Comparative expectations of teachers and parents with regard to memory skills in children with intellectual disabilities

It is generally assumed that teachers and parents assist children to develop their memory skills in primary school years. However, little is known about their views of cognitive and metacognitive skills in children with intellectual disabilities (ID). The ways in which teachers and parents expected their children to use, or to know how to use, memory skills were examined in this study. A questionnaire on memory strategies, memory knowledge and memory behaviour was given to 31 teachers and 31 parents of students with intellectual disability in special schools in Brisbane. In this questionnaire teachers and parents were asked to make judgments about whether or not children would be likely to show these skills. The mean item scores were compared with a 2 x 2 x 3 (respondents x disability level x memory component) analysis of variance with repeated measures on the last factor. The only significant main effect was for memory components. Next, the item scores were analysed with three 2 x 2 x 6 or 7 (respondent x disability level x items) with repeated measures on the third factor. The only significant difference was between items within each of the three memory components (strategies, knowledge, behaviour). However, both teachers and parents hold rather low expectations for the memory skills of children with intellectual disability and these expectations were lower for memory behaviour and memory strategies than for memory knowledge

Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7

Although extensive basic research has been carried out on children’s metacognition, little is known about teachers’ views of their students’ cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. United Kingdom Reading Association 2001

Teachers' expectations about students' use of reading strategies, knowledge and behaviour in Grades 3, 5 and 7

Although extensive basic research has been carried out on children’s metacognition, little is known about teachers’ views of their students’ cognitive and metacognitive skills in reading. The ways in which teachers expected their children to use, or to know how to use, certain reading skills are examined in this study. A questionnaire on reading components (strategies, knowledge and behaviour) was completed by 45 teachers in Grades 3, 5 and 7. In this questionnaire teachers were asked to make judgements about whether or not students of high, average and low ability levels in their classes would be likely to show these skills. An analysis of variance (grade×ability×component) revealed a significant interaction between ability and component. There was much greater variability in the three components for the low and average levels of ability. The main effect for ability was significant. The highest expectations of teachers were for high-ability students in all the three groups of items, followed by average and low-ability students. The main effect for component was also significant for knowledge. There was no significant difference between the grades. However, teachers hold equivalent performance expectations for high-ability students in each of the three components, but for average and low-ability groups, expectations were higher for knowledge than strategy and behaviour. United Kingdom Reading Association 2001

Authors' institutional affiliations in Australian intellectual and developmental disabilities journals: a comparison of two decades

The generation of new knowledge through research can contribute significantly to the improvement of services for individuals with intellectual and developmental disabilities. This study extends a previous study by Sigafoos, Roberts, and Couzens [Aust. N.Z.J. Dev. Disabil. 17 (1991) 331] by examining research productivity in intellectual and developmental disability in Australian journals for 1990-1999. Institutions that published research articles on intellectual and developmental disabilities in Australian journals in the 1990s were identified by noting the affiliations of authors. The most productive institutions were primarily universities in Australia and the United States of America. Publication trends in the decade of the 1990s are compared with trends of the previous decade (1980-1990). (C) 2003 Published by Elsevier Ltd

Comparison of Bone Biomechanical Behavior around Three Different Mini-Implant Systems Employing Finite Element Method

Statement of Problem: Placement of mini-dental implants when single-tooth restorations are needed and the space is not sufficient to insert a standard diameter implant is indicated. There are many different mini-implant brands with various materials and surface characteristics; however, there are just few studies comparing them with each other. Objectives: In this study, finite element analysis (FEA) was applied to evaluate stress distribution in two different types of bone (D2, D3) around three different mini-implant systems (Dio, Dentis, and Osteocare). Materials and Methods: Three different mini- implant systems consisting of Dentis (Dentis Co., Ltd., Dalseo-gu, Daegu, Korea), Dio (DIO Medical Co., Jungwon-gu Seongnam-si, Kyunggi-do, S.Korea) and Osteocare (OsteoCare™, Slough, Berkshire, UK) were evaluated using FEA. At the same time, a vertical loading of 100N and a lateral loading of 30N at an angle of 45° were applied on the coronal part of the abutment in 2 different bone qualities: D2 bone quality, a thick layer (2 mm) of the compact bone surrounding a core of dense trabecular bone; and D3 bone quality, a thin layer (1 mm) of the cortical bone surrounding a core of dense trabecular bone of favorable strength. Stress levels in the bone surrounding mini-implants were analyzed using Ansys software (Ver.14), which provides the ability to simulate every structural aspect of a product. Descriptive statistics were used to compare the results. Results: After applying the loads and performing FEA, it was observed that in all three types of mini-implants for both static and dynamic analyses, the Von Mises stress values in D3 bone were more than those in D2 bone. The stresses in the cortical bone were obtained more than cancellous bone stresses. Conclusions: In all the studied systems, stress remained in the physiologic limits of the bone. In the cortical bone, stress distribution pattern in the three kinds of mini-implant was similar. Crestal bone stress, according to the amount of force applied, remained in acceptable levels