Reference (in APA format) purpose participants setting outcome variable(s) implication of results of intervention or procedure for teachers Holland, A., Treasure, J., Coskeran , P. & Dallow, J. (1995). Eating disorder characteristics in Prader-Willi syndrome: implications for treatment. Journal of Intellectual Disability Research, 39(5), 373-381. The purpose of this article is to inform people about the characteristics of eating disorders associated with PWS and possible treatments. 13 subjects affected by Prader-Willi Syndrome with an average age of 24 years. Direct observation during access to food. Settings varied but the study was conducted for 28 days. The food of 8 out of 13 participants was strictly limited. They were given one hour to eat and the different levels of restriction were measured. Some participants called for moderation in their eating behaviors. Only three of the 13 required firm direction. Some required "total control" and so their feeding was strictly limited and determined by a caretaker. Those who did not require severe restrictions had a higher body mass index, indicating that they could eat less but more often and therefore consume the same amount of calories as participants who required severe restrictions and restrictions. Implications that teachers can draw from this article include: Rigorous and firm guidance is needed for students with Prader-Willi syndrome to ensure that their eating disorder does not become a problem. Additionally, limited access to food should be maintained during classroom activities to reduce the need for restrictions and overeating. Van Hooren, R., Widdershoven, G., Candel, M., B. W., & Curfs, L. (2006). Between control and freedom in the care of people with Prader-Willi syndrome: a...... middle of paper ......with information on the PWS process, i.e. visual motor and auditory verbal processing The study required that participants were to be given IQ tests and also to be observed in a classroom setting while the interventions were implemented. Thus administrators were able to draw results from both IQ scores and actual classroom performance. A significant difference between verbal and performance IQ was found in 13 patients. In 10 of them the performance IQ was higher than the verbal one. The results of the subtest analysis indicate that cognitive strengths are more visible than cognitive weaknesses. Analysis of all available data indicates that patients with PWS score better in visual motor discrimination skills than in auditory verbal processing skills. These findings are indicative for intervention programs and educational strategies involving auditory and kinesthetic education.