Frisch, C. A case study in: Josman, N., & Rosenblum, S. (2018). A Metacognitive Model for Children With Neurodevelopmental Disorders. In N. Katz and J. Toglia (Eds.), Cognition, Occupation, and Participation Across the Life Span: Neuroscience, neurorehabilitation and models for intervention in occupational therapy (pp. 273–294). AOTA Press.

Frisch, C., & Rosenblum, S. (2014). Reliability and validity of the Executive Function and Occupational Routines Scale (EFORTS). Research in Developmental Disabilities, 35(9), 2148–2157. ‏https://doi.org/10.1016/j.ridd.2014.05.003

Frisch, C., Tirosh, E., & Rosenblum, S. (2023). Children with ADHD Symptomatology: Does POET Improve Their Daily Routine Management?. Children, 10(6), 1083. https://www.mdpi.com/2227-9067/10/6/1083#

Frisch, C., Rosenblum, S., & Tirosh, E. (2020). Parental occupational executive training: Feasibility and parental perceptions. OTJR: Occupation, Participation and Health, 40(3), 203–210.https://doi.org/10.1177/1539449220912191

Frisch, C., Tirosh, E., & Rosenblum, S. (2019) Parental Occupation Executive Training (POET): An efficient innovative intervention for young children with Attention Deficit Hyperactive Disorder. Physical & Occupational Therapy in Pediatrics, 40(1), 47–61.https://doi.org/10.1080/01942638.2019.1640336

Rosenblum, S., Frisch, C., Deutsh-Castel, T., & Josman, N. (2015). Daily functioning profile of children with attention deficit hyperactive disorder: A pilot study using an ecological assessment. Neuropsychological Rehabilitation, 25(3), 402–418.‏https://doi.org/10.1080/09602011.2014.940980