בחינות ביבליוגרפיות 77-960-16 המגמה לחינוך מיוחד תחום התמחות אוטיזם -מועד א'
ביה"ס לחינוך, המגמה לחינוך מיוחד – תחום התמחות אוטיזם
ראש תחום ההתמחות: ד"ר יהונתן דבש
בחינה ביבליוגרפית מועד א' –תשע"ז
77-960-16
שאלה מס'1 – פרופ' נירה משעל
מקורות מומלצים:
Callan, D. E., Jones, J. A., Munhall1, 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(5), 805–816. (000155008)
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. (000459216)
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. (000137157)
Silverman, L.B., Bennetto, L., Campana, E., & Tanenhaus, M. K. (2010). Speech-and-gesture integration in high functioning autism. Cognition, 115, 380–393. (000140978)
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 אור כץ
רשימת מקורות
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). A typical 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)
שאלה מס' 4 – ד"ר יעל קמחי
מקורות מומלצים:
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. (002373135)
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. 110-130). New York: Guilford. (002363397 ) (חינוך 371.94 BAU-ZVI)
Carnahan, C. R., & Williamson, P. (2016). Systematically teaching students with ASD about expository text structures. Intervention in School and Clinic, 51(5), 293-300. (000517970)
Delano, M. E. (2007a). Improving written language performance of adolescents with Asperger syndrome. Journal of Applied Behavior Analysis, 40, 345–351. (000154930)
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. (000573361)
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. (000154960)
O’Connor, I., & Klein, P. (2004). Explorations of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34, 115-127. (000154960)
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. (000573361)
שאלה מס' 5 – ד"ר ענת קסירר
מקורות מומלצים:
Bauminger, N. (2007a). Brief report: Individual social-multi-modal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1593-1604. (000154960)
Bauminger, N. (2007b). Brief report: Group social-multimodal intervention for HFASD. Journal of Autism and Developmental Disorders, 37, 1605-1615. (000154960)
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. (000154989)
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. (
Manders, E., Koch, S. C., 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
Solomon, M., Goodlin-Jones, B. L., & Anders, T. F. (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. (
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. (000154960)
