School of Education
Prof. Nirit Bauminger-Zviely is a Full Prof at the School of Education. She joined the School of Education in 1997, after graduating with honors from UCLA receiving a PhD in Educational Psychology with specializing on understanding the social – emotional functioning and related intervention of individuals affected by Autism Spectrum Disorders (ASD). During the last three years, Prof. Bauminger-Zviely served as the head of the School of Education in where she has her ASD research and intervention laboratory.
Prof. Bauminger-Zviley's laboratory at the Bar-Ilan University School of Education is at the forefront of basic and applied research on the social-emotional development of children affected by ASD, exploring possible precursors, correlates, and characteristics of peer relations as well as developing innovative manualized evidence-based social interventions, within a holistic model integrating cognitive-behavioral therapy with developmental and ecological orientations. Over the past two decades, Prof. Bauminger-Zviely have examined children’s quality of interactions and relationships using detailed observation scales that were developed in her laboratory specifically for individuals with ASD. Moreover, Prof. Bauminger-Zviely developed paradigms for assessing socio-cognition and socio-communication capabilities, with the aim of examining affective, linguistic, and cognitive correlates of these children’s ability to form social interactions in order to be able to develop tailor-made interventions with regards to the individual differences within ASD.
Prof. Bauminger-Zviley's laboratory may contribute substantially to the Dangoor Center for Personalized Medicine by helping to assess phenotypical characteristics of ASD and other neurobiological disorders as well as by providing guidance and support for the development and evaluation of appropriately personalized interventions, it is also opens-up numerous ways of collaborative efforts to bio-behavioral understanding of the phenotypical characteristics and related interventions for various neurobiological disorders.
Annual report: Tailoring Interventions to ASD Phenotypical Characteristics
Two innovative RCT-social intervention programs were tested recently in Prof. Bauminger-Zviely's ASD laboratory: The S-PSI- a School-Based RCT Peer Social Intervention for Minimally Verbal Children with ASD; and the the PPSI-Preschool Peer Social Intervention to promote Peer Play, Conversation and Interaction for preschoolers with ASD. Both novel evidenced-based intervention models show very promising results in terms of improving the social phenotypical core deficit of individuals with ASD in peer engagement.