Guidelines are discussed regarding the development and implementation of perceptual motor programs for autistic children. Among suggestions offered are to choose reasonable objectives, use movement to develop child-therapist rapport, emphasize the elements of transfer, use the kinesthetic approach and make use of teachable moments. (CL)

Perceptual training activities are described for use in the regular primary or intermediate class that will not disrupt the academic program. Materials and procedures are considered for developing visual and haptic abilities, visual memory and figure-ground discrimination, and auditory, olfactory, taste, and motor skills. (CL)

Resistance applied to activities of rocking, creeping, and walking as a means to increase visual attention of students who are easily distracted is described. The resistance activities are said to result in improvement of gross motor coordination, oculomotor control, memory processes, and untimately, greater efficiency in academic learning. (CL)

Evaluation of students' dance performance provides feedback for developing skills and self-awareness. (JD)

An example of a stability movement course for preschool children is presented. (JMF)

The sensory-motor bases of motor rehabilitation and current instructional theory about how handicapped children learn motor skills are explained. Strategies for organizing learning sessions, techniques of skill instruction, and the use of reinforcing feedback to maximize educational opportunities for handicapped children are discussed. (PP)

The article describes the program used in the Belmont (Massachusetts) public elementary schools involving the Dalcroze Eurhythmics approach to music and movement with special needs children. (SB)

Eighteen science activities that help children learn to use their senses are described. Multisensory activities and single-sensory activities are provided. Each activity includes a list of materials, the procedure, information for the teacher, questions, and a vocabulary list of words often used by children to describe what is taking place. (KR)

This paper suggests: (1) how to increase the amount of practice that an athlete can work in during the day; and (2) ways to enhance practice for maximum performance gains. Research information about both physical and mental forms of practice are synthesized. (PP)

In six articles on racquet sports, the origins of the games are traced, methods for teaching skills such as footwork, racquetball strategy, and badminton techniques are discussed, and the biomechanics of the one- and two-handed backhand in tennis are reviewed. Information about paddle tennis is included. (PP)

Suggests a project in creative stitchery, with yarn and burlap, as a way to relax learning disabled students and to help them with fine motor coordination, directionality, and self-image. Methods, objectives, and benefits of the project are listed. One of seven articles in this issue on fiber arts. (SJL)

The authors present a definition of art games and a rationale for their use, particulary with special students. They also describe three specific games: The People Game, Go Look, and Texo, and explain how each might aid in remediating learning problems. (SJL)

A methodology for teaching students how to use a combination lock was successfully used with 7 students (ages 11-13) with moderate mental disabilities. Discussed are entry level skills, long- and short-term objectives, picture prompts, modeling and guided practice activities, assistance, feedback, and generalization. A detailed task analysis is…

Presents two experiments in which students examine the effects of touching and shaking on plant growth in common bush beans. (MDH)

Summarizes research regarding psychomotor skill development in technical education and offers suggestions for teaching machine use skills. Four tables display data from various researchers' studies under headings for models for classifying the psychomotor domain, knowledge of results, type of feedback, and type of video feedback. (MF)