Anat Zaidman‐zait
Datos Biográficos
| ID | 4890058 |
|---|---|
| NOMBRE | Anat Zaidman‐zait |
| NOMBRES | Anat |
| APELLIDO | Zaidman‐zait |
| FIRMA | ZAIT A Z |
| AFILIACIONES | Tel Aviv University |
| ORCID | 0000-0002-2336-5147 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAS | 5 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2004 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Psychometric properties of the Childhood Adversity and Social Stress Questionnaire, Parent Report (CASSQ-PR), a measure tailored to assess stressful experiences and traumatic stress symptoms in autist…
The CASSQ-PR offers a valid estimate of SE and TSS as observed by parents in verbally communicative, school-age autistic youth; however, further research with more sociodemographically diverse and clinical samples is warranted. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
Co-regulation between young deaf and hard-of-hearing children and their caregivers
The Calming Together study will be among the first to investigate co-regulation in young DHH children and their parents in ecologically valid home settings. By assessing both parent and child factors, it will provide insights into how co-regulation unfolds in daily life and how it relates to broader aspects of self-regulation. The study will also include both mothers and fathers to investigate their potentially unique contributions toward co-regu…
The Family-Check-Up® Autism Implementation Research (Fair) Study
Introduction Prevalence rates of emotional and behavior problems (EBP) in autistic children and youth are high (40–70%), and often cause severe and chronic impairment. Furthermore, autistic children are also more likely to experience family “social-ecological” adversity compared to neurotypically developing peers, including social isolation, child maltreatment, caregiver mental illness, and socioeconomic risk. These family stressors increase the …
Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hardly researched in the schoolyard context. We exploratively compared preadolescents ( M = 10.48, SD = .93) with ( N = 8) and without ( N …
Disentangling global and domain‐level adaptive behavior trajectories among children with autism spectrum disorder
BACKGROUND: Heterogeneity in adaptive behavior abilities among people with autism spectrum disorder (ASD) is expressed not only as uneven levels of impairment across domains, but also in the developmental trajectories of adaptive skills. We studied the question of whether, after accounting for global adaptive behavior development, we find evidence of heterogeneity in the trajectories of specific domains of adaptive behavior. METHODS: A sample of …
Hearing Loss and Young Children’s Development of Emotional Competence
Hearing loss can have a significant impact on children’s development. It can diminish children’s ability to perceive and produce spoken language, which has been studied extensively. However, hearing loss can also negatively affect children’s socioemotional development because it limits access to the social environment. Interestingly, there is little research on this. In this chapter, the authors begin by discussing the development of four aspects…
Resilience from childhood to young adulthood
OBJECTIVE: Most deaf and hard of hearing (DHH) youth grow up in hearing familial and educational environments, posing unique risks for their socio-emotional well-being. The study's objective was to explore protective processes contributing to resilience among DHH individuals in different life periods. DESIGN: We conducted semi-structured interviews with 23 DHH young adults on their life-long coping with having a hearing loss (HL). MAIN OUTCOME ME…
Middle‐childhood executive functioning mediates associations between early‐childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children
BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4 years-of-age) and fol…
Predictors of language regression and its association with subsequent communication development in children with autism
BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from …
Relationships Among Deaf/Hard-of-Hearing Siblings
While sibling relationships are known to be important for children’s social and emotional well-being, little is known about sibling relationships when both siblings are deaf or hard-of-hearing (DHH). In-depth interviews were conducted with 10 young DHH adults (20–30 years old) who had studied in mainstream schools to explore their retrospective experiences of growing up with a DHH sibling. Interviews were analyzed using interpretive phenomenologi…
The Transition to School Among Deaf/Hard-of-Hearing Children
Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and…
Parent Couples’ Coping Resources and Involvement in their Children’s Intervention Program
Parental involvement is vital to the implementation of intervention programs for deaf and hard-of-hearing (DHH) children. The current study examined the dyadic relationships between mothers' and fathers' coping resources and their involvement in their child's intervention program. In addition, the moderating roles of parent's gender and family religiosity on the associations between coping resources and involvement were examined. Seventy Jewish c…
Complexity
The purpose of this study was to explore the experiences of parenting a child with a dual diagnosis of childhood deafness and autism spectrum disorder who underwent cochlear implantation. Experiences of these parents are rarely discussed within the literature. Interpretive Phenomenological Analysis was used to examine nine mothers of boys (4-9 years old) for understanding their parenting experiences. Three superordinate themes were identified: co…
Everyday Stressors in Deaf and Hard of Hearing Adolescents
The current mixed-methods study examined everyday problems among deaf and hard of hearing (DHH) adolescents across various life domains. To better understand the factors influencing levels of perceived stress, the impact of DHH adolescents' coping and pragmatic abilities was also examined. Thirty DHH adolescents completed questionnaires about everyday stressors and coping, and 13 of these respondents were interviewed regarding their everyday prob…
The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the p…
The Impact of Childhood Hearing Loss on the Family
Parenting children who are deaf or hard of hearing (D/HH) presents unique long-term challenges that can place the parents at a greater risk for elevated levels of parenting stress. Adaptation of families to the various challenges presented by childhood hearing loss is influenced by their personal and social coping resources available for managing these stressors and challenges. The current study examined differences in parenting stress and person…
Cochlear Implantation Among Deaf Children With Additional Disabilities
Although increasing numbers of children with additional disabilities are receiving cochlear implants (CIs), little is known about family perspectives of the benefits and the challenges of cochlear implantation in this pediatric population. This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods st…
Social Support for Parents of Deaf Children
In light of claims that social support needs to be defined within specific context, we conducted a metasynthesis to identify ways that social support has been studied and contextualized in research focused on hearing parents of children with hearing loss. A literature search of published articles was conducted to identify research studies related to support and hearing parents of children with hearing loss. Our search yielded 108 items from Psyci…
Qualitative Action‐Project Method in Family Research
The qualitative action‐project method was developed in counseling psychology and health psychology. This article demonstrates the utility of this method for research with families and intimate partners. The article describes the action theory undergirding the method, along with the multiple phases of data collection involved in the longitudinal protocol. In parallel with the action theory used to guide this method, the protocol generates data fro…
Interrelations between communicative behaviors at the outset of speech
The Hebrew Parent Questionnaire for Communication and Early Language (HPQ-CEL) was administered by 154 parents of Hebrew-speaking toddlers aged 1 ; 0 to 1 ; 3 (77 boys, 77 girls). The Questionnaire guided parents in observing and rating their toddlers in six contexts at home. The study aimed to identify inter-correlations between toddlers' non-linguistic behaviors that co-occur during the transition to speech. Seven communicative behaviors were e…
Adolescent Possible Selves as Jointly Constructed in Parent-Adolescent Career Conversations and Related Activities
The purpose of this research project is to describe the possible selves that parents and adolescents introduce and jointly adjust, adopt, maintain, or abandon in conversations about potential careers and related activities over an 8-month period. Data were gathered from 19 parent-adolescent dyads through observation of (a) parents and adolescents during videotaped conversations about the adolescent's career-related future, (b) parents and adolesc…
Parental Involvement in the Habilitation Process Following Children's Cochlear Implantation
Action theory and the qualitative action-project method are used in this study to address and illustrate the complexity of parenting children who have received cochlear implants (CIs) as well as the intentionality of parents engaged in that process. "Action" refers to individual and joint goal-directed and intentional behaviors. Action theory has the advantage of using the perspectives provided by manifest behavior, internal processes, and social…
Parenting a Child With a Cochlear Implant
This study aimed to describe and categorize the attributes that parents of young children with cochlear implants (CIs) consider as facilitating their parental coping experience. I interviewed 15 hearing mothers and 13 hearing fathers (including 12 married couples) whose children had CIs, using the critical incident technique that asked parents to describe significant incidents (observable behaviors, thoughts, feelings) that facilitated their pare…
Searching for Cochlear Implant Information on the Internet Maze
The present study has three purposes: (a) to determine who disseminates information on cochlear implants on the Web; (b) to describe a representative sample of Web sites that disseminate information on cochlear implants, with a focus on the content topics and their relevance to parents of deaf children; and (c) to discuss the practical issues of Web-based information and its implications for professionals working with parents of deaf children. Us…
Qualitative Action‐Project Method in Family Research
The qualitative action‐project method was developed in counseling psychology and health psychology. This article demonstrates the utility of this method for research with families and intimate partners. The article describes the action theory undergirding the method, along with the multiple phases of data collection involved in the longitudinal protocol. In parallel with the action theory used to guide this method, the protocol generates data fro…
Searching for Cochlear Implant Information on the Internet Maze
The present study has three purposes: (a) to determine who disseminates information on cochlear implants on the Web; (b) to describe a representative sample of Web sites that disseminate information on cochlear implants, with a focus on the content topics and their relevance to parents of deaf children; and (c) to discuss the practical issues of Web-based information and its implications for professionals working with parents of deaf children. Us…
Parenting a Child With a Cochlear Implant
This study aimed to describe and categorize the attributes that parents of young children with cochlear implants (CIs) consider as facilitating their parental coping experience. I interviewed 15 hearing mothers and 13 hearing fathers (including 12 married couples) whose children had CIs, using the critical incident technique that asked parents to describe significant incidents (observable behaviors, thoughts, feelings) that facilitated their pare…
Adolescent Possible Selves as Jointly Constructed in Parent-Adolescent Career Conversations and Related Activities
The purpose of this research project is to describe the possible selves that parents and adolescents introduce and jointly adjust, adopt, maintain, or abandon in conversations about potential careers and related activities over an 8-month period. Data were gathered from 19 parent-adolescent dyads through observation of (a) parents and adolescents during videotaped conversations about the adolescent's career-related future, (b) parents and adolesc…
Parental Involvement in the Habilitation Process Following Children's Cochlear Implantation
Action theory and the qualitative action-project method are used in this study to address and illustrate the complexity of parenting children who have received cochlear implants (CIs) as well as the intentionality of parents engaged in that process. "Action" refers to individual and joint goal-directed and intentional behaviors. Action theory has the advantage of using the perspectives provided by manifest behavior, internal processes, and social…
Interrelations between communicative behaviors at the outset of speech
The Hebrew Parent Questionnaire for Communication and Early Language (HPQ-CEL) was administered by 154 parents of Hebrew-speaking toddlers aged 1 ; 0 to 1 ; 3 (77 boys, 77 girls). The Questionnaire guided parents in observing and rating their toddlers in six contexts at home. The study aimed to identify inter-correlations between toddlers' non-linguistic behaviors that co-occur during the transition to speech. Seven communicative behaviors were e…
Qualitative Action‐Project Method in Family Research
The qualitative action‐project method was developed in counseling psychology and health psychology. This article demonstrates the utility of this method for research with families and intimate partners. The article describes the action theory undergirding the method, along with the multiple phases of data collection involved in the longitudinal protocol. In parallel with the action theory used to guide this method, the protocol generates data fro…
Social Support for Parents of Deaf Children
In light of claims that social support needs to be defined within specific context, we conducted a metasynthesis to identify ways that social support has been studied and contextualized in research focused on hearing parents of children with hearing loss. A literature search of published articles was conducted to identify research studies related to support and hearing parents of children with hearing loss. Our search yielded 108 items from Psyci…
Cochlear Implantation Among Deaf Children With Additional Disabilities
Although increasing numbers of children with additional disabilities are receiving cochlear implants (CIs), little is known about family perspectives of the benefits and the challenges of cochlear implantation in this pediatric population. This study examines perceptions among parents of deaf children with additional disabilities regarding satisfaction with service provision, benefits, and challenges of the CI process. This was a mixed-methods st…
The Impact of Childhood Hearing Loss on the Family
Parenting children who are deaf or hard of hearing (D/HH) presents unique long-term challenges that can place the parents at a greater risk for elevated levels of parenting stress. Adaptation of families to the various challenges presented by childhood hearing loss is influenced by their personal and social coping resources available for managing these stressors and challenges. The current study examined differences in parenting stress and person…
Everyday Stressors in Deaf and Hard of Hearing Adolescents
The current mixed-methods study examined everyday problems among deaf and hard of hearing (DHH) adolescents across various life domains. To better understand the factors influencing levels of perceived stress, the impact of DHH adolescents' coping and pragmatic abilities was also examined. Thirty DHH adolescents completed questionnaires about everyday stressors and coping, and 13 of these respondents were interviewed regarding their everyday prob…
The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the p…
Parent Couples’ Coping Resources and Involvement in their Children’s Intervention Program
Parental involvement is vital to the implementation of intervention programs for deaf and hard-of-hearing (DHH) children. The current study examined the dyadic relationships between mothers' and fathers' coping resources and their involvement in their child's intervention program. In addition, the moderating roles of parent's gender and family religiosity on the associations between coping resources and involvement were examined. Seventy Jewish c…
Complexity
The purpose of this study was to explore the experiences of parenting a child with a dual diagnosis of childhood deafness and autism spectrum disorder who underwent cochlear implantation. Experiences of these parents are rarely discussed within the literature. Interpretive Phenomenological Analysis was used to examine nine mothers of boys (4-9 years old) for understanding their parenting experiences. Three superordinate themes were identified: co…
The Transition to School Among Deaf/Hard-of-Hearing Children
Although entry into the school system is a major milestone in the lives of young d/Deaf or hard-of-hearing (DHH) children and their families, relatively little is known about parents’ and teachers’ experiences and perspectives of this important transition. The aims of this study were to describe parents’ concerns during their children’s transition from early intervention to school, to describe practices available for families of DHH children, and…
Relationships Among Deaf/Hard-of-Hearing Siblings
While sibling relationships are known to be important for children’s social and emotional well-being, little is known about sibling relationships when both siblings are deaf or hard-of-hearing (DHH). In-depth interviews were conducted with 10 young DHH adults (20–30 years old) who had studied in mainstream schools to explore their retrospective experiences of growing up with a DHH sibling. Interviews were analyzed using interpretive phenomenologi…
Hearing Loss and Young Children’s Development of Emotional Competence
Hearing loss can have a significant impact on children’s development. It can diminish children’s ability to perceive and produce spoken language, which has been studied extensively. However, hearing loss can also negatively affect children’s socioemotional development because it limits access to the social environment. Interestingly, there is little research on this. In this chapter, the authors begin by discussing the development of four aspects…
Resilience from childhood to young adulthood
OBJECTIVE: Most deaf and hard of hearing (DHH) youth grow up in hearing familial and educational environments, posing unique risks for their socio-emotional well-being. The study's objective was to explore protective processes contributing to resilience among DHH individuals in different life periods. DESIGN: We conducted semi-structured interviews with 23 DHH young adults on their life-long coping with having a hearing loss (HL). MAIN OUTCOME ME…
Middle‐childhood executive functioning mediates associations between early‐childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children
BACKGROUND: Executive functioning (EF) varies in children with autism spectrum disorder (ASD) and is associated with clinical symptoms, academic, and adaptive functioning. Here, we examined whether middle-childhood EF mediates associations between early-childhood autism symptoms and adolescent outcomes in children with ASD. METHODS: The Pathways in ASD Cohort comprising children recruited at the time of ASD diagnosis (at 2-4 years-of-age) and fol…
Predictors of language regression and its association with subsequent communication development in children with autism
BACKGROUND: Language regression, broadly defined as the loss of acquired language skills in early childhood, is a distinctive feature of autism. Little is known about the factors underlying regression or the prognosis of children who exhibit regression. We examine potential predictors of language regression and test its association with language development in a prospective longitudinal sample of children with autism spectrum disorder (ASD) from …
Disentangling global and domain‐level adaptive behavior trajectories among children with autism spectrum disorder
BACKGROUND: Heterogeneity in adaptive behavior abilities among people with autism spectrum disorder (ASD) is expressed not only as uneven levels of impairment across domains, but also in the developmental trajectories of adaptive skills. We studied the question of whether, after accounting for global adaptive behavior development, we find evidence of heterogeneity in the trajectories of specific domains of adaptive behavior. METHODS: A sample of …
The Family-Check-Up® Autism Implementation Research (Fair) Study
Introduction Prevalence rates of emotional and behavior problems (EBP) in autistic children and youth are high (40–70%), and often cause severe and chronic impairment. Furthermore, autistic children are also more likely to experience family “social-ecological” adversity compared to neurotypically developing peers, including social isolation, child maltreatment, caregiver mental illness, and socioeconomic risk. These family stressors increase the …
Using wearable sensors to explore schoolyard interactions of mainstreamed deaf and hard‐of‐hearing preadolescents
Social participation in school, including schoolyard interactions, is considered important for all aspects of child development. Students with disabilities, such as those who are deaf and hard‐of‐hearing, are at risk of experiencing inaccessibility and social exclusion in mainstream classes, yet this has been hardly researched in the schoolyard context. We exploratively compared preadolescents ( M = 10.48, SD = .93) with ( N = 8) and without ( N …
Psychometric properties of the Childhood Adversity and Social Stress Questionnaire, Parent Report (CASSQ-PR), a measure tailored to assess stressful experiences and traumatic stress symptoms in autist…
The CASSQ-PR offers a valid estimate of SE and TSS as observed by parents in verbally communicative, school-age autistic youth; however, further research with more sociodemographically diverse and clinical samples is warranted. (PsycInfo Database Record (c) 2026 APA, all rights reserved)
Co-regulation between young deaf and hard-of-hearing children and their caregivers
The Calming Together study will be among the first to investigate co-regulation in young DHH children and their parents in ecologically valid home settings. By assessing both parent and child factors, it will provide insights into how co-regulation unfolds in daily life and how it relates to broader aspects of self-regulation. The study will also include both mothers and fathers to investigate their potentially unique contributions toward co-regu…
Psychology (22 obras) · Developmental psychology (20 obras) · Family and Disability Support Research (16 obras) · Social Psychology (11 obras) · Clinical Psychology (9 obras) · Hearing Impairment and Communication (9 obras) · Medicine (9 obras) · Infant Development and Preterm Care (7 obras) · Autism (6 obras) · Coping (psychology) (6 obras)