Rehabilitation requires a well-motivated patient. Detection of "differential motivation" may give the rehabilitation team important clues to a physically handicapped patient's unresolved cognitive and emotional stresses that might negatively affect rehabilitation efforts. (Author/EA)

Reviewed are the goals and activities of the therapy services in the Austin Early Childhood Special Education Program. Specific sections detail activities for speech therapy (such as diagnostic assessment, habilitation, consultation, and reporting procedures), occupational therapy (including identification and assessment, and services to children,…

Man uses essentially the same structures for eating as he does for speaking. Speech, however, is accomplished by elaborating upon the basic ingestion functions of these structures. It is theorized that the appropriate and efficient use of these motile organs in eating should lead eventually to more appropriate and efficient patterns of speech. For…

The modern history of sports medicine is chronicled in a discussion of the first writings in English on sports medicine. What may have been the first writing in English is a section on first aid in the ENCYCLOPEDIA OF SPORT, published in England in 1898. It describes injuries commonly sustained in angling, boxing, cricket, cycling, football,…

Physical therapy following a sports injury is discussed in this article with examples of exercises for rehabilitating the ankle and knee. (JD)

A series of interviews and situational analyses were conducted to examine the integration of rehabilitation movement activities for physically handicapped as practiced by professionals in medical services, physical therapy, occupational therapy, speech training, and movement education. Four general goals of rehabilitation regarding movement are…

The article offers management strategies to help teachers of elementary students with cerebral palsy. Suggestions address aspects of neuro-developmental and sensorimotor integration and describe such activities as sandbox writing, feel-it boxes, and painting. (CL)

Forty-five children with various handicaps, aged 3-15, were screened for motor delays and assigned to therapy with occupational or physical therapists. Results were that developmental therapy affected gross motor gains in preschool children with moderate delays, and that one treatment per week was effective. (Authors)

Points out that the arthritic child needs a flexible approach by the occupational therapist to help him cope with a chronic illness characterized by remissions and exacerbations of pain and changing levels of physical function as he strives to master developmental tasks in school and social activities. (Author)

Study shows anatomy students learned equally well in dissection and in prosection laboratory procedure; but time is saved in using prosection method. (IR)

Describes a special curriculum devised to teach cooking to a physically disabled high school student, a program which also served as physical therapy. Key ingredients included individualization, kitchen accessibility, and peer tutoring. (SK)

To illustrate the joys and frustrations of mainstreaming, the author describes her work with Diane, a severely handicapped six-year-old, during a summer inservice institute. (SJL)

Issues concerning physical and occupational therapy in the school setting are discussed. Questions as to appropriate types of therapy, methods for determining need, and desired outcomes are raised. (CJ)

Describes the instructional redesign of a physical therapy course through the stages of planning, implementation, and evaluation following a model developed by the Instructional Development Institute. (RAO)