The Common Problem of Dutch Occupational Therapists in their Intervention with Young Children with Developmental Dyspraxia

1999 ◽  
Vol 62 (2) ◽  
pp. 89-94 ◽  
Author(s):  
Gijs Verkerk
Keyword(s):  
Young Children ◽  
Occupational Therapists ◽  
The Common ◽  
Developmental Dyspraxia

scholarly journals An ICF-based education programme in amputation rehabilitation for medical residents in the Netherlands

2011 ◽  
Vol 35 (3) ◽  
pp. 318-322 ◽  
Author(s):  
Jan HB Geertzen ◽  
GM Rommers ◽  
Rienk Dekker
Keyword(s):  
The Netherlands ◽  
Occupational Therapists ◽  
Education Programme ◽  
Medical Residents ◽  
Physical Medicine ◽  
Team Members ◽  
The Common ◽  
Core Sets ◽  
Icf Core Sets ◽  
Further Development

Background and Aim: Education programmes of the International Society for Prosthetics and Orthotics (ISPO) are directed primarily at prosthetists and orthotists. In a multidisciplinary setting, greater attention should be given to other professionals working in the field of amputation, prosthetics and orthotics. This includes, among others, physiotherapists, occupational therapists and residents and physicians from orthopaedics, vascular surgery and physical medicine and rehabilitation (PM&R). The aim of this paper is to describe the education programme in amputation and prosthetics for residents in PM&R in the Netherlands. The programme is based on concepts of the International Classification on Functioning, Disability and Health (ICF). Technique: This narrative paper presents the amputation and prosthetics education programme for residents in PM&R in the Netherlands. The programme is based on two models: the ICF and the Canadian Medical Education Directives for Specialists (CanMEDS). Discussion: ICF core sets for amputation and prosthetics need further development. Subsequently, the application of these core sets can help stimulate the education of residents in PM&R, and other multidisciplinary team members who work in amputation rehabilitation Clinical relevance Through this education programme, residents work closely with other team members using the common language of the ICF, enhancing treatment and technical advice in amputee care.

scholarly journals Alison's Asthma by W. J. Hall

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Madeline C. Crichton
Keyword(s):  
Young Children ◽  
Inflammatory Disease ◽  
Undergraduate Student ◽  
Asthma Diagnosis ◽  
University Of Alberta ◽  
Normal Airway ◽  
The Common ◽  
The One ◽  
The Masses

Hall, Wendy J. Alison's Asthma. Mediwonderland, 2018. Part of the Mediwonderland series of works by author Wendy J. Hall, Alison’s Asthma tackles the common inflammatory disease, asthma.  Beginning with listing some of the symptoms of asthma, as faced by the protagonist Alison, the book details the tests required in the process of asthma diagnosis, as well as the available treatments.  Focusing also on positive aspects of the journey, such as Alison’s opportunity to choose a style of medical alert bracelet, as well her continued ability to run and play with her friends, Alison’s story comforts and informs readers who may be facing similar circumstances. The telling of Alison’s story is aided by the brightly coloured drawings, which accompany each page of text. Although these illustrations are simple, they establish flow within the text from one page to the next. These illustrations are also educational, such as the one comparing a normal airway to an asthmatic one.  Highly educational and written in accessible language, this book is intended to educate the masses, and breaks down a medical journey faced by many into simple, undaunting steps. However, because of its educational intent, the book tends to be less engaging. While Alison’s journey is realistic, it lacks the details required to engage the audience, instead presenting facts. With that being said, Alison’s Asthma is a perfect read for young children, who, with the help of an adult, will learn the ins and outs of the medical world.  Therefore, Alison’s Asthma is a worthwhile read, which will leave its audience comforted and informed! Recommended: 3 out of 4 stars     Reviewer: Madeline C. Crichton Madeline Crichton is a University of Alberta undergraduate student with a lifelong passion for reading. When she is not preoccupied with her studies, Madeline is busy volunteering in a variety of roles in her community.

Verbal and Perceptual Analogical Reasoning and Proportional Metaphor Comprehension in Young Children

1987 ◽  
Vol 30 (3) ◽  
pp. 367-376 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Michael P. Sullivan
Keyword(s):  
Young Children ◽  
Analogical Reasoning ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Common Assumption ◽  
Metaphor Comprehension ◽  
Number Of Factors ◽  
Steady Improvement ◽  
The Common

In contrast to the common assumption that young children have little or no ability to reason by analogy or to comprehend proportional metaphors, the present study demonstrated that children as young as age 5 years have an emerging ability to solve both verbal and perceptual proportional analogy problems and to detect the meanings of proportional metaphoric sentences. These results were largely because the experimental tasks were designed to minimize the number of factors that would restrict the performance of young children. The results indicated that the years between 5 and 7 mark a steady improvement in analogical reasoning and proportional metaphor comprehension, but that children ages 5, 6, and 7 display a wide-ranging ability in these areas. It was also found that perceptual analogical reasoning was statistically related to verbal analogical reasoning and to proportional metaphor comprehension, and that perceptual analogical reasoning and proportional metaphor comprehension were both statistically related to receptive vocabulary development.

A Comparison of the Play Skills of Normal Boys and Boys with Sensory Integrative Dysfunction

1989 ◽  
Vol 9 (2) ◽  
pp. 84-100 ◽  
Author(s):  
Anita C. Bundy
Keyword(s):  
Young Children ◽  
Occupational Therapy ◽  
Occupational Therapists ◽  
Normal Group ◽  
Play Skills ◽  
Age Appropriate ◽  
The Mean

Occupational therapists often assume that children with sensory integrative (SI) dysfunction also have play deficits. However, occupational therapy literature suggests that some children with SI dysfunction may compensate for their deficits and be able to play in an age-appropriate fashion. The purpose of this investigation was to determine whether the mean scores on the Preschool Play Scale (PPS) of a group of young boys with SI dysfunction were significantly lower than those of a group of their normal peers. Sixty-one boys between the ages of 54 and 82 months (normal group, n = 30; group with SI dysfunction, n = 31) were the subjects for this study. The group with SI dysfunction scored significantly lower than the normal boys on four of five PPS scores. However, many of the boys with SI dysfunction obtained normal PPS scores. This suggests that therapists should routinely assess the play skills of young children referred to them for SI evaluation.

Let's Do It!: An introduction to fractions

1975 ◽  
Vol 22 (7) ◽  
pp. 538-545
Author(s):  
James V. Bruni ◽  
Helene Silverman
Keyword(s):  
Young Children ◽  
Equivalent Fractions ◽  
Geometric Shapes ◽  
Very Young Children ◽  
The Common ◽  
Children's Attention

Very young children have had many experiences involving the concept of a whole and its parts. They have shared food: a beverage poured into glasses; a cake, sandwich, pie, candy bar, pizza, orange, melon, or apple cut into slices or parts. While working on activities in the classroom, they have assembled puzzles, played with geometric shapes, broken up clay, and poured sand and water-additional experiences with whole-part relationships. The common argument between two children over who has the “bigger half,” however, may indicate that although children understand a half as one of two pieces, the concept of equivalent pieces sometimes eludes them. Activities with a set of geometric shapes may help to focus children's attention on the need for equivalent pieces and provide the basis for understanding equivalent fractions.

Colonized through Language: The Case of Early Childhood Education

2001 ◽  
Vol 2 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Radhika Viruru
Keyword(s):  
Young Children ◽  
Ethnographic Study ◽  
Common Assumption ◽  
Post Colonial ◽  
Childhood Education ◽  
The World ◽  
The Common ◽  
Complex Forms ◽  
Diverse Groups ◽  
Natural Way

In this article, the privilege accorded to language as the ‘natural’ way of human expression and communication is problematized. Drawing upon multiple post-colonial sources, the author suggests that this is yet another of the ways in which dominant Western ways of viewing the world are imposed upon diverse groups of people, including young children. Questions are asked about whose interests are best served when language is privileged over other modes of communication. Acquiring language is often perceived as a crucial tool in the growth of young children; however, the question is rarely asked, what is lost when language is gained. The article also provides examples from an ethnographic study done in India that suggests that children can engage in complex forms of communication that do not involve language. Finally, the article addresses the common assumption that using language mostly means using one language. Dominant Western discourses about language are almost overwhelmingly unilingual; however, most of the world's children use and live in multilingual environments.

A Common Factor Structure of Bender Gestalt Protocols of Young Children

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1039-1048 ◽  
Author(s):  
Richard J. Hofmann
Keyword(s):  
Young Children ◽  
Factor Structure ◽  
Validation Study ◽  
Cross Validation ◽  
Common Factor ◽  
Common Factors ◽  
Factor Analytic ◽  
The Common ◽  
General Error

The common factor structure of the Bender is defined for 9-yr.-old children according to the Koppitz scoring procedure. Utilizing a new robust factor analytic interpretation strategy, it is demonstrated that the common factors correspond closely to the general error categories defined by Koppitz. A cross-validation study is suggested.

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