Search

Background: Generalized joint laxity is often associated with gait deviations. The aim of this study was to investigate the static and dynamic loading pattern of the foot with increasing joint mobility and to discuss the potential impact of this condition on the plantar loading patterns. Methods: Seventy female participants between ages of 18 and 30 were included in this cross-sectional survey. The Beighton-Horan Joint Mobility Index scores were assessed and participants divided into 3 categories: no hypermobility (NH) group, scores 0 to 2; moderate hypermobility (MH) group, scores 3 to 4; distinct hypermobility (DH) group, scores 5 to 9. Pedobarographic analysis was performed both in static and walking conditions. Dynamic foot loading examined in 10 anatomic zones. Contact areas of forefoot, midfoot, and rearfoot were recorded. Results: In the dynamic pedobarographic analysis, individuals with distinct joint hypermobility displayed higher peak pressure and maximum force values under the hallux, compared with other groups ( P < .05). The maximum force value of the second metatarsal was higher in the DH group than in the MH group ( P < .05). Conclusion: Our study results suggest that plantar loading pattern differs with increasing degrees of the hypermobility score. Clinical Relevance: Differences in plantar loading parameters in people with severe joint mobility scores may be useful in interpreting the foot pathologies of these individuals.

WOS: 000282091400003, The purpose of this survey study was to determine the following: (a) What strategies do Turkish special education teachers use to address problem behaviors in their classroom? (b) What are teachers' views with regard to the effectiveness and acceptability of these strategies? (c) Is there a relationship between the use of strategies and teachers' perceived effectiveness and acceptability? and (d) Are differences among teacher ratings of strategy use, effectiveness, and acceptability associated with teacher characteristics (e. g., area of specialization, years of experience)? Results revealed that Turkish teachers' views of acceptability and effectiveness of strategies varied; however, in general, their ratings of positive strategies were higher than their ratings of reductive strategies. Results are discussed in the context of current literature, and directions for further research are suggested.

This study used structured analogue situations to examine factors that might influence teachers' preferences and opinions about language interventions. These factors included respondent groups (preschool vs. elementary school teachers), type of treatment approach (naturalistic vs. therapeutic), person delivering the intervention (classroom teacher vs. speech and language pathologist [SLP]), and severity of language delay (mild vs. severe). Sixty-six teachers (28 elementary and 38 preschool teachers) participated in this survey study. Results showed that preschool teachers found naturalistic approaches slightly more acceptable than the therapeutic approach, whereas elementary school teachers viewed the therapeutic approach as somewhat more acceptable than naturalistic approaches. Teachers rated three intervention approaches differently when they were applied to children with mild versus severe language delays. Implications for research and practice of these findings are discussed.

A place to discover good, inexpensive materials for providing effective services to young children and their families