In Progress: Feuerstein Cognitive Intervention for Older Patients with Mild Cognitive Impairment (MCI)
- The rise in life expectancy in recent decades has resulted in a dramatic increase in the population of older people.
- 10% of adults aged 65 and over, and 50% of adults over 90 suffer from dementia.
- Data from the World Health Organization (WHO) predict 43 million dementia sufferers globally in the year 2020.
- Is it possible to improve cognitive
abilities later in life through a cognitive intervention program?
- Can cognitive intervention alter the
functional connectivity (the functionally integrated relationship between spatially
separated brain regions) of the brain? (measured using fMRI)
- Cognitive intervention led to
improved cognitive abilities among adults with MCI (mild cognitive impairment).
- An improvement was seen in memory
and spatial perception abilities in particular.
- It is possible to improve cognitive
abilities at a later stage in life through cognitive intervention.
- It is possible to slow the process
of cognitive decline and even improve the daily functioning of adults suffering
from cognitive impairment.
- The Feuerstein Institute is
developing a structured intervention program that can benefit adults suffering
from cognitive decline.
In Progress: Cognitive rehabilitation of patients with brain damage using the Feuerstein Method – prospective, retrospective and case study research.
- Neuropsychological rehabilitation
refers to non-medicinal treatment designed to help a person suffering from
brain injury overcome the cognitive, mental, social, and functional
difficulties created by the injury (Prigatano, 1999).
- These treatments are provided by a
variety of health workers (including rehabilitation psychologists, occupational
therapists and speech therapists).
- Rehabilitation aims to restore the
patient’s quality of life, help them cope effectively with the difficulties and
reduce the extent to which the harmful effects of the injury impact daily life.
- Evaluation of the efficacy of
neuropsychological rehabilitation at the Brain Injury Rehabilitation Center at
the Feuerstein Institute
- Examination of the predictive
validity of dynamic assessment (LPAD) on patient rehabilitation.
- The research is divided into three
parts: 1) retrospective study – past patients were assessed and their current
performance was compared with tests done before they began their treatment at
the FI, 2) prospective study – current patients were assessed over a period of two years, and 3) case
studies were written toillustrate in detail the remarkable recovery seen in patients treated at the Center. One has been
Anaki, D., Goldenberg, R. Devisheim, H., Rosenfelder, D., Falik, L. & Harif, I. (2016). Restoring one’s language edifice: A case study of long-term effects of intensive therapy employing cognitive modifiability strategies. NeuroRehabilitation, 39, 3-17.
- Cognitive improvements were observed in the sample of patients, ranging across different domains (IQ, memory, fluency, and attention).
- Time spend at rehabilitation at the Feuerstein Institute predicted better emotional well-being. Patients with a longer rehabilitation period had less depression and anxiety symptoms.
- The scores of the MPAI (Mayo-Portland Adaptability Inventory) indicate that the adaptability of our patients is better than a comparable patient sample with similar characteristics.
- The Rey Complex Figure Test (part of the LPAD) is a fairly good predictor of future cognitive and functional abilities.
at the Feuerstein Institute has been found to be effective in restoring
intelligence and memory, even when rehabilitation is not carried out
immediately after injury.
- It is
possible to improve and even overcome limited cognitive abilities due to brain
Evaluation of “Hazon” Course – Preparation for Partnership and Marriage for People with Mental Disabilities (2017)
indicate that most adults with mental disabilities want to be in a loving relationship
& Hagual, 2015).
- Couples with disabilities are able
to meet the requirements of living together (Lofgren-Martenson, 2004; Levitan,
- People with disabilities who were in
a relationship were found to be more relaxed, with a higher sense of
independence, self-confidence, self-esteem, and sense of competence than people
with similar disabilities who were not in a relationship (Reiter and Neuman, 2013).
- People with mental/intellectual
disabilities need more guidance and direction than those in the wider
population, when it comes to relationships and marriage.
- However, society does not encourage or provide appropriate frameworks for marriage
amongst adults with disabilities.
- Will the
participants gain the necessary skills required for a romantic relationship?
- Will the course
succeed in preparing the participants for partnership and marriage?
- At the end of
the course, the subjects had a better understanding of and demonstrated more
appropriate behavior to marital situations.
- The subjects improved
their ability to understand others, to compromise, to express emotion and to
respond appropriately to social situations.
- Participants’ self-competence
had increased by the end of the program.
- In a simulation
of a first date, participants significantly improved their ability to take
initiative and be an active partner in the conversation, as well as showing
empathy and taking an interest in the other.
- The Hazon Course gives hope to young adults with disabilities who would like to be in a loving relationship.
- With the correct assistance, these young adults are able to date, enter into a serious relationship, and get married.
Integration of Students of Ethiopian Origin in Israeli Universities, 2018
- The current
criterion for acceptance to universities in Israel is based on the psychometric
test. However, the ever- increasing argument has been that this test
is culturally-biased and discriminates against disadvantaged populations (such
as students of Ethiopian origin-SEO).
- In 1994, the proportion of Ethiopian-origin students in higher education
institutions was only 0.9%; disproportionately low.
in economic, educational, employment and family status between Ethiopian
Israelis and the greater Israeli population are still prevalent
- A special
program was developed to integrate these students, based on dynamic assessment
[DA], an interview, academic-oriented metacognitive intervention, and
counseling. These assessments measured learning potential as opposed to measuring current performance
- Will the students accepted to the
program meet the university requirements? Will drop-out rates match the general dropout rate at universities?
- Is dynamic assessment a better predictor of academic achievement than the
- 174 candidates with
low psychometric scores were selected, screened and enrolled for studies in
university; 49.4% enrolled to prestigious departments (e.g., medicine).
- Out of all SEO
who began their studies at the university, only 4.6% dropped out at the end of
first year as compared to 10.8% on national Jewish sample. No significant
differences were found between dropped out and continuing students in the psychometric
- Prediction of
first-year and three-year GPA scores by DA and psychometric scores were not
assessment may be a more effective selection tool for students with deprived
cultural backgrounds to university than the standardized psychometric test
- This program was effective in recognizing the learning potential of the SEO
students. They are able to meet the course and university requirements like their peers, despite
low psychometric scores. Without this program, they would
have not been accepted to university.
In Progress: Academic Intervention in Arab Schools (Ramle)
- Large academic achievement disparities exist between the Jewish and Arab sectors.
- Only 47.8% of students in the Arab sector are eligible to matriculate, compared to 70.9% in the Jewish sector.
- In the city of Ramle, the percentage of students who are eligible to matriculate is only 57%
- The drop-out in the Arab sector is double that of in the Jewish sector (3.6% as opposed to 1.7%).
Feuerstein Instrumental Enrichment intervention in ninth and tenth grades
promote students’ achievement towards the matriculation exams?
intervention reduce the drop-out rate?
- Is it
possible to increase the percentage of those entitled to a matriculation
and mathematics matriculation scores of 11th grade students who took
part in the program when in 9th and 10th grade, were higher than the
matriculation scores of students who did not participate in the program.
- The intervention program in grades 9-10 resulted in a significant improvement in the matriculation grades in 11th grade in English and mathematics.
- An intensive intervention program at the beginning of high school can prepare students for matriculation exams in a variety of subjects.
- The Feuerstein intervention program can contribute to maximizing the potential of the students in the school and to reducing educational gaps that exist in Israeli society
Feuerstein Academic Intervention in Israeli Youth Villages, 2018
- Israel’s youth villages provide
boarding school settings for at-risk youth.
- Many of the students living in youth
villages come from the social and economic periphery of the country and suffer
from social, academic and/or behavioral problems.
- When compared to a control group of
youth with similar characteristics, significantly fewer youth village alumni
matriculate and complete the psychometric test. Furthermore, the average
psychometric scores of Israeli boarding schools graduates are significantly
lower than that of the rest of their cohort.
Feuerstein Instrumental Enrichment intervention in youth village schools
promote students’ achievement?
- Is it
possible to increase the percentage of those entitled to a matriculation
- Is it
possible to reduce
educational disparities prior to the matriculation examinations?
- In the ninth grade, students’ scores
in all LPAD sub-tests increased significantly between the beginning and the end
of the year.
- Following the intervention program,
grade 9 students’ scores were significantly higher than the scores of their peers
in the control group (for the Organizer and Numerical Progression tests). There
was no significant difference between the two groups’ scores on the Verbal
Comprehension test following intervention.
- The Instrumental Enrichment
intervention program is able to identify students’ learning potential, and
impart the students with skills and learning strategies that are not taught in
the standard curriculum framework.
- The impact of the intervention
program in school is most strongly reflected in tests that examine thinking
skills such as reasoning and analytical thinking.
Feuerstein Academic Intervention in East
Jerusalem Arab Schools, 2018
- Large disparities in scholastic achievement exist in
Arab and Jewish education.
- The scholastic achievements of elementary-age students
in Arab education are lower than those of Jewish students, especially in
reading comprehension and arithmetic (Knesset Research and Information Center,
- 40% of the students in East Jerusalem do not complete
12 years of schooling (Jerusalem Institute for Israel Studies, 2014)
- Low academic success
can lead to the development of
behavioral problems, a decrease in self-confidence and motivation, and to a
higher likelihood of dropping out (Einat & Einat, 2007).
Feuerstein Instrumental Enrichment intervention in grades 4-5 grades improve students’
grades in reading comprehension and arithmetic?
- Will early
intervention reduce the drop-out rate and reduce the gaps in academic
Feuerstein Intervention Method for Children on the Autistic Spectrum:
Descriptive Research Project, 2018
- The aim of the
project is to describe and evaluate mediated learning experience (MLE) intervention
for individuals with autistic spectrum disorder (ASD).
- 9 individuals
diagnosed with ASD who are treated at the FI will be followed across a year in
order to evaluate their progress.
- Participants will
be evaluated at three points in time, using a variety of instruments.