I have developed "tennis elbow" from lugging this book around the past four weeks, but it is worth the pain, the effort, and the aspirin. It is also worth the (relatively speaking) bargain price. Including appendixes, this book contains 894 pages of text. The entire panorama of the neural sciences is surveyed and examined, and it is comprehensive in its scope, from genomes to social behaviors. The editors explicitly state that the book is designed as "an introductory text for students of biology, behavior, and medicine," but it is hard to imagine any audience, interested in any fragment of neuroscience at any level of sophistication, that would not enjoy this book. The editors have done a masterful job of weaving together the biologic, the behavioral, and the clinical sciences into a single tapestry in which everyone from the molecular biologist to the practicing psychiatrist can find and appreciate his or

Principles of Neural Science

Handwriting has continued to persist as a means of communication and recording information in day-to-day life even with the introduction of new technologies. Given its ubiquity in human transactions, machine recognition of handwriting has practical significance, as in reading handwritten notes in a PDA, in postal addresses on envelopes, in amounts in bank checks, in handwritten fields in forms, etc. This overview describes the nature of handwritten language, how it is transduced into electronic data, and the basic concepts behind written language recognition algorithms. Both the online case (which pertains to the availability of trajectory data during writing) and the off-line case (which pertains to scanned images) are considered. Algorithms for preprocessing, character and word recognition, and performance with practical systems are indicated. Other fields of application, like signature verification, writer authentification, handwriting learning tools are also considered.

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Online and off-line handwriting recognition: a comprehensive survey

Definition: To what extent does the study allow us to draw conclusions about a causal effect between two or more constructs? Issues: Selection, maturation, history, mortality, testing, regression towrd the mean, selection by maturation, treatment by mortality, treatment by testing, measured treatment variables Increase: Eliminate the threats, above all do experimental manipulations, random assignment, and counterbalancing.

Reliability and validity

Educating Children with Autism

Aim
The aim of this study was to describe systematically the best available intervention evidence for children with cerebral palsy (CP).

Method
This study was a systematic review of systematic reviews. The following databases were searched: CINAHL, Cochrane Library, DARE, EMBASE, Google Scholar MEDLINE, OTSeeker, PEDro, PsycBITE, PsycINFO, and speechBITE. Two independent reviewers determined whether studies met the inclusion criteria. These were that (1) the study was a systematic review or the next best available; (2) it was a medical/allied health intervention; and (3) that more than 25% of participants were children with CP. Interventions were coded using the Oxford Levels of Evidence; GRADE; Evidence Alert Traffic Light; and the International Classification of Function, Disability and Health.

Results
Overall, 166 articles met the inclusion criteria (74% systematic reviews) across 64 discrete interventions seeking 131 outcomes. Of the outcomes assessed, 16% (21 out of 131) were graded ‘do it’ (green go); 58% (76 out of 131) ‘probably do it’ (yellow measure); 20% (26 out of 131) ‘probably do not do it’ (yellow measure); and 6% (8 out of 131) ‘do not do it’ (red stop). Green interventions included anticonvulsants, bimanual training, botulinum toxin, bisphosphonates, casting, constraint-induced movement therapy, context-focused therapy, diazepam, fitness training, goal-directed training, hip surveillance, home programmes, occupational therapy after botulinum toxin, pressure care, and selective dorsal rhizotomy. Most (70%) evidence for intervention was lower level (yellow) while 6% was ineffective (red).

Interpretation
Evidence supports 15 green light interventions. All yellow light interventions should be accompanied by a sensitive outcome measure to monitor progress and red light interventions should be discontinued since alternatives exist.

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A systematic review of interventions for children with cerebral palsy: state of the evidence.

Section 1: Knowledge Base of Occupational Therapy in Pediatrics 1. An Overview of Occupational Therapy for Children - Jane Case-Smith, Pam Richardson, Winifred Schultz-Krohn 2. Teaming - Jane Case-Smith 3. Foundations for Occupational Therapy Practice with Children - Mary Law, Cheryl Missiuna, Nancy Pollack, Debra Stewart 4. Development of Childhood Occupations - Jane Case-Smith 5. Working with Families - Ruth Humphrey, Jane Case-Smith 6. Common Conditions Influencing Children's Participation - Sandra Rogers Section 2: Occupational Therapy Evaluation in Pediatrics 7. Purposes, Processes, and Methods of Evaluation - Katherine Stewart 8. Use of Standardized Tests in Pediatric Practice - Pam Richardson Section 3: Occupational Therapy Intervention: Performance Areas 9. Development of Postural Control - Deborah Nichols 10. Development of Hand Skills - Charlotte Exner 11. Sensory Integration - L. Diane Parham, Zoe Mailloux 12. Visual Perception - Colleen Schneck 13. Psychosocial Issues Affecting Social Participation - Debora Davidson 14. Feeding Interventions - Jane Case-Smith 15. Activities of Daily Living and Adaptations for Independent Living - Jayne Shepherd 16. Play - Sue Knox 17. Prewriting and Handwriting Skills - Susan Amundson 18. Assistive Technology: Computers and Augmentative Communication - Yvonne Swinth 19. Mobility - Christine Wright Ott Section 4: Areas of Pediatric Occupational Therapy Services 20. Neonatal Intensive Care Unit - Jan Hunter 21. Early Intervention - Linda Stephens, Susan Tauber 22. Occupational Therapy in Preschool and Childcare Settings - Jane Case-Smith 23. Services for Children with Visual or Auditory Impairments - Elizabeth Snow-Russel 24. Hospital Services - Laura Crooks 25. Pediatric Rehabilitation - Brian Dudgeon 26. Transition Services: From School to Adult Life - Karen Spencer, Susan O'Danie

Occupational Therapy for Children

Objective This study investigated the relationships between specific performance components, eye-hand coordination, visuomotor integration, in-hand manipulation, and handwriting skill. Method A sample of 48 typical first grade students were identified as good and poor handwriters by their teachers. Each child completed the Motor Accuracy Test; the Developmental Test of Visual-Motor Integration (VMI); two tests of in-hand manipulation, including a rotation and a translation task; and the Minnesota Handwriting Test (MHT). Results All test scores for the subjects with good handwriting were significantly higher than those of the subjects with poor handwriting. Each performance component test was significantly correlated to MHT scores. Translation, VMI, and rotation scores were significant predictors of MHT scores, accounting for almost 73% of variance. A discriminant analysis using the performance components correctly classified 98% of the students as good or poor handwriters. Conclusion In-hand manipulation has significant association to handwriting skill.

Factors That Relate to Good and Poor Handwriting

Children with autism spectrum disorders often exhibit co-occurring sensory processing problems and receive interventions that target self-regulation. In current practice, sensory interventions apply different theoretic constructs, focus on different goals, use a variety of sensory modalities, and involve markedly disparate procedures. Previous reviews examined the effects of sensory interventions without acknowledging these inconsistencies. This systematic review examined the research evidence (2000-2012) of two forms of sensory interventions, sensory integration therapy and sensory-based intervention, for children with autism spectrum disorders and concurrent sensory processing problems. A total of 19 studies were reviewed: 5 examined the effects of sensory integration therapy and 14 sensory-based intervention. The studies defined sensory integration therapies as clinic-based interventions that use sensory-rich, child-directed activities to improve a child's adaptive responses to sensory experiences. Two randomized controlled trials found positive effects for sensory integration therapy on child performance using Goal Attainment Scaling (effect sizes ranging from .72 to 1.62); other studies (Levels III-IV) found positive effects on reducing behaviors linked to sensory problems. Sensory-based interventions are characterized as classroom-based interventions that use single-sensory strategies, for example, weighted vests or therapy balls, to influence a child's state of arousal. Few positive effects were found in sensory-based intervention studies. Studies of sensory-based interventions suggest that they may not be effective; however, they did not follow recommended protocols or target sensory processing problems. Although small randomized controlled trials resulted in positive effects for sensory integration therapies, additional rigorous trials using manualized protocols for sensory integration therapy are needed to evaluate effects for children with autism spectrum disorders and sensory processing problems.

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A systematic review of sensory processing interventions for children with autism spectrum disorders

Occupational therapy practitioners are among the professionals who provide services to children and adults with autism spectrum disorder (ASD), embracing both leadership and supportive roles in service delivery. The study's primary aims were as follows: (1) to identify, evaluate, and synthesize the research literature on interventions for ASD of relevance to occupational therapy and (2) to interpret and apply the research literature to occupational therapy. A total of 49 articles met the authors� criteria and were included in the review. Six categories of research topics were identified, the first 3 of which are most closely related to occupational therapy: (1) sensory integration and sensory-based interventions; (2) relationship-based, interactive interventions; (3) developmental skill-based programs; (4) social cognitive skill training; (5) parent-directed or parent-mediated approaches; and (6) intensive behavioral intervention. Under each category, themes supported by research evidence and applicable to occupational therapy were defined. The findings have implications for intervention methods, communication regarding efficacious practices to professionals and consumers, and future occupational therapy research

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Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy

Objective This study investigated the effects of school-based occupational therapy services on students' handwriting. Method Students 7 to 10 years of age with poor handwriting legibility who received direct occupational therapy services (n = 29) were compared with students who did not receive services (n = 9) on handwriting legibility and speed and associated performance components. Visual-motor, visual-perception, in-hand manipulation, and handwriting legibility and speed were measured at the beginning and end of the academic year. The intervention group received a mean of 16.4 sessions and 528 min of direct occupational therapy services during the school year. According to the therapists, visual-motor skills and handwriting practice were emphasized most in intervention. Results Students in the intervention group showed significant increases in in-hand manipulation and position in space scores. They also improved more in handwriting legibility scores than the students in the comparison group. Fifteen students in the intervention group demonstrated greater than 90% legibility at the end of the school year. On average, legibility increased by 14.2% in the students who received services and by 5.8% in the students who did not receive services. Speed increased slightly more in the students who did not receive services. Conclusion Students who received occupational therapy services demonstrated improved letter legibility, but speed and numeral legibility did not demonstrate positive intervention effects.

Jane Case-Smith

Papers

Occupational Therapy for Children

Factors That Relate to Good and Poor Handwriting

A systematic review of sensory processing interventions for children with autism spectrum disorders

Evidence-Based Review of Interventions for Autism Used in or of Relevance to Occupational Therapy

Effectiveness of school-based occupational therapy intervention on handwriting.