Current projects

 Bauminger-Zviely, N., & Geva, R. From Coordinated Joint Motor Activity to Social Engagement in ASD and Typical Development: Interactive Social Neuroscience Approach. We assess the role that coordinated joint action and motor functioning play in social interaction in ASD and Typically developing children.
 Adaptation of the Autism Peer Interaction Observation Scale (APIOS-P) Bauminger-Zviely & Shefer, submitted) to school-age children and low-functioning ASD.

Former studies

A. Naturalistic Assessment Procedures

PEER INTERACTION

 Social Interaction Observation (SIO; school age and adolescents,) Bauminger et al., 2002, 2003, 2007ab).
 Autism Peer Interaction Observation Scale for Preschool (APIOS-P; Shefer & Bauminger-Zviely, 2015, unpublished manual, BIU, School of Education).

FRIENDSHIP

 Friendship Observation Scale (FOS) for school ages and adolescence (Bauminger et al., 2008ab, 2010ab; Solomon et al., 2011)
 FOS-Young (FOS-Y) for preschoolers (Bauminger-Zviely & Agam Ben Artzi, 2014)

SOCIO-COMMUNICATION

 Peer talk: Pragmatic Rating Scale-Young (PRS-Y), adaptation of the PRS for preschoolers (Bauminger-Zviely et al., 2014, JCPP)
 Speech acts: adaptation of the Speech Acts Taxonomy (SAT) to Hebrew and to ASD (Bauminger-Zviely et al., 2017, JADD)

SOCIO-COGNITION
 Collaborative Problem Solving (CPS) during peer interaction (Kimhi & Bauminger-Zviely, 2012).

AFFECTIVE EXPRESSION

 Jealousy: In preadolescence (Bauminger, 2004); in preschoolers (Bauminger-Zviely, & Shoham Kugelmas, 2012).
    Loneliness: (Bauminger & Kasari 2000; Bauminger, Shulman & Agam, 2003)
 The Minimally Verbal Emotion Expression Scale (MVEES; Bauminger-Zviely & Bar Yehuda, 2016)

B. Questionnaires

 The Social Play Questionnaire (SPQ): Therapist‑Rated Play Skills (Bauminger-Zviely, Eytan, Hoshmand., & Rajwan, Ben – Shlomo, 2019; Hoshmand & Bauminger-Zviely, unpublished Manuel, BIU, School of Education).
 The Social Conversation Questionnaire (SCQ): Therapist‑Rated Conversation Skills (Skills (Bauminger-Zviely, Eytan, Hoshmand & Rajwan, Ben – Shlomo, 2019; Rajwan Ben Shlomo & Bauminger-Zviely, unpublished Manuel, BIU, School of Education).

C. Evidenced – based social intervention protocols

 CBE- Cognitive-Behavioral-Ecological Intervention (Bauminger, 2002, 2007ab, Bauminger-Zviely, 2013ab). Multifaceted social intervention to enhance children's and adolescent's' socio-cognitive and socio-interactive capabilities.
 School-Based RCT Peer Social Intervention (S-PSI) for Minimally Verbal Children with ASD (MVASD) (Bauminger-Zviely, Samuel-Magal, Estrougo , Friedlin, Heishrik, Koren, & Bar-Yehuda 2019). Intervention to facilitate school-age children with MVASD's spontaneous interaction with peers.
 PPSI- Preschool Peer Social Intervention. Intervention to promote peer - play conversation and Interactions in preschoolers with ASD (Bauminger-Zviely, Eytan, Hoshmand., & Rajwan, Ben – Shlomo, 2019)
 Multitouch collaboration technology to enhance social interaction: No-problem and Join-in (Bauminger-Zviely et al., 2013; Gal et al., 2016; Weiss et al., 2016; Zancanaro et al., 2014).