RESUMO
@#Proficient hand dexterity (HD) may help students with learning disabilities (LDs) perform various hand tasks efficiently. Video modelling (VM) is a strategy that uses a model to improve desired skills. However, the limited study focuses on VM to improve HD among students with LDs. Therefore, this study explores VM implementation in the learning and teaching process to improve the HD of students with LDs. Five Special Education (SE) teachers who taught the Hand Manipulative Component lessons in two different states were purposefully selected and invited to participate in this study. A one-toone interview was conducted with individual SE teachers. The interview sessions were audio-recorded and transcribed verbatim, and the data was analysed through thematic analysis. Rigorous approaches were performed to ensure the findings' trustworthiness, such as triangulation, member checking, and an audit trail. Four key themes emerged: conventional learning and teaching methods, challenges faced by students with LDs in improving HD, and the advantages of implementing VM in learning and teaching to improve HD and develop a video module. This study suggests SE teachers can implement VM in their learning and teaching processes to improve the HD performance of students with LDs. This current study concludes that VM can be a supportive strategy in the teaching process to improve HD performance among students with LDs.
RESUMO
The aim of this study was to evaluate the relationship between severity of dementia and hand dexterity in patients with Alzheimer's disease (AD) using the Purdue Pegboard test including both simple and complex dexterity tasks. Eighty-four patients with AD and 32 non-demented subjects (controls) who were registered in a senior day-care center participated in this study. All of the subjects in this study were right-handed. The AD group consisted of 36 patients with a Clinical Dementia Rating of 1 (CDR 1), 35 with a CDR of 2 (CDR 2), and 13 with the CDR of 3 (CDR 3). For the simple task, right hand scores in the CDR 1, CDR 2, and CDR 3 groups were significantly lower than those of the controls whereas left hand scores were not lower than the controls. While the right hand scores were higher than the left hand scores in the controls and the CDR 1 group, no significant difference was observed between the right and left hand scores in the CDR 2 and 3 groups. Moreover, left hand scores were higher than right hand scores in 19 % of the CDR 1 group, 34% of the CDR 2 group, and 23 % of the CDR 3 group. Differences between right and left hand scores, which is a measure of handedness superiority, were decreased in order from the control group to the CDR 1 group and to the CDR 2 group. There was a relationship between “memory” subscale in the CDR and the differences in right and left hand scores. These results indicated that handedness superiority became unclear or disappeared as memory impairment progressed.