Stroke survivors' experiences of using the Graded Repetitive Arm Supplementary Program (GRASP) in an Australian acute hospital setting: A mixed-methods pilot study.

Background/aim: The Graded Repetitive Arm Supplementary Program (GRASP) has been designed to increase the frequency of upper limb therapy sessions occurring without the presence of a therapist. Its use has not been studied when implemented in acute care settings with patients presenting with a stroke within the first week of onset. To investigate patients' experiences of using the GRASP when provided within the first week in an acute stroke setting.

Approaches to learning among occupational therapy undergraduate students: A cross-cultural study.

Background: Students may adopt various approaches to academic learning. Occupational therapy students' approaches to study and the impact of cultural context have not been formally investigated to date.

Aim: To examine the approaches to study adopted by undergraduate occupational therapy students from four different cultural settings.

The relationship between approaches to study and academic performance among Australian undergraduate occupational therapy students.

Background/aim: The academic success and degree completion of tertiary students depends on their academic performance (AP), commonly measured by the percentage grades for the units they complete. No research has examined whether occupational therapy students' approaches to study are predictive of their AP. This study investigated whether approaches to study were predictive of the AP among a group of Australian undergraduate occupational therapy students.

Relationship between children's performance-based motor skills and child, parent, and teacher perceptions of children's motor abilities using self/informant-report questionnaires.

Background: Occupational therapists often assess the motor skill performance of children referred to them as part of the assessment process.

Aim: This study investigated whether children's, parents' and teachers' perceptions of children's motor skills using valid and reliable self/informant-report questionnaires were associated with and predictive of children's actual motor performance, as measured by a standardised performance-based motor skill assessment.

Methods: Fifty-five typically developing children (8-12 years of age), their parents and classroom teachers were recruited to participate in the study.