Developed in concert with the Learning Disabilities Association of America (LDA), this White Paper regarding specific learning disabilities identification and intervention represents the expert consensus of 58 accomplished scholars in education, psychology, medicine, and the law. Survey responses and empirical evidence suggest that five conclusions are warranted: 1) The SLD definition should be maintained and the statutory requirements in SLD identification procedures should be strengthened; 2) neither ability-achievement discrepancy analysis nor failure to respond to intervention alone is sufficient for SLD identification; 3) a “third method” approach that identifies a pattern of psychological processing strengths and weaknesses, and achievement deficits consistent with this pattern of processing weaknesses, makes the most empirical and clinical sense; 4) an empirically-validated RTI model could be used to prevent learning problems, but comprehensive evaluations should occur for SLD identification purposes, and children with SLD need individualized interventions based on specific learning needs, not merely more intense interventions; and 5) assessment of cognitive and neuropsychological processes should be used for both SLD identification and intervention purposes.
This systematic review investigated research literature evaluating the effectiveness of occupational therapy interventions focusing on recovery in the areas of community integration and normative life roles for people with serious mental illness. The review included occupation- and activity-based interventions and interventions addressing performance skills and performance patterns, aspects of context and environment, activity demands, and client factors. The results indicated that the evidence of the effectiveness of social skills training is moderate to strong. The evidence for the effectiveness of life skills and instrumental activities of daily living (IADLs) training to improve performance is moderate, as is the evidence for neurocognitive training paired with skills training in the areas of work, social participation, and IADLs. The evidence for client-centered intervention and increased intensity and duration of treatment is limited but positive, and the evidence that providing intervention in the natural context is more beneficial than in the clinic setting is inconclusive.
This work has practical recommendations for the individual faculty member. Promoting higher-level cognition, asking questions that probe the learner's understanding and linking discussions to the clinical context are some of the approaches that can be incorporated immediately.
Results of this review support use of evidence-based practice within the scope of occupational therapy, inclusion of occupational therapy practitioners as mental health service providers, and continued research.
The coefficient of sliding fri ction for a number of materials was measur ed durin g the flight of Ranger 1 spacecraf t. Flat disks of materials of interest wer e rotat ed at a speed of 8-14 inches per minute while in con tact with " §-inch diam eter hemisph erical riders. B ecause of the low orbit achiev ed by Ranger 1, th e exp erim ent was expo sed to vacuum in the range of 3 X 10-6 to 8 X 10-9 mm H g. For unlubricat ed metals sliding on metals, the fri ction coefficient av eraged about 0.5 ,. for some combinations of metals, it occasionally exceeded 1.0. Lo wer valu es were observ ed with lubr icants of grease or gold-plate and for ceram ics sliding agains t m etals. The coefficient of fri cti on w as v ery low , avera ging 0.04, fo r m etallic pairs lubricated with m olybdenum disulfide and for polyt etrafluoroethylene slidin g against metal s and ceramics . Relatively low fri ction coefficients we re found for metallic materials sliding against unlubricated metallic and ceramic materials w hen at least one m ember of th e pair wa s of high hardness. The coefficient s observe d for unlubricated m etal pairs w ere not inconsistent wi th th e hypothesis that high friction tend s to correlate with high mutual solid solubilit y . In general th e coefficients in space and in a laboratory vacuum of 5 X 10 -6 mm H g were not syst ematically different . For unlubricated m etallic materials, fri ction in vacu um wa s higher than in air at shorter running time s.
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