(1) Klein TL, Tiosano S, Gilboa Y, Shoenfeld Y, Cohen A, Amital H. The coexistence of familial Mediterranean fever (FMF) in systemic lupus erythematosus (SLE) patients – A cross sectional study. Lupus 2021;30(7):1094-1099.
(2) Gilboa Y, Fogel-Grinvald H, Chevignard M. Virtual Classroom Assessment for Children and Adolescents With Attention Deficits: A Systematic Review and Meta-Analysis of Measurement Properties. J Atten Disord 2021;25(3):300-311.
(3) Afek A, Ben-Avraham R, Davidov A, Berezin Cohen N, Ben Yehuda A, Gilboa Y, et al. Psychological Resilience, Mental Health, and Inhibitory Control Among Youth and Young Adults Under Stress. Front Psychiatry 2021;11.
(4) Rosenberg L, Cohen R, Maeir A, Gilboa Y. Effects of a powered mobility summer camp as perceived by school staff: a qualitative study. Disabil Rehabil Assistive Technol 2021.
(5) Maeir T, Beit-Yosef A, Wechsler T, Safra Y, Zilbershlag Y, Katz N, et al. The Feasibility and Efficacy of an Israeli Lifestyle Redesign®–Based Program for Well Older Adults: A Pilot Study. OTJR Occup Part Health 2021;41(1):47-55.
(6) Rosenberg L, Maeir A, Gilboa Y. Feasibility Study of a Therapeutic Mobility Summer Camp for Children with Severe Cerebral Palsy: Power Fun. Phys Occup Ther Pediatr 2020;40(4):395-409.
(7) Gilboa Y, Helmer A. Self-Management Intervention for Attention and Executive Functions Using Equine-Assisted Occupational Therapy among Children Aged 6-14 Diagnosed with Attention Deficit/Hyperactivity Disorder. J Altern Complement Med 2020;26(3):239-246.
(8) Orkin Simon N, Jansari A, Gilboa Y. Hebrew version of the Jansari assessment of Executive Functions for Children (JEF-C©): Translation, adaptation and validation. Neuropsychol Rehabil 2020.
(9) Steinhart S, Raz-Silbiger S, Beeri M, Gilboa Y. Occupation Based Telerehabilitation Intervention for Adolescents with Myelomeningocele: A Pilot Study. Phys Occup Ther Pediatr 2020;41(2):176-191.
(10) Maeir T, Nahum M, Makranz C, Hoba A, Peretz T, Nagary SN, et al. The feasibility of a combined model of online interventions for adults with cancer-related cognitive impairment. Br J Occup Ther 2020.
(11) Beit Yosef A, Jacobs JM, Shenkar S, Shames J, Schwartz I, Doryon Y, et al. Activity Performance, Participation, and Quality of Life Among Adults in the Chronic Stage After Acquired Brain Injury—The Feasibility of an Occupation-Based Telerehabilitation Intervention. Front Neurol 2019;10.
(12) Gilboa Y, Maeir T, Weber A, Maeir A, Rotenberg S. Predictors of community reintegration and quality of life after hip fracture among community-dwelling older adults. Int J Rehabil Res 2019;42(3):234-239.
(13) Gilboa Y, Maeir T, Karni S, Eisenberg ME, Liebergall M, Schwartz I, et al. Effectiveness of a tele-rehabilitation intervention to improve performance and reduce morbidity for people post hip fracture - Study protocol for a randomized controlled trial. BMC Geriatr 2019;19(1).
(14) Gilboa Y, Jansari A, Kerrouche B, Uçak E, Tiberghien A, Benkhaled O, et al. Assessment of executive functions in children and adolescents with acquired brain injury (ABI) using a novel complex multi-tasking computerised task: The Jansari assessment of Executive Functions for Children (JEF-C©). Neuropsychol Rehabil 2019;29(9):1359-1382.
(15) Gilboa Y, Fuchs R. Participation Patterns of Preschool Children With Intellectual Developmental Disabilities. OTJR Occup Part Health 2018;38(4):261-268.
(16) Gilboa Y. Development and initial validation of the Gilboa functional test (GIFT): A unique measure for preschool graphomotor screening. Br J Occup Ther 2017;80(11):660-667.
(17) Gilboa Y. Cultural adaptation of a preventive program for ultra-Orthodox preschool boys. J Occup Ther Sch Early Intervention 2016;9(3):258-268.
(18) Gilboa Y, Kerrouche B, Longaud-Vales A, Kieffer V, Tiberghien A, Aligon D, et al. Describing the attention profile of children and adolescents with acquired brain injury using the Virtual Classroom. Brain Inj 2015;29(13-14):1691-1700.
(19) Gilboa Y, Rosenblum S, Fattal-Valevski A, Toledano-Alhadef H, Josman N. Is there a relationship between executive functions and academic success in children with neurofibromatosis type 1? Neuropsychol Rehabil 2014;24(6):918-935.
(20) Gilboa Y, Josman N, Fattal-Valevski A, Toledano-Alhadef H, Rosenblum S. Underlying mechanisms of writing difficulties among children with Neurofibromatosis type 1. Res Dev Disabil 2014;35(6):1310-1316.
(21) Gilboa Y, Rosenblum S, Fattal-Valveski A, Josman N. Children with neurofibromatosis type 1: Functioning in the classroom. Neurofibromatosis Type 1: Symptoms, Treatment and Prognosis; 2013. p. 169-188.
(22) Gilboa Y, Rosenblum S, Fattal-Valevski A, Toledano-Alhadef H, Rizzo AS, Josman N. Using a Virtual Classroom environment to describe the attention deficits profile of children with Neurofibromatosis type 1. Res Dev Disabil 2011;32(6):2608-2613.
(23) Describing the attention deficit profile of children with neurofibromatosis type 1 using a virtual classroom environment. 2011 International Conference on Virtual Rehabilitation, ICVR 2011; 2011.
(24) Gilboa Y, Rosenblum S, Fattal-Valevski A, Josman N. Application of the International Classification of Functioning, Disability and Health in children with neurofibromatosis type 1: A review. Dev Med Child Neurol 2010;52(7):612-619.
(25) Gilboa Y, Josman N, Fattal-Valevski A, Toledano-Alhadef H, Rosenblum S. The handwriting performance of children with NF1. Res Dev Disabil 2010;31(4):929-935.