Reference (in APA format) objective participants defining outcome variable(s) intervention or procedure results implication for teachersHolland, 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. The contexts varied but the study took place over 28 days. 8 of the 13 participants had their diet strictly restricted. They were given one hour to eat and the different restriction levels were measured. Some participants had to exercise restraint in their eating behaviors. Only three of the 13 required firm leadership. Some required “total control” and so their diet was strictly restricted and determined by a caretaker. Those who did not need severe restrictions had a higher body mass index, indicating that they ate less but more often and therefore consumed the same amount of calories as participants who needed restrictions and severe restrictions . Teachers can draw the following implications from this article: Strict and firm guidance is needed for students with Prader-Willi syndrome to ensure that their eating disorder does not become a problem. Additionally, restricted access to food during classroom activities should be maintained to reduce the need for restraint and overeating. Van Hooren, R., Widdershoven, G., Candel, M., BW and 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 The study required participants to be administered IQ tests, and also to be observed in class while the interventions were implemented. This allowed administrators to derive results from both IQ scores and actual classroom performance. In 13 patients, a significant difference between verbal IQ and performance IQ was found. In 10 of them, performance IQ was higher than verbal IQ. The results of the subtest analysis indicate that cognitive strengths are more visible than cognitive weaknesses. Analysis of all available data indicates that PWS patients perform better in visual motor discrimination than in auditory and verbal processing skills. These results are indicative of intervention programs and educational strategies related to auditory and kinesthetic teaching..