Children with Attention Deficit and Hyperactivity Disorder (ADHD) experience a deficit in cognitive processes responsible for goal-directed behaviors, known as executive functioning (EF).In an effort to assist them, we developed TangiPlan -a prototype of a tangible assistive technology intended to improve EF during morning routines. TangiPlan was designed based on the following guidelines: implement intervention techniques recommended by experts; reduce conflicts with caregivers; avoid intrusion; support flexibility and autonomy. These design guidelines were implemented in a prototype consisting of six tangible objects, each representing a task that needs to be completed during a child's morning routine, and a tablet application for planning tasks and matching them with objects. An initial evaluation of the prototype with two case studies resulted in improved organization and time management, increased satisfaction, and fewer conflicts with parents during morning routines.

This study tested monotropy, hierarchy, independence, and integration conceptual models of adolescent-mother and adolescent-father attachment to explain adolescents' perceived social interrelationships with extrafamilial attachment figures (peers, teachers). Participants included 356 Israeli adolescents (12-15 years). More adolescents were significantly classified as securely attached to mothers than to fathers, but high concordances emerged. Results supported two of the attachment models, hierarchy and integration, as explaining variation in adolescents' perceived extrafamilial interrelationships. As per the hierarchy attachment model, adolescent-mother attachment outweighed adolescent-father attachment to some extent in predicting adolescents' perceived social interrelationship measures. As per the integration attachment model, significant differences emerged on most social interrelationship measures between the 4 distinct subgroups: secure attachment to both parents, neither, only father, only mother. The Discussion section focuses on the unique importance of attachment to each parent for typically developing junior high students.Four conceptual models have emerged in the attachment literature illustrating possible links between children's secure attachments with mothers and fathers and those children's subsequent socioemotional developmental outcomes (see reviews in Bretherton, 2010;van IJzendoorn, Sagi, & Lambermon, 1992). The first conceptual model-the monotropy model of attachment-proposes that only the principal primary attachment figure (generally the mother) has an exclusive impact on the child's personality development despite the existence of other attachment figures such as the father. The second model of attachment, the hierarchy model, posits that attachment to the principal primary attachment figure, usually the mother, is the best developmental predictor, whereas relationships with subsidiary attachment figures (like the father) contribute to a lesser extent. Third, the independence model assumes that all attachment relationships are equally important for children's development, but each contributes in distinct domains. Fourth, the integration model of attachment proposes that the quality of all attachment relationships taken together as a whole is what optimally predicts outcomes.

Victimization by bullying among youth is an international public health issue (Srabstein & Leventhal, 2010). The prevalence of victimization in Israel among youth ages 11 to 15 is 9.7% for boys and 6.7% for girls, which is comparable with the prevalence in other countries (Due et al., 2009). Little available research exists on victimization among children and adolescents with Learning Disorders (LD; for example,

This study explores the relationship between emotion regulation and psychosocial difficulties among adolescents with a specific learning disorder (SLD) and examines the role of the sense of school belonging in this connection. Participants were 249 seventh- and eighth-grade students diagnosed with SLD (146 boys, 103 girls) from 11 urban public schools. The analysis indicated that the total effect of students’ emotion regulation on the degree of psychosocial difficulties was significant: the better the students’ ability to regulate emotions, the lower their degree of psychosocial difficulties. This association was significantly mediated by a student’s sense of school belonging. Furthermore, the better the student’s ability to regulate emotions, the higher their sense of school belonging, which was in turn linked with fewer psychosocial difficulties. The article concludes with a discussion of theoretical and applied implications of the findings.