The Let\u27s Go Program for Community Participation: A Feasibility Study

Community participation positively influences health and wellness. As individuals age, chronic disease and changes in physical and cognitive capacities may influence community participation in older adults resulting in social isolation, depression, and decreased health. Aims: The aim of this study was to evaluate the feasibility of implementing Let\u27s Go, a four-week multimodal community mobility program designed to prevent decline in community participation in older adults (≥60 years old) living in an urban area who self-identified as having difficulty with community mobility. Methods: Using a pre-post measure design, participants\u27 (N = 7) knowledge, confidence, and participation in community mobility were evaluated. Results: All participants increased their knowledge of alternative transportation options and their confidence in community mobility. The majority of participants maintained or increased their autonomy outdoors and social participation (85.71%) and increased the frequency of community trips (85.71%). Conclusions: A multimodal community mobility program can increase community participation in older adults who report community mobility deficits. Additional studies are needed to support these findings. © 2014 Informa Healthcare USA, Inc

Considering college?: Adolescents with autism and learning disorders participate in an on-campus service-learning program

This paper presents an example of successful collaboration between an entry-level occupational therapy program and school-based setting that resulted in innovative programming for high school students living with autism and learning disorders. The two-day programming provided opportunity for high school students (n 30) to practice a variety of life skills on the university campus as a way to support transition to secondary education and learning in the natural environment. Occupational therapy master\u27s students developed and implemented the programming as a service-learning experience. Key factors for successful collaboration and outcomes, as well as considerations for future programming and research, are outlined. © 2012 Informa Healthcare USA, Inc

Matthews Model of Clinical Reasoning: A Systematic Approach to Conceptualize Evaluation and Intervention

Clinical reasoning is a complex process required for effective therapeutic encounters. Its development is poorly understood. The clinical reasoning process is placed in a historical context based on the occupational therapy literature. An emerging model of clinical reasoning is proposed. This model of clinical reasoning provides a unique perspective in order to compartmentalize the person, environment, and occupation constructs around the person’s life story, connect it directly to the occupational therapy practice framework, and determine treatment priorities, emphasizing a client-centered perspective. A client-centered model of clinical reasoning supports efforts to provide effective intervention

Feasibility of the Let’s Go Mobility Program for Community Dwelling Adults with Mental Disorders

This pre posttest study explored feasibility of a mobility program for nine community dwelling adults living with mental disorders. Using mixed methodology, outcome measures included phenomenological pre and post semi-structured interviews, surveys and subscales of Impact of Autonomy and Participation Questionnaire (IPAQ). The IPAQ confidence factor showed statistical significance (p =.034). The majority of participants either maintained or increased trip frequency, participation, knowledge of health problems and transportation, and either maintained or decreased isolation. Qualitative post program themes included increased comfort and self-esteem, as well as confidence and awareness. Results indicate feasibility of the program to be used for this population

Assessing chronic stroke survivors with aphasia sheds light on prevalence of spatial neglect

Background: Stroke is a chronic disease. Standardized assessment is essential in order to determine areas for treatment. Individuals with aphasia are often excluded from research, because it is believed that their language impairments may impact their ability to provide informed consent. Thus, right spatial neglect could be underdiagnosed. Objective: This study was developed to (1) determine the frequency of spatial neglect in chronic left-brain stroke survivors with aphasia, (2) determine the clinical utility of an aphasia-friendly consent form, and (3) determine any differences between neglect and no-neglect groups regarding activities of daily living (ADL) performance and community independence. Methods: Forty-six people were consented at community center. Three were screen failures secondary to the exclusion criteria. A novel, aphasia-friendly consent form was developed to facilitate participation of individuals with aphasia. This enabled 93% or 40 out of the 43 recruited participants to be included in this study. The Behavioral Inattention Test-conventional and the Catherine Bergego Scale via Kessler Foundation Neglect Assessment Process (CBS via KF-NAP) were utilized to determine neglect. The Life Space Questionnaire was used to determine community mobility and independence. The Barthel Index (BI) was used for objective clarification of performance in ADL. Results: Successful use of the consent form resulted in determination that five out of 40 (12.5%) met criteria for spatial neglect; (on the CBS via KF-NAP). The neglect group had lower scores on the Life Space, suggesting less community mobility and independence, however, it was not statistically significant (p = 0.16). Differences in BI scores were also not significant (p =.013) but the neglect group did have reduced independence. Conclusions: This study demonstrates the need to administer functional neglect assessments in left-brain stroke and to include individuals with aphasia in research

Assessing chronic stroke survivors with aphasia sheds light on prevalence of spatial neglect

BACKGROUND: Stroke is a chronic disease. Standardized assessment is essential in order to determine areas for treatment. Individuals with aphasia are often excluded from research, because it is believed that their language impairments may impact their ability to provide informed consent. Thus, right spatial neglect could be under-diagnosed. OBJECTIVE: This study was developed to (1) determine the frequency of spatial neglect in chronic left-brain stroke survivors with aphasia, (2) determine the clinical utility of an aphasia-friendly consent form, and (3) determine any differences between neglect and no-neglect groups regarding activities of daily living (ADL) performance and community independence. METHODS: Forty-six people were consented at community center. Three were screen failures secondary to the exclusion criteria. A novel, aphasia-friendly consent form was developed to facilitate participation of individuals with aphasia. This enabled 93% or 40 out of the 43 recruited participants to be included in this study. The Behavioral Inattention Test-conventional and the Catherine Bergego Scale via Kessler Foundation Neglect Assessment Process (CBS via KF-NAP) were utilized to determine neglect. The Life Space Questionnaire was used to determine community mobility and independence. The Barthel Index (BI) was used for objective clarification of performance in ADL. RESULTS: Successful use of the consent form resulted in determination that five out of 40 (12.5%) met criteria for spatial neglect; (on the CBS via KF-NAP). The neglect group had lower scores on the Life Space, suggesting less community mobility and independence, however, it was not statistically significant (p = 0.16). Differences in BI scores were also not significant (p = .013) but the neglect group did have reduced independence. CONCLUSIONS: This study demonstrates the need to administer functional neglect assessments in left-brain stroke and to include individuals with aphasia in research

Considering College?: Adolescents With Autism and Learning Disorders Participate in An On-Campus Service-Learning Program

This paper presents an example of successful collaboration between an entry-level occupational therapy program and school-based setting that resulted in innovative programming for high school students living with autism and learning disorders. The two-day programming provided opportunity for high school students (n 30) to practice a variety of life skills on the university campus as a way to support transition to secondary education and learning in the natural environment. Occupational therapy master\u27s students developed and implemented the programming as a service-learning experience. Key factors for successful collaboration and outcomes, as well as considerations for future programming and research, are outlined. © 2012 Informa Healthcare USA, Inc