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Bishvil HaKochav A Treatment center for children with autism promoting accessibility to the most advanced and current treatments ​We use evidence based methods in a veriaty of child development areas: language, communication, playing, independence, cognition, gross and fine motor skills ​ We provide parents with treatments for their children, parental guidance, couples and family counseling, weaning programs, behavior disorders treatment, and pediatric pelvic floor physical therapy ​ ,The head of the center is Motti Morgan, a certified level III (PRT) therapist ,for the Koegel institution of Autism .Stanford University ​

Motti Morgan - Founder ,Dear parents ​ ​ My name is Motti Morgan, I am married and a father of four children, founder and manager of "Bishvil HaKochav" center. I am a certified PRT therapist from the Koegel Center of Autism in Stanford University, in the USA, a PHD student and autism researcher at Bar-Ilan University, and hold a master's degree in special education with a specialization in autism. Additionally, I am a senior physical therapist and a graduate with excellence of the Tel Aviv University. To me there is no greater sense of responsibility and mission than the trust of parent when treating their most precious children. This sense is what constantly leads me in my professional way as it is my duty towards the parents who put their faith and trust in me. In my opinion, there is no greater sense of responsibility and mission than parents who trust you to take care of their loved ones. This feeling continues to lead me all the time in my professional path as my duty towards the parents who put their trust in me. At the beginning of my journey in treating autism, I was exposed to a number of common treatment methods in Israel, some behavioral methods and some more emotional. My initial introduction to the field was with a behavioral method that I experienced as rigid and artificial. It seemed that the children I worked with were unmotivated and unhappy. Later, a window opened for me to a more emotional approach, which, although it gave more importance to the child's wishes and it was clear that the child was happier with it, on the other hand, there was no adherence to important learning principles, Orderly and systematic follow-up of the child and it lacked established research information. . ​ After being exposed to many treatment methods, I felt a moral and professional obligation to research and look for other, more recent, tested treatment methods that have a solid and extensive research base. Methods that have proven superior in promoting children with autism. I was looking for methods that would meet the needs of the parents, for treatment from the moment of diagnosis, research-based methods whose effectiveness has been proven in the treatment of children. In addition, I wanted to find a way to combine the professional treatment with the parental need to understand the child's difficulty and to be in a place to provide the appropriate solutions. * link to the worldwide list of certified people in the PRT method, of the KOEGEL Center for Autism, you can find me, under certified people from Israel, under the name Motti Morgan

Comorbidities Associated with Autism ​ There are accompanying conditions that affect the appearance of autism in that person. These situations affect the type of treatment that will suit the person and the way in which he interprets his difficulties. Below are some examples of the accompanying problems. ​ ​ Autism and mental health ​ Epidemiological studies suggest that the majority of people suffering from autism face a mental condition such as: Attention deficit disorder, hyperactivity-ADHD Anxiety disorders, depression, schizophrenia, bipolar disorder. ​ Sleep Disorders A particularly common problem among children with autism, difficulty falling asleep. Frequent and prolonged wakefulness during the night and particularly long awakening. ​ Feeding and/or eating problems Most of the children on the autistic spectrum suffer from these disorders, almost half of these conditions were defined as severe. ​ Epilepsy Affects one-fifth to one-third of people with autism compared to 1-2% of the general population. ​ Gastrointestinal disorders Almost 8 times higher risk of suffering from one or more chronic problems in the digestive system compared to children with normal development. Frequent abdominal pain, gas, diarrhea, constipation and even pain when passing stool. ​

Autism Diagnosis ​ Recently, there has been an increase in awareness and the improvement of autism diagnosis methods, today you can see children who are diagnosed even before the age of two. The importance of early diagnosis lies in the window of time created during infancy when there is considerable flexibility in brain development and learning potential, therefore there is an improvement in the results of treatment for children with autism at this stage. As of today, there is no medical test that enables the diagnosis of autism. ​ The diagnosis is made by the developmental and behavioral assessment of the child paying attention to consistent difficulties in the two main areas, and the sub-sections arising from them. Core symptom 1 - consistent difficulty in communication and/or social interaction A. Difficulty maintaining social and emotional reciprocity. ​ B. Difficulty with non-verbal interaction, such as reading body language, maintaining eye contact and using or interpreting gestures. ​ C. Difficulty maintaining and understanding relationships and even unwillingness to have relationships at all. ​ * All three symptoms must be present for diagnosis. ​ Core symptom 2 - repetitive and narrow patterns of behaviors and/or activities and/or interests ​ A. Stereotypic - repetitive behaviors such as: repetitive speech (e.g. echolalia - when the child repeats words over and over like an echo), repetitive motor movements (e.g. hand waving), repetitive use of objects (e.g. driving a car back and forth) or idiosyncratic expressions (made-up language that the child uses in it for more than three months). B. A rigid routine that lacks any flexibility and has ritualistic patterns that manifests itself in a strong resistance to change (picky eating, traveling on a fixed route). Any deviation from the routine can create a situation of distress. ​ ​ ​ C. Areas of interest are limited and fixed to an abnormal level, an obsessive attachment to everything related to the field of interest and an overly intense attention to detail. ​ ​ ​ D. Various sensory and sensory problems, which can manifest as under/over reactivity to pain or temperature, sensitivity to sounds or textures, excessive smelling, touch in objects, great interest in lights or movement. ​ * At least 2 of the 4 symptoms must be present for a diagnosis ​ In order to determine that a person suffers from autism, it is necessary to examine that In addition Three more criteria: ​ A. Some of the symptoms were present in early childhood, even if the diagnosis is made later. ​ B. The symptoms significantly interfere with daily functioning. ​ C. The difficulties cannot be attributed only to intellectual disability. ​ ​

​ Bishvil HaKochav center aspires to make evidence based treatments, scientifically tested with proven efficiency treating children with ASD accessible in Israel. ​ Online parent training ​ The center allows online training combined with face-to-face meetings customized for the family. ​ The online treatment procedure: ​ A. Theory sessions The first two meetings are for the benefit of making the theory behind the PRT method accessible. The sessions are accompanied by videos from various treatments that demonstrate the basic principles, the duration of each session is about an hour. In the future, you can also add additional caregivers of the child, so we can create a common language between all the caregivers. ​ B. Transfer videos After the theoretical sessions, the parents will be asked to send a number of *short videos. In these videos, the parents will try to apply the principles learned in the theory sessions, according to the guidance of the therapist. In preparation for the next training, instructions will be sent in the most convenient way for parents. * In order to maintain privacy, after analyzing the videos and providing feedback, the videos will be deleted. ​ C. Online meeting to provide feedback After the analysis of the videos by the therapist, a meeting will be held with the parents, in which feedback will be given on the method of implementation and follow-up on the goals. Points for improvement and preservation, providing instructions for further treatment. ​ D. Building a treatment strategy After a number of online meetings and after receiving the situation picture from the parents, a comprehensive treatment plan will be built together for all areas of development: Verbal and non-verbal communication, joint attention, imitation, cognition, social skills, play, independence (dressing, eating, hygiene, chores) and motor skills. The goals will be measurable and flexible. When an assessment is performed, it is possible to know objectively whether the child has achieved the goal or not. * There is no obstacle to combining frontal treatments at the same time based on considerations of the child's/parent's ability to apply the method, the child's progress, personal needs, etc. ​ E. Reassessment The program is dynamic and flexible. Once a period of time the goals will be re-evaluated and examined. If there are goals that have been achieved, they will be replaced by more advanced ones. If there are goals that have not been achieved, a rethinking and brainstorming is done, if necessary, formulate a new treatment strategy. ​ F. Continuous contact with the parents ​ The parents receive full support. There is an open, continuous and honest line between the therapist and the parents. Parents are invited to consult and ask the therapist questions in any field related to the child's advancement.

Social groups for children and youth on the autism spectrum New in the Pardes Hanna Karkur area: groups to improve social skills for children and youth on the continuum Don't let social difficulty limit your child, Give them an empowering and supportive framework The "Bishvil Ha - Hakochav" Autism Treatment Center is proud to offer unique social groups for children and adolescents on the autism spectrum in the Pardes Hanna, Karkur, and surrounding areas. ​ Why is it important for your child to start the school year with a social group? Many parents of children and teenagers on the autism spectrum are familiar with the social challenges their children face. These challenges can impact their self-esteem, confidence, and social integration. In these groups, children learn and practice various social skills, such as interpersonal communication, conflict resolution, and cooperation. The groups are managed by skilled professionals who provide personalized support and guidance, helping children acquire the tools needed to improve their quality of life and social integration. ​ The Added Value of the Groups for Your Child Social skills groups provide a unique and professional setting that allows children and adolescents on the spectrum to address these challenges and develop socially. Acquire social skills such as starting conversations, forming connections, cooperation, handling conflicts, and more. Practice these skills in a supportive and inclusive environment, with feedback and positive reinforcement. Meet new friends and develop meaningful social connections. Enhance self-confidence and a sense of capability. Improve social integration in educational and social settings. The groups are tailored to different ages and levels of functioning and are led by a skilled and experienced team in the field of autism. Joining social skills groups is a significant step that can lead to a substantial positive change in your child's life. Who Are the Groups For? The groups are designed for children and adolescents on the autism spectrum, ages 4.5 to 18, at various levels of functioning. Group Activities The groups meet once a week and are guided by a professional and experienced team. During the sessions, children and adolescents participate in various social activities: Games, crafts, sports activities, group discussions, and simulations of social situations. Group Benefits Development of social skills, improvement of self-image, fostering a sense of belonging, making friends, enjoyment, and leisure. Benefits for Parents Raising a child on the autism spectrum can be challenging and complex for parents. In addition to daily concerns for the child’s well-being, parents face social difficulties and complex emotional situations. In these situations, social groups for children on the spectrum offer not only an effective solution for the child but also significant benefits for the parents themselves. Understanding these benefits can help parents see how participation in such groups can ease their burden and contribute to the well-being of the entire family. Peace of Mind: Knowing that your child is developing essential social skills and forming meaningful connections provides parents with significant relief and peace of mind. Tools for Coping: Parents gain effective tools to address their child's social challenges. They learn successful communication techniques and receive support and guidance from a professional and experienced team. Opportunity to Meet Other Parents: These groups provide an excellent meeting place for parents of autistic children. Parents can meet others, share experiences, receive mutual support, and learn from each other. Reduction of Emotional Burden: Dealing with a child's social challenges on the spectrum can be emotionally draining for parents. Their child’s participation in a group helps reduce the emotional burden and creates free time for parents. for more details

Social groups for children and youth on the autism spectrum New in the Pardes Hanna Karkur area: groups to improve social skills for children and youth on the continuum Don't let social difficulty limit your child, Give them an empowering and supportive framework The "Bishvil Ha - Hakochav" Autism Treatment Center is proud to offer unique social groups for children and adolescents on the autism spectrum in the Pardes Hanna, Karkur, and surrounding areas. ​ Why is it important for your child to start the school year with a social group? Many parents of children and teenagers on the autism spectrum are familiar with the social challenges their children face. These challenges can impact their self-esteem, confidence, and social integration. In these groups, children learn and practice various social skills, such as interpersonal communication, conflict resolution, and cooperation. The groups are managed by skilled professionals who provide personalized support and guidance, helping children acquire the tools needed to improve their quality of life and social integration. ​ The Added Value of the Groups for Your Child Social skills groups provide a unique and professional setting that allows children and adolescents on the spectrum to address these challenges and develop socially. Acquire social skills such as starting conversations, forming connections, cooperation, handling conflicts, and more. Practice these skills in a supportive and inclusive environment, with feedback and positive reinforcement. Meet new friends and develop meaningful social connections. Enhance self-confidence and a sense of capability. Improve social integration in educational and social settings. The groups are tailored to different ages and levels of functioning and are led by a skilled and experienced team in the field of autism. Joining social skills groups is a significant step that can lead to a substantial positive change in your child's life. Who Are the Groups For? The groups are designed for children and adolescents on the autism spectrum, ages 4.5 to 18, at various levels of functioning. Group Activities The groups meet once a week and are guided by a professional and experienced team. During the sessions, children and adolescents participate in various social activities: Games, crafts, sports activities, group discussions, and simulations of social situations. Group Benefits Development of social skills, improvement of self-image, fostering a sense of belonging, making friends, enjoyment, and leisure. Benefits for Parents Raising a child on the autism spectrum can be challenging and complex for parents. In addition to daily concerns for the child’s well-being, parents face social difficulties and complex emotional situations. In these situations, social groups for children on the spectrum offer not only an effective solution for the child but also significant benefits for the parents themselves. Understanding these benefits can help parents see how participation in such groups can ease their burden and contribute to the well-being of the entire family. Peace of Mind: Knowing that your child is developing essential social skills and forming meaningful connections provides parents with significant relief and peace of mind. Tools for Coping: Parents gain effective tools to address their child's social challenges. They learn successful communication techniques and receive support and guidance from a professional and experienced team. Opportunity to Meet Other Parents: These groups provide an excellent meeting place for parents of autistic children. Parents can meet others, share experiences, receive mutual support, and learn from each other. Reduction of Emotional Burden: Dealing with a child's social challenges on the spectrum can be emotionally draining for parents. Their child’s participation in a group helps reduce the emotional burden and creates free time for parents. for more details

Frequently Asked Questions of Parents ​ Needless to say, if anything is not clear and you would like us to help, please contact us. What is the difference between intellectual developmental disabilities (previously referred to as retardation) and autism ? ​ Firstly, autism is not mental retardation. The definition of intellectual developmental disability actually requires the diagnosis of three different characteristics that coincide: ​ A. Low IQ - 70 or below. ​ B. Poor personal and social adaptation - functional-behavioral-social difficulty in relation to what is .expected of his peers in his cultural group (the child's "natural" environment) For example: functional independence in daily activities: showering, maintaining personal hygiene, dressing etc. Also, examples of communicative and social adaptation: recognition and response according to different social situations, ability to speak in complex sentences according to what is expected of his age. ​ C. The above criteria should appear during the developmental period, from birth to age 18 Thus it is possible to exclude from the equation situations of loss of mental capacity, which are not related to development, such as a stroke or head injury and more. About 30% of children diagnosed with autism also suffer from developmental intellectual disability (ID) :Diagnosis of ID is usually made around the age of 4-5 years. Suspicious signs of ID: When the child presents a significant delay in several areas of development and does not perform as expected of his age at least in some areas of development towards the age of three. Will my child be able speak in the future ? ​ About 30% of the children diagnosed with autism are defined as "Minimally Verbal" - children who do not speak at all or proactively use 30 words or less. It is clear to us that the earlier the therapeutic intervention is given, the chances of reaching a higher developmental potential increase significantly. ​ According to data from the Koegel Center for Autism: 95%of the children who did not speak, but were treated with the PRT method before the age of 3, began to speak. The figures decrease at later ages. Children who did not speak and received the intervention between the ages of 3-5: 85%-90% of this group, began to speak. About 20% of the children who did not speak and received the intervention after the age of 5, managed to speak. What can we expect down the road ? ​ Unfortunately, the range is wide and there is no way to predict the functional ability of the child diagnosed with autism. On the one hand, some people with autism achieve complete independence, start a family and even manage to make a living. On the other hand, some will need 24-hour support and assistance for the rest of their lives. People on the autism spectrum, especially those who succeed in acquiring language and speech skills may be able to live an independent life (even if they struggle on a social level). Therefore, it is of considerable importance to provide early intervention as much as possible. If you suspect that there is a delay/disruption in some areas of your child's development, please consult your pediatrician as soon as possible. How do we know if the treatment is working ? ​ Parents often encounter a variety of recommendations and different opinions regarding treatments for autism. In some cases, these opinions are based on personal experience, beliefs, intuition or customary therapeutic tradition, as opposed to information based on real research and science, which is tested by criteria that indicates objectivity, without biases about its effectiveness. When you want to check if the treatment helps and is appropriate, as yourself the following: A. Has the treatment been tested as effective by accepted scientific standards? B. Is the treatment plan personalized and includes measurable goals? C. Is an evaluation carried out every period of time that checks which goals were achieved or whether there has been a measurable and objective improvement? This is in order to adapt the treatment plan to the child's changing condition. ​ What is important that we do to improve the child's condition ? ​ The treatment of a child with autism is extremely complex, this is due to the differences between children with autism. Therefore, the treatment plan should be built individually for each child. There are many types of treatments for autism and the guiding principle of an effective treatment will be one that has been scientifically tested and has shown superiority and effectiveness over other treatments. Of course, the interaction between the child and the therapist and open and patient communication between the parents and the therapist are also important. If you have chosen more than one therapist, it is recommended to connect the therapists in order to make sure that the treatment is coordinated for maximum effectiveness. It is important to remember that any treatment plan should suit both the child and the family, since the treatments are a significant aspect of family's life. What is the effect on the family ? ​ After receiving the diagnosis, the family must face many and unexpected difficulties. The parents may experience differetnfeelings, such as: pain, sadness, guilt, helplessness and more, There feelings have an impact both at the marital level and at the family level. It is important that you remember to take care of yourselves, your relationship and your family in order to provide you and your child with the strength required for the process and go through it in the best possible way. Some of the tasks and challenges along the way are finding a suitable a educational system, choosing complementary treatments, investing a considerable amount of time, exhausting rights from the authorities and more. The diagnosis definitely affects the nuclear and extended family, but it is important to know that you are not alone and there are organizations and associations that provide support for families, in support groups, individual counseling, information and help with the bureaucracy. Will the diagnosis change in a few years ? ​ The diagnosis is made according to the DSM 5 criteria, which is the psychiatrists' diagnosis book. Autism is not a disease and therefore there is no such thing as a cure for autism. The neurological and developmental potential of the child must be maximized so that they can live with dignity and independence as much as possible. If the diagnosis is made before the age of 7, National Insurance will give the diagnosis temporary validity, which you will be asked to renew at the age of 7. There may be isolated cases in which when the child arrives for the renewal of recognition of the diagnosis, he does not meet the criteria of the DSM, but in most cases the diagnosis does not change. What is the meaning of "Low/High function" ? ​ One of the first things that parents of a child on the spectrum encounter, even at the diagnosis stage, are the definitions of the child's level of functioning. There are several indicators to determine the functional level of a child with autism, among them are cognitive ability, level of support for the child derived from the severity of symptoms and more. The level of cognitive function is determined according to the IQ and it is c ustomary to classify those with an IQ lower than 80 as low function. An IQ below 70 is defined as having a "developmental intellectual disability". An IQ higher than 100 is defined as high functioning. The severity of the symptoms is divided into severity levels: Level 1 - "requires support" | Level 2 "requires significant support" | Level 3 - "requires very significant support" The degree is determined according to the severity of the two core symptoms in autism: A. Consistent difficulty in communication and/or social interaction. B. Repetitive and narrow patterns of behaviors and/or activities and/or interests. According to the severity of these two symptoms, the person's level of assistance is graded, from a level where he needs support and assistance continuously for the rest of his life to a person who is able to maintain a regular family life and work.

The Center ​ Bishvil Ha-Kochav center was opened out of a sense of mission and desire to develop treatment of autistic children in Israel and to bring it to the most advanced level possible. In the last decade we have been using P.R.T, an evidence based advanced treatment method with which we have had the privilege to accompany many parents starting from the diagnosis stage and leading to the fulfillment of the child's developmental potential. Along side the considerable emotional difficulties accompanying the process, we try, together, to find the best way for the parents and child, to manage, adjust and advance. The treatment methods used in the center are only evidence based treatments which were proven highly effective in promoting the children. We make sure to be updated in current research and treatments of autism in order to provide the children with the best treatments. We participate in international conferences such as the yearly conference of the Koegel Institution for Autism in Stanford University, the INSAR convention which brings together the best of international researches on autism. We also take part in updated courses on autism treatments such as PACT, ESDM, JASPER.

Treatments ​ The treatments take place at the Or Akiva center, with the cooperation of the parents. The duration of each treatment is about 45 minutes. Starting in 2021, treatments will also be held in Be'er Sheva and the surrounding area in order to allow the children of the south access to PRT treatments as well. ​ The six components of the therapeutic procedure: ​ A. A conversation with the parents ​ The purpose of the conversation is to get to know the needs of the child and the family. Transferring important initial information such as the setting in which the child studies, treatments he receives, family constraints, etc. This information is essential for building the initial personal plan. At the same time, also checking the child's developmental status, his communicative, verbal/non-verbal ability, ability to play, imitation, independence, etc. Before the treatment, essential questions are required such as: the child's preferred sources of motivation, which can be incorporated during the treatment: games, activities, foods. ​ B. Developmental assessment ​ The first meetings will be used by the therapist to get an impression of the child's developmental abilities, and to create a connection. The assessment is done by playing and favorite activities of the child and refers to the stages of his development: Verbal/non-verbal communication, joint attention, imitation, cognition, social skills, play, independence (in eating, dressing, hygiene, chores), gross and fine motor skills. ​ C. Building a personal treatment plan ​ The program is built according to the developmental level of the child in cooperation with the parents. The plan concerns all stages of development, as tested in the stages of the initial assessment. The stated goals are measurable, that is, when an assessment is performed, it is possible to know objectively whether the child has achieved the goal. ​ D. Treatments ​ The treatments carried out after the construction of the personal treatment plan are carried out in accordance with the plan and in order to achieve the goals, as defined. The treatment is done by playing and favorite activities of the child. At the end of each treatment, the parents receive instructions to continue practicing with their child in the home routine during the week. E. Re-evaluating and renewing the plan ​ The program is dynamic and flexible. Once per period of time the therapist will evaluate the goals and examine them. If there are goals that have been achieved, they are replaced by other, more advanced ones, and if the goals are not achieved, rethinking, brainstorming is done, and if necessary, an alternative therapeutic strategy will be formulated. F. Continuous contact with parents ​ The parents receive full accompaniment, and there is an open line between the therapist and the parents. Parents are invited to consult and ask questions in any field related to the advancement of the child.

Social groups for children and youth on the autistic spectrum New in the Hadera area: groups to improve social skills for children and youth on the continuum Don't let social difficulty limit your child, Give them an empowering and supportive framework The "Bishvil Ha-Kochav" Autism Treatment Center is proud to offer unique social groups for children and teens on the autism spectrum in the Hadera area. ​ Why is it important for your child to be part of a social group? Many parents of children and teens on the autism spectrum are aware of the social challenges their children face. These challenges can impact self-esteem, confidence, and social integration. ​ Social skills groups provide a unique and professional framework that allows children and teens on the spectrum to: Acquire social skills such as initiating conversations, forming relationships, cooperating, handling conflicts, and more. Practice these skills in a supportive and inclusive environment, receiving feedback and positive reinforcement. Meet new friends and develop meaningful social connections. Boost self-confidence and a sense of capability. Improve social integration in educational and social settings. ​ The groups are tailored to different ages and levels of functioning and are led by a skilled and experienced team in the field of autism. Joining social skills groups is a significant step that can lead to a meaningful positive change in your child’s life. Who are the groups for? The groups are intended for children and teens on the autism spectrum, aged 4.5-18, with varying levels of functioning. Activities in the Groups The groups meet once a week and are guided by a professional and experienced team. During the sessions, children and teens participate in a variety of social activities, including: Games, creative activities, sports, group discussions, and simulations of social situations. Benefits of the Groups Development of social skills, improvement of self-image, instilling a sense of belonging, making friends, and having fun. Benefits for Parents Peace of Mind: Knowing that your child is developing important social skills and experiencing meaningful social connections can bring significant relief and peace of mind for parents. Tools for Coping: Parents receive tools to help them cope with their child's social challenges, learn effective communication techniques, and can get support and guidance from an experienced professional team. Opportunity to Meet Other Parents: These groups can be a great meeting place for parents of children with autism, allowing them to meet other parents, share experiences, receive mutual support, and learn from one another. Reduced Emotional Strain: Dealing with the social challenges of a child on the spectrum can be emotionally taxing for parents. Having their child participate in a group can help reduce this emotional strain and create free time for parents. ​ for more details

Social groups for children on the autistic spectrum Communication and social skills are critical for improving your child's quality of life and maximizing their integration into society. Group therapy enables your child to practice and enhance communication and social skills in a safe and pleasant environment. The group sessions are structured around both theoretical and experiential learning. During therapy, we will present content focused on providing solutions to the core challenges of autism, practicing them within the group setting, with close guidance and tailored feedback from the facilitators. ​ The content is based on models that have been validated through controlled studies and have shown impressive results in improving social skills for children on the spectrum. ​ In the groups, we will practice situations that invite: Social interaction. Sharing objects, ideas, and experiences. How to join a game. Transitions between activities. Learning to lose gracefully. Social play and imaginative play. Social conversation. Solving social problems. Emotional understanding and emotional regulation. Maintaining personal space boundaries, and more. Group Facilitators: Moti Morgan (M.A) Founder and Director of the center. Certified in the PRT method from Stanford University, USA. Holds a Master's degree in Special Education with a specialization in Autism and extensive experience in working with children and adolescents. He facilitates interventions in therapeutic groups and provides family support from the moment of diagnosis. ​ Tamar Elbilia (M.A) Social Groups Coordinator at the center. Holds a Master’s degree in Child Development and has over a decade of experience as a Communication Kindergarten Director. She has many years of experience in facilitating therapeutic groups, supporting families, children, and adolescents on the spectrum, and practicing emotional therapy through play. Registration Details: Kindergarten Group (starting from age 4.5). Early Childhood Group – Ages 6–8 years. Pre-Adolescence Group – Ages 8–12 years. Start Date: Coming soon. Sessions will be held on Sundays in the afternoon. Each session lasts 45 minutes. Location: Or Akiva. Program Structure: 15 sessions (12 group sessions + 2 individual sessions + 1 parent guidance session). ​ Participation in all sessions is required for the success of the therapeutic process. ​ Reimbursement is available from private insurance companies and health funds. For details and contact