intellectual disability

Altman C., Dueck, H., Shnitzer-Meirovich, S., & Lifshitz, H. (2024). Contribution of an academic writing intervention on the micro-macrostructure skills of students with intellectual disability. Clinical Linguistics & Phonetics. https://doi.org/10.1080/02699206.2024.2421836

Lifshitz H., Berko, K., & Shnitzer-Meirovich, S. (2024). Visual arts talent among adolescents with intellectual disability: The global domain approach. Thinking Skills and Creativity, 52. https://doi.org/10.1016/j.tsc.2024.101523.

Zemach, M.‪, Lifshitz, H.‪, & Vakil, E.‪ (2023)‪.‪ Brain reserve theory: Are adults with intellectual disability more vulnerable to age than peers with typical development?‪ Journal of Applied Research in Intellectual Disabilities.‪ https://doi.‪org/10.‪1111/jar.‪13096

Altman, C., Avraham, I., Shnitzer Meirovich, S., & Lifshitz, H. (2022)

How do students with intellectual disabilities tell stories? An investigation of narrative macrostructure and microstructure, Journal of Applied Research in Intellectual Disabilities, 12p. https://doi.org/10.1111/jar.12997

Lifshitz, H., Gur, A., Shnitzer-Meirovitz, S. & Eden, S. (2022).

 The Contribution of Distress Factors and Coping Resources to the Motivation to Use ICT Among Adults With Intellectual Disability During COVID-19. Education and Information Technologies. 21 pp. https://doi.org/10.1007/s10639-022-11042-3 

Shamir, A. &  Maor, R. (2019)

E-Books for Promoting Vocabulary Among Students With Intellectual Disability as Opposed to Children With Learning Disability: Can Repeated Reading Make a Difference? Journal of Cognitive Education and Psychology, 17(2), DOI: 10.1891/1945-8959.17.2.164

Shnitzer-Meirovich, S., Lifshitz, H., & Mashal,N. (2018)

Enhancing the comprehension of visual metaphors in individuals with intellectual disability with or without down syndrome. Research in Developmental Disabilities 74, 113–123

Lifshitz, H., Nissim, S., Meirovich, S.S., & Weiss, I. (2016)

The Contribution of Post-secondary Academic Courses on Crystallized and Fluid Tests of Adults with Intellectual Disability with/without Down Syndrome.  Acta Psychopathologica, 2(4), 12 p.

Lifshitz-Vahav, H., Shnitzer, S., Mashal, N. (2015)

Participation in recreation and cognitive activities as a predictor of cognitive performance of adults with/without Down syndrome. Aging and Mental Health, DOI:10.1080/13607863.2015.1047322

Vahav, H., Hagoel, H. & Fridel S. (2015) 

Singlehood among Adults with Intellectual Disability: Psychological and Sociological Perspectives. Acta Psychopathologica, 1(2), 10p.

Lifshitz-Vahav, H. & Vakil, E. (2014)

Taxonomy of moderators that govern explicit memory in individuals with intellectual disability: Integrative research review. Journal of Applied Research in Memory and Cognition 3, 101–119

Tzuriel, D. and Hanuka-Levy, D. (2014)

Siblings’ Mediated Learning Strategies in Families With and Without Children With Intellectual Disabilities. American Journal on Intellectual and Developmental Disabilities, 119 (6), 565–588

Lifshitz, H., Glaubman, R. & Katz, Y. J. (2013)

Jewish literacy among participants with a low cognitive level. In Y. Rich, Y.J. Katz, Z. Mevarech & S.Ohayon (eds.), Jewish Literacy and Education (pp.149-170). Bethesda : University Pr. of Maryland.

Vakil, E. & Lifshitz-Zehavi, H. (2012)

Solving the Raven Progressive Matrices by adults with intellectual disability with/without Down syndrome: Different cognitive patterns as indicated by eye-movements. Research in Developmental Disabilities 33(2), 645-654

Eden, S. & Bezer, M. (2011)

Three-dimensions vs. two-dimensions intervention programs: the effect on the mediation level and behavioural aspects of children with intellectual disability. European Journal of Special Needs Education, 26 (3), 337-353

Lifshitz, H., Shtein, S., Weiss, I. & Vakil, E. (2011)

Meta-analysis of explicit memory studies in populations with intellectual disability. European Journal of Special Needs Education, 26 (1), 93-111

Lifshitz, H. & Klein, P.S. (2011).

Mediation between staff and elderly persons with intellectual disability with Alzheimer disease as a means of enhancing their daily functioning. Education and Training in Mental Retardation and Developmental Disabilities, 46(1),106 -116.

Lifshitz, H., Weiss, I., Cohen-Fridel, S. & Glaubman, R. (2009)

Why individuals with intellectual disability turn to religion: behavioral and psychological motives of  adolescents and adudlts.

Education and Training in Developmental Disabilities, 44(2), 196-206

Lifshitz, H., Nissim. S. & Cohen, S. (2008)

Attitudes of Israeli teachers and paraprofessionals towards the New Definition of ID and their willingness to cope with Special Education Law Changes.  Education and Training in Developmental Disabilities, 43(4), 514-528

Lifshitz, H., Merrick, J., & Morad, M. (2008).

Health status and ADL functioning of older persons with intellectual disability: Community residence versus residential care centers. Research in Developmental Disabilities, 29 (4), 301-315.

Lifshitz, H., & Klein, P.S. (2007).

Comparison of mediation between paraprofessionals and individuals with intellectual disability: Vocational rehabilitation centers versus special education schools. European Journal of Special Needs Education, 22 (4), 459-470.

Lifshitz, H., & Tzuriel, D. (2004).

Durability of effects of instrumental enrichment in adults with intellectual disabilities. Journal of Cognitive Education and Psychology, 3(3), 297-322.

Lifshitz, H., & Merrick, Y. (2003).

Ageing and intellectual disability in Israel: A study to compare community residence with living at home. Health and Social Care in the Community, 11(4), 364-371.