker Research and Promotion Center website