Heiman, T., & Olenik-Shemesh, D. (2020). Social-emotional profile of children with and without learning disabilities: The relationship with perceived loneliness, self-efficacy and well-being. International Journal of Environmental Research and Public Health, 17(20), 7358-7373. ijerph-944052.
Seale, J., Colwell, C., Coughlan, T., Heiman, T., Kaspi-Tsahor, D., & Olenik-Shemesh, D. (2020). Dreaming in colour: Disabled higher education students’ perspectives on improving design practices that would enable them to benefit from their use of technologies. Education and Information Technologies, 1-33. doi: 10.1007/s10639-020-10329-7
Olenik-Shemesh, D., Heiman, T., & Assaiag, A. (2020). The challenges facing Arab students with learning disabilities in higher education institutions and the role of support centers in their academic functioning: A preliminary study. International Education Studies, 13(11), DOI:10.5539/ies.v13n11p44
Skrzypiec, G., Alinsug, E., Nasiruddin, E., Andreou, E., Brighi, A., Didaskalou, D., Guarini, A., Heiman, T., Kang, SW., Kwon, S., Olenik-Shemesh, D., Ortega-Ruiz, R., Romera, E., Roussi-Vergou, C., Sandhu, D., Sikorska, I., Wyra, M., Xi, J., & Yang, C. (2020). Harmful peer aggression in four world regions: Relationship between aggressed and aggressor. Journal of School Violence, 1-16, https://www.tandfonline.com/doi/full/10.1080/15388220.2020.1808789
Olenik-Shemesh, D., Heiman, T., & Zuaret-Hannan, M. (2019). Cyber-victimization among young children: Mapping the phenomenon and the relationship with social support and sense of loneliness. Studies in Education: Journal for Study and Research in Education 20, 55-83. (Eunim Ba'hinuch). (Hebrew)
Heiman, T. & Olenik-Shemesh, D. (2019). Perceived body appearance and eating habits: The voice of young and adult students attending higher education. International Journal of Environmental Research and Public Health, 16, 451-463. https://doi.org/10.3390/ijerph16030451
Heiman, T. & Olenik Shemesh, D. (2019). Predictors of cyber-victimization of higher-education students with and without learning disabilities. Journal of Youth Studies, 22(2), 205-222. https://doi.org/10.1080/13676261.2018.1492103
Heiman, T., Olenik-Shemesh, D., & Frank, G. (2019). Patterns of coping with cyberbullying: Emotional, behavioral and strategic coping reactions among junior high school students. Journal of Violence and Victims, 34(1), 28-45. https://doi.org/10.1891/0886-6708.34.1.28
Fichten, C., Jorgensen, M., King, L., Havel, A., Heiman, T., Olenik-Shemesh, D., & Kaspi-Tsahor, D. (2019). Mobile technologies that help post-secondary students succeed: A pilot study of Canadian and Israeli professionals and students with disabilities. International Research in Higher Education, 4(3). https://doi.org/10.5430/irhe.v4n3p35
Olenik-Shemesh, D., Heiman, T., & Keshet, N. (2019). Factors that affect teachers’ coping with cyberbullying: Implications for teacher education programs. Creative Education, 10, 3357-3371.
Heiman, T., Olenik-Shemesh, D. & Liberman, G. (2018). Adolescent involvement in face-to-face and cyber victimization: Can personal well-being mediate social-emotional behavior? Journal of Youth Studies, 21(3), 391-404.doi: 10.1080/13676261.2017.1366650
Lavan, A., Reitr, S., & Heiman, T. (2018). Educational involvement of parents of mainstreamed special needs children. Contemporary School Psychology, 23(4), 401-411. https://doi.org/10.1007/s40688-018-0202-1
Olenik-Shemesh, D., Heiman, T., & Keshet, N. (2018). The role of career aspiration, self-esteem, body esteem, and gender in predicting sense of well-being among emerging adults. The Journal of Genetic Psychology: Research and Theory on Human Development, 179(6), 343-356, https://doi.org/10.1080/00221325.2018.1526163
Olenik-Shemesh, D., Heiman, T., & Kopel-Ben-Ari, D. (2018). Developing, implementing and evaluating an intervention program on cyberbullying for teachers. International Journal of Learning and Teaching, 4(4), 2377-2891 https://doi.org/10.1080/00221325.2018.1526163
Heiman, T., Fichten, C. S., Olenik-Shemesh, D., Keshet, N. S., & Jorgensen, M. (2017). Access and perceived ICT usability among students with disabilities attending higher education institutions. Education and Information Technologies,22, 2727-2740. https://doi.org/10.1007/s10639-017-9623-0
Heiman, T. (2017). The Internet forums as a tool for coping and consultation for mothers of children with ADHD. Psychology Research, 7(1), 29-41.doi:10.17265/2159-5542/2017.01.003
Olenik-Shemesh, D., Heiman, T., &, Zuaretz-Hannan, M. (2017). Cyber-victimization among children: Prevalence, characteristics, gender differences and links to social difficulties. Journal of Child & Adolescent Behavior, 5, 339 - 350oi:10.4172/2375-4494.1000339
Heiman, T. & Olenik-Shemesh, D. (2016). Cyberbullying involvement of adolescents with low vision compared to typical adolescents, as related to perceived social support. Journal of Aggression, Maltreatment & Trauma, 26(21), 105-115. https://doi.org/10.1080/10926771.2016.1228725
Fichten, C.S., Heiman, T., Jorgensen, M., Nguyen, M., Havel, A., King, L., Budd, J., & Amsel, R. (2016). Sustainability of disability-related services in Canada and Israel: Will the real universal design please stand up? Exceptionality Education International, 26(1), 19-35
Fichten, C.S., Heiman, T., Jorgensen, M., Nguyen, M., Havel, A., King, L., Budd, J., & Amsel, R. (2016). Theory of Planned Behavior predicts graduation intentions of Canadian and Israeli postsecondary students with and without learning disabilities/attention deficit hyperactivity disorder. International Journal of Higher Education, 5(1), 208-219. http://www.sciedupress.com/journal/index.php/ijhe/article/download/8718/5246
Olenik-Shemesh, D. & Heiman, T. (2016). Bystander behavior in cyberbullying episodes: Active and passive patterns in the context of personal-socio-emotional factors. Journal of Interpersonal Violence, 32(1), 23-48. https://doi.org/10.1177%2F0886260515585531
Heiman, T. & Olenik-Shemesh, D. (2015). Student voices in the internet: Vulnerability of adolescents with learning disabilities, ADHD, visual and auditory disabilities. Iunim b'safa v'hevra (Israeli Studies in Language and Society), 7(1-2), 88-104. (Hebrew)
Heiman, T. & Olenik-Shemesh, D. (2015). Computer-based communication and cyberbullying involvement in a sample of Arab teenagers. Education and Information Technologies. DOI 10.1007/s10639-015-9375-7
Tarablus, T., Heiman, T., & Olenik-Shemesh, D. (2015). Cyberbullying among teenagers in Israel: An examination of cyberbullying, traditional bullying, and socio-emotional functioning. Journal of Aggression, Maltreatment & Trauma, 24(6), 1-14.https://doi.org/10.1080/10926771.2015.1049763
Heiman, T., & Olenik-Shemesh, D. (2015). Cyberbullying experience among adolescents with LD attending general and special education classes. Journal of Learning Disabilities, 48(2), 146-155https://doi.org/10.1177%2F0022219413492855
Olenik-Shemesh, D., Heiman, T., & Rabin, E. (2014). The Virtual Anti-Bullying Village Project for coping with bullying and cyberbullying within a 3D virtual learning environment: evaluation research. International Journal of Cyber Society and Education, 7(2), 97-124. https://doi.org/10.7903/IJCSE.1147
Heiman, T., Olenik-Shemesh, D., & Eden, S. (2014). Cyberbullying involvement among students with ADHD: Relation to self-efficacy, social support and loneliness. The European Journal of Special Needs Education, 1-15. https://doi.org/10.1080/08856257.2014.943562
Heiman, T., Olenik-Shemesh, D. & Eden, S. (2014). Involvement in social networking and cyber victimization among students with and without attention deficit hyperactivity disorder, and the relationships with perceived social self-efficacy, loneliness and social support. Mifgash (Meeting), 39(22), 91-110. (Hebrew)
Eden, S., Heiman, T., & Olenik-Shemesh, D. (2014). Bully versus victim on the internet: The correlation with emotional-social characteristics. Education and Information Technologies, 21(3), 699-713. doi: 10.1007/s10639-014-9348-2.
Olenik-Shemesh, D., Heiman, T., & Eden, S. (2012). Cyberbullying victimization in adolescence: Relationships with loneliness and depressive mood. Emotional Behavioral Difficulties Journal, 17(3-4), 361-374.
Olenik-Shemesh, D., & Heiman, T. (2012). Cyberbullying among adolescents (2012). Hed- Hahinuch, Towards the 21st Century, 6, 32-36. (Hebrew)
Heiman, T. & Olenik-Shemesh, D. (2012). Students with learning disabilities in higher education: Use and contribution of assistive technology, website courses and their correlation to students' hope and well-being. Journal of Learning Disabilities, 45(4), 308–318. https://doi.org/10.1177%2F0022219410392047
Eden, S. & Heiman, T. (2011). Computer mediated communication: Social support for students with and without learning disabilities. Educational Technology & Society, 14(2), 89-97.
Heiman, T., Zinck, L., & Heath, N. (2008). Parents and youth with learning disabilities: Perceptions of relationships and communication. Journal of Learning Disabilities, 41(6), 524-534.
Heiman, T. (2008). Females with learning disabilities taking online courses: Perceptions of the learning environment, coping and well-being. Journal of Postsecondary Education and Disability, 21(1), 4-14.
Heiman, T. (2008). The effects of e-mail messages in a distance learning university on the perceived learning environment and on coping strategies. Quarterly Review of Distance Education, 9(3), 237-248.
Heiman, T. & Berger, O. (2008). Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support. Research in Developmental Disabilities, 29(4), 289-300.
Heiman T., Almog, N., & Godder, E. (2006). Students with visual impairment and students with hearing impairment: Coping strategies and support services at the Open University. Topics in Special Education and Rehabilitation, 21, 33-44.
Heiman, T. (2006). Assessing learning style among students with LD at a distance-learning university. Learning Disability Quarterly, 29(1), 55-63.
Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with and without learning disabilities. Social Psychology of Education, 9(4), 461-478.
Heiman, T. (2005). An examination of peer relationships of children with and without attention deficit hyperactivity disorder. School Psychology International, 26, 330-339.
Heiman, T. & Kariv, D. (2005). Manifestations of learning disabilities in university students: Implications for coping and adjustment. Education, 125(2), 313-324.
Kariv, D. & Heiman, T. (2005). Stressors, stress and coping in dual-demand environments: the case of working "back to schoolers." Journal of Adult and Continuing Education, 11(10), 91-110.
Kariv, D. & Heiman, T. (2005). Task-oriented versus emotion-oriented coping strategies: The case of college students. College Students Journal, 39(1), 72-89.
Heiman, T. & Kariv, D. (2004). Coping experience among students in higher education. Educational Studies, 30(4), 441-455.
Heiman, T. (2004). Examination of the Salutogenic Model, support resources, coping style and stressors among university students. The Journal of Psychology, 138(6), 505-520.
Heiman, T. (2004). Teachers coping with changes: Including students with disabilities in mainstream classes – An international view. International Journal of Special Education, 19(2), 91-103.
Heiman, T. (2002). Teachers' responses and expectations regarding students with and without LD. Advances in Psychology Research, 21, 85 - 98.
Heiman, T. (2002). Parents of children with disabilities: Resilience, coping and future expectations. Journal of Developmental and Physical Disabilities, 14(2), 159-171.
Heiman, T. (2002). Prevalence of loneliness and friendship: children, parents and teacher perceptions. Journal of Child and Family Welfare, 5(1-2), 52-61.
Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Student reports and teacher evaluations. Journal of Intellectual Disability Research, 45(6), 526 - 534.
Heiman, T. (2001). Inclusive schooling: Middle school teachers’ perceptions. School Psychology International, 22(4), 451 – 462.
Heiman, T. (2000). Friendship quality among students in three educational settings. Journal of Intellectual & Development Disability, 25, 1-12.
Heiman, T. (2000). Quality and quantity of friendship: Students’ and teachers’ perceptions. Journal of School Psychology International, 21(3), 265-280.
Heiman, T. & Margalit, M. (1998). Loneliness, depression and social skills among students with mild mental retardation in special education and in mainstreamed classes. Journal of Special Education, 32(3), 154 - 163.
Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253 - 262. Margalit, M., Weisel, A., Heiman, T., & Shulman, S. (1988). Social skills and family climate of behavior disordered adolescents. Behavior Disorders, 13, 253 - 262.
Karniol, R. & Heiman, T. (1987). Situational antecedent of children’s anger experiences and subsequent responses to adult versus peer provokers. Journal of Aggressive Behavior, 13, 109 - 118.
Margalit, M. & Heiman, T. (1986). Family climate and anxiety of families with learning disabled boys. Journal of the American Academy of Child Psychiatry, 25, 841 - 856.
Margalit, M., & Heiman, T. (1986). Learning disabled boys’ anxiety, parental anxiety, and family climate. Journal of Clinical Child Psychology, 15, 248 – 253
Margalit, M., & Heiman, T. (1983). Anxiety and self-dissatisfaction in epileptic children. International Journal of Social Psychiatry, 29, 220 - 224.