Gilat Trabelsi
Gilat Trabelsi is the head of the special education department in Kaye College (current position), Beer- Sheba, Israel. She is a veteran lecturer, researcher and pedagogical mentor for BA and MA degrees in several colleges in Israel for the last 14 years.
She received her M.A degree in special education from the Hebrew University, Jerusalem, Israel, with excellence, and her Ph.D. from Bar Ilan University. Her dissertation supervised by Prof. David Tzuriel: The effects of peer mediation program in math (PMC-M) on mediated learning strategies, executive functions (planning and self-regulation), and mathematical discourse and performance among adolescents with severe learning disabilities.
Interests: Adaptive teaching & learning, ADHD, SLD, cognition and brain plasticity, Executive Functions, self- regulation and educational intervention for students with developmental disabilities.
Supervisors: Prof. David Tzuriel
Phone: +972549720284
Address: 82/2 Kinneret st.
She received her M.A degree in special education from the Hebrew University, Jerusalem, Israel, with excellence, and her Ph.D. from Bar Ilan University. Her dissertation supervised by Prof. David Tzuriel: The effects of peer mediation program in math (PMC-M) on mediated learning strategies, executive functions (planning and self-regulation), and mathematical discourse and performance among adolescents with severe learning disabilities.
Interests: Adaptive teaching & learning, ADHD, SLD, cognition and brain plasticity, Executive Functions, self- regulation and educational intervention for students with developmental disabilities.
Supervisors: Prof. David Tzuriel
Phone: +972549720284
Address: 82/2 Kinneret st.
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Papers by Gilat Trabelsi
The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) among students with Attention Deficits hyperactive disorder (ADHD) with or without Specific Learning Disabilities (SLD). 48 students with ADHD and/or with SLD were randomly applied to experimental and control groups. All the participants were tested (REY, MFFT) and filled out self- reported questionnaires (BRIEF) before and after the intervention. The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in planning (tests), and both planning and self-regulation (self- reports). Statistical analysis of the on-line practice with CCT showed higher score in working memory and self-control in the experimental group. The main conclusion was that even short- term mediation synchronized with Computerized Cognitive Training could greatly enhance the performance of executive functions demands.
The theoretical implication is the positive effects of Mediated Learning Experience (MLE) combined with CCT, on cognitive modification in students. The practical implication is the awareness and understanding of efficient intervention processes to enhance EF, learning awareness and self-esteem of students in their academic and real world.
Key words: Mediated Learning Experience (MLE), Computerized Cognitive Training (CCT), Executive Function (EF), Attention Deficits Hyperactive Disorder (ADHD), Specific Learning Disabilities (SLD)
Adaptive Teaching: https://www.amazon.com/dp/B09PM by Gilat Trabelsi
Books by Gilat Trabelsi
The goal of the study was to examine the effects of Computerized Cognitive Training (CCT) with and without cognitive mediation on Executive Function (EF) among students with Attention Deficits hyperactive disorder (ADHD) with or without Specific Learning Disabilities (SLD). 48 students with ADHD and/or with SLD were randomly applied to experimental and control groups. All the participants were tested (REY, MFFT) and filled out self- reported questionnaires (BRIEF) before and after the intervention. The results indicated significant effects of cognitive modification in the experimental group, between pre and post Phases, in comparison to control group, especially in planning (tests), and both planning and self-regulation (self- reports). Statistical analysis of the on-line practice with CCT showed higher score in working memory and self-control in the experimental group. The main conclusion was that even short- term mediation synchronized with Computerized Cognitive Training could greatly enhance the performance of executive functions demands.
The theoretical implication is the positive effects of Mediated Learning Experience (MLE) combined with CCT, on cognitive modification in students. The practical implication is the awareness and understanding of efficient intervention processes to enhance EF, learning awareness and self-esteem of students in their academic and real world.
Key words: Mediated Learning Experience (MLE), Computerized Cognitive Training (CCT), Executive Function (EF), Attention Deficits Hyperactive Disorder (ADHD), Specific Learning Disabilities (SLD)