Stephen Theiler

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Traditionally, students with learning disabilities (LD) have been identified using an aptitude-achievement discrepancy or response to intervention approach. As profiles of the cognitive deficits of discrepancy-defined students with LD have already been developed using these approaches, these deficits can in turn be used to identify LD using the discrepancy(More)
The following study investigated the efficacy of a mindfulness intervention to reduce staff stress at a university in Melbourne that was undergoing a restructure and relocation. Using mindfulness guided-relaxation that incorporated positive emotions, controlled breathing and biofeedback monitors, 13 university staff recorded their sympathetic and(More)
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