The Relationship between Learning Style Preferences and Memory Strategy use in Adults.

Deficits in working memory are pervasive, resistant to remediation and significantly impact a persons ability to perform activities of daily living. Internal strategies are effective for improving working memory. Learning style preferences may influence the use of various internal working memory strategies.

A comparison of self-generated versus taught internal strategies for working memory.

Background: Internal strategies are effective for improving working memory. These internal working memory strategies can be taught or self-generated.

Objective: This study compares working memory performance using taught versus self-generated internal working memory strategies and explores the quantity, type and carry-over of the use of these strategies.

The relationship between professional identity and burnout among occupational therapists.

ABSTRACT Health professionals have been identified as a high risk group for job-related stress and burnout. This study builds on the existing literature to examine the links between burnout and the development of professional values as well as the broad scope of occupational therapy, which may act as a hindrance to establishing a concise and well recognized professional identity. One hundred and twenty six occupational therapists completed the Maslach Burnout Inventory and the Professional Identity Questionnaire.

The development of self-awareness of deficits from 1 week to 1 year after traumatic brain injury: preliminary findings.

Primary Objective: To examine the process of recovery of self-awareness with consideration for the variables of severity of injury and deficit factors.

Research Design: A longitudinal, descriptive design was used.

Methods And Procedures: Eighteen participants and their significant others were interviewed using the Awareness Questionnaire at 1 week, 1 month, 4 months and 1 year post-injury.

A comparison of attention, processing and strategy use by adults with and without acquired brain injuries.

Primary Objective: To compare the visual attention, processing and strategy use of adults with and without acquired brain injuries (ABI).

Design And Methods: A repeated-measures, matched groups design was used with 30 adults. Pre-test/ post-test measures included three functional computer tasks.

Occupational performance needs of adolescents in alternative education programs.

Objective: Alternative education programs are schools that accept students who have not been successful in the general education setting. This study focuses on developing a better understanding of the needs of students in three area alternative education schools.

Methods: A needs assessment was created and distributed to the staff of each school regarding the problem areas of alternative education students.

Personality type in occupational therapy students: implications for teaching and learning strategies.

SUMMARY In this descriptive study, 130 occupational therapy students completed a widely-used personality inventory (the MBTI-M) as part of coursework in their first semester. The majority of students evinced a preference for seven out of the 16 possible personality types; one type was not selected by anyone. These findings closely resembled data from the 1970s on practicing occupational therapists.

The development of awareness and the use of compensatory strategies for cognitive deficits.

Background: Cognitive rehabilitation often involves teaching individuals with acquired brain injuries (ABI) to use compensatory strategies for cognitive deficits. The use of compensatory strategies is frequently limited by reduced awareness of deficits. The process through which a person with ABI develops awareness and begins to use compensatory strategies is rarely explored from the clients' perspectives.