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Students with fine motor problems can benefit from occupational therapy. Yet not all students receive the services because of a lack of teacher awareness about the problems and the services. This study aims to evaluate a workshop designed to improve teacher awareness about fine motor problems and occupational therapy. The study involved three groups: preservice (N = 34), general education (N = 30), and special education (N = 19) teachers. Each group received a 2 1/2- to 3-hour interactive workshop. They completed the Fine Motor Awareness Scale (FMAS) before, after, and one month following the workshops. Preservice teachers had the greatest learning needs on the topic. All three teacher groups showed significant improvements in the FMAS scores post-workshop, with the greatest change in the preservice teachers group, followed by the special education and then the general education teachers. Knowledge transfer principles contributed to the success of the workshops. Post-workshop evaluation showed teachers wanted more content and longer, multi-session workshops in future. Preservice, general and special education teachers need to know more about fine motor problems and occupational therapy. Knowledge-transfer workshops provided by occupational therapists can meet their learning needs and subsequently help their students to improve fine motor problems. (Contains 2 tables and 1 figure.)

ABSTRACT This research tests the accuracy of the Leslie matrix, which is a discrete age-structured method that uses fertility and survival rates, as a tool for predicting women population. Based [...]

ABSTRACT The economic crisis facing our nation forced many companies and universities to downsize and learn to operate with smaller budgets. Valdosta State University (VSU) was not immune to this [...]

ABSTRACT At times we the math instructors in a classroom are not careful enough to use proper Mathematical wording, e.g. [sin.sup.2] + [cos.sup.2] = 1 without any reference to the [...]

Abstract An article by Evans and Tirosh, in the July 1995 issue of the Journal of Educational Studies in Mathematics, which addresses a difficulty with rational exponents is epitomized by [...]

Caring for those addicted to drugs and/or alcohol can adversely affect carers and this can manifest as stress, anxiety, depression, insomnia, substance misuse and a range of physical health problems. In most health care settings, be it primary care or secondary care, more often than not carers' needs go undetected and hence untreated. In the case report below we illustrate how weekly yoga classes helped a carer (of an addict) cope better. In light of the numerous benefits of yoga to carers of addicts (as described below) we call on drug and alcohol services to incorporate this simple and inexpensive intervention into their treatment programmes. [ABSTRACT FROM AUTHOR]

Background: This pilot study investigated the efficacy of a novel virtual reality-cognitive rehabilitation (VR-CR) intervention to improve contextual processing of objects in children with autism. Previous research supports that children with autism show deficits in contextual processing, as well as deficits in its elementary components: abstraction and cognitive flexibility., Methods: Four children with autism participated in a multiple-baseline, single-subject study. The children were taught how to see objects in context by reinforcing attention to pivotal contextual information., Results: All children demonstrated statistically significant improvements in contextual processing and cognitive flexibility. Mixed results were found on the control test and changes in context-related behaviours., Conclusions: Larger-scale studies are warranted to determine the effectiveness and usability in comprehensive educational programs.