בחינות ביבליוגרפיות 77-960-16 המגמה לחינוך מיוחד - תחום התמחות אוטיזם
ביה"ס לחינוך, אוניברסיטת בר-אילן
המגמה לחינוך מיוחד תחום התמחות אוטיזם
ראש התחום: ד"ר יהונתן דבש
קוד הבחינה: 77-960-16
רשימת המקורות לבחינה הביבליוגרפית – מועד א' תשע"ו
פרופ' נירה משעל
Hubbard, A. L., Wilson, S. M., Callan, D. E., & Dapretto, M. (2009). Giving speech a hand: Gesture modulates activity in auditory cortex during speech perception. Human Brain Mapping, 30(3), 1028–1037. (001222556)
Callan, D. E., Jones, J. A., Munhall, K., Kroos, C., Callan, A. M., & Vatikiotis-Bateson, E. (2004). Multisensory integration sites identified by perception of spatial wavelet filtered visual speech gesture information. Journal of Cognitive Neuroscience, 16, 805–816. (001222479)
Silverman , L. B., Bennetto, L., Campana, E., & Tanenhaus, M. K. (2010). Speech-and-gesture integration in high functioning autism. Cognition, 115, 380–393. (001222329)
Mostofsky, S. H., Powell, S. K., Simmonds, D. J., Goldberg, M. C., Caffo, B., & Pekar, J. J. (2009). Decreased connectivity and cerebellar activity in autism during motor task performance. Brain, 132, 2413–2425. (001222477)
ד"ר יהונתן דבש
Corbett, B. A., Carmean, V., & Fein, D. (2009). Assessment of neuropsychological functioning in autism spectrum disorders. In S. Goldstein, J. A. Naglieri, & S. Ozonoff (Eds.), Assessment of autism spectrum disorders (pp. 253-289). New York: Guilford. (002380947)
Lang, M. J. (2010). Assessing and intervening with children with autism spectrum disorders. In D. Miller (Ed.), Best practices in school neuropsychology (pp. 3-18). Hoboken, NJ: Wiley. (002380909)
פרופ' חפציבה ליפשיץ
Lifshitz-Vahav, H. (accepted). Compensation Age Theory (CAT): A monograph on the effect of chronological age in individuals with intellectual disability. Education and Training in Developmental Disabilities.
Happé, F., & Charlton, R. A. (2012). Aging in autism spectrum disorders: A mini-review. Gerontology, 58, 70-78. (2421735)
MukaetovaLadinska, E. B., Perry, E., Baron, M., & Povey, C.(2011). Ageing in people with autistic spectrum disorder. International Journal of Geriatric Psychiatry, 27, 109-118. (2421760)
ד"ר יעל קמחי
Bauminger-Zviely, N., & Kimhi, Y. (2013). Cognitive strengths and weaknesses in HFASD. In N. Bauminger-Zviely (Ed.), Social and academic abilities in HFASD (pp. 110–130). New York: Guilford.
Bauminger-Zviely, N., & Kimhi, Y. (2013). Interventions to facilitate cognitive and academic functioning in HFASD. In N. Bauminger-Zviely (Ed.), Social and academic abilities in HFASD (pp. 187-217). New York: Guilford. (002373134)
Carnahan, C. R., & Williamson, P. (2015). Systematically teaching students with ASD about expository text structures. Intervention in School and Clinic. Advance online publication. doi:10.1177/1053451215606695 (2421726)
DeLano, M. E. (2007a). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40, 345–351. (002373341)
DeLano, M. E. (2007b). Use of strategy instruction to improve the story writing skills of a student with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22, 252–258. (002373276)
Heumer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 485–493. (1222549)
O’Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115–127. (122519)
Whalon, K. J., Al Otaiba, S. & Delano, M. E. (2009). Evidence-based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24, 3–16. (2421754)
ד"ר ענת קסירר
Bauminger, N. (2007a). Brief Report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1593-1604. (001189655)
Bauminger, N. (2007b). Brief Report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605-1615. (001189614)
Kasari, C., Rotheram-Fuller, E., Locke, J., & Gulsrud, A. (2012). Making the connection: Randomized controlled trail of social skills at school for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 53(4), 431–439. (002380903)
Solomon, M., Goodlin-Jones, B. L., & Thomas F. A. (2004). A social adjustment enhancement intervention for high functioning autism, Asperger’s Syndrome, and pervasive developmental disorder NOS. Journal of Autism and Developmental Disorders, 53(4), 649-668. (001189622)
Tse, J., Strulovitch, J., Tagalakis, V., Meng, L., & Fombonne, E. (2007). Social skills training for adolescents with Asperger syndrome and high-functioning autism. Journal of Autism and Development Disorder, 37, 1960–1968. (001189620)
Koch, S. C., Mehl, L., Sobanski, E., Sieber, M., & Fuchs, T. (2015). Fixing the mirrors: A feasibility study of the effects of dance movement therapy on young adults with autism spectrum disorder. Autism, 19, 338-350. (2421745)
Manders, E., Koch, S., Goodill, S., Fisher, K., Giarelli, E., Polansky, M., & Fuchs, T. (2015, May). Movement and synchrony in interactions by adolescents and adults in dance/movement therapy. Poster presented at the International Meeting for Autism Research, Salt Lake City, Utah. Retrieved from http://mw3.haifa.ac.il/pluginfile.php/225504/mod_resource/content/0/Manders%20poster%20IMFAR%202015.pdf
