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Objective: The Internet and other electronic media may provide one part of a solution for reducing disparities in the availability of medical services. From a patient-centred perspective, an individual with a chronic, degenerative condition may ask what information is available that I can use to manage changes in my functional capacity over time, and how effective is this? The purpose of this study was to assess the availability and quality of a sample of online self-help videos which address common functional problems ubiquitous among individuals living with one such condition: Parkinson’s disease. Design: Cross-sectional survey. Setting: Internet. Method: An Internet search was conducted to identify self-help videos offering instruction on how to manage changes in function, and each video was assessed using 17 factors relevant to instructional quality. Results: Of 295 videos, 14 (4.7%) provided self-help instruction for three chosen skills. The quality of instructional presentation averaged 2.75 on a 5-point scale, where 1 was poor and 5 was excellent. Conclusion: The identified self-help videos that addressed maintaining functional outcomes for individuals living with Parkinson’s disease varied significantly in quality, and few met accepted standards of instructional design. Future research into effective presentation modes and patient functional capacity needs might usefully develop a patient-centred curriculum that can be delivered utilising multiple platforms. This area of research is critical in rehabilitation and other health settings to enhance assistance for individuals living with chronic health conditions and their families and caregivers.

Attention-deficit/hyperactivity disorder (ADHD) in childhood is associated with poor academic functioning. Deficits in academic functioning have proven to be less responsive to intervention than behavioral deficits in this population, yet the causes of this academic underperformance are not well understood. The purpose of this study is to examine the relationship between ADHD and academic performance in elementary-aged children in a developmental context. To do this, we study important cognitive variables and academic achievement over a three-year timeframe.Based on teacher ratings of ADHD, children were divided into a high symptom group (n = 17) and a low symptom group (n = 34). A thorough battery of cognitive and academic tests was administered at Time 1 and again 2 years later. Cognitive measures focused specifically on working memory and response inhibition.RESULTS indicate that children who have high levels of ADHD signs differ from their low-sign peers in academic achievement and in several cognitive domains. Differences in cognitive functioning show a developmental trend consistent with earlier developmental delays in response inhibition and later delays in working memory. Working memory appears to be particularly important in several academic domains. Importantly, in a longitudinal model, working memory was more predictive of math achievement for students demonstrating signs of ADHD than for those who did not.The relationship between these cognitive variables and academic functioning are explicated in the domains of reading, math, and problem solving.