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Aims: The objective of this study was to determine how occupational therapy practitioners use assistive technology (AT) when treating clients who have Alzheimer's disease and related dementia (ADRD). Methods: This study utilized a qualitative phenomenological approach in which occupational therapy practitioners were individually interviewed to explore their use of AT with clients who have ADRD. Results: Findings suggest that some assistive technology devices work better for clients at different stages. Clients in the earlier stages of dementia can use a broader range of assistive technology devices, while those in the later stages may not have the ability to use intricate assistive devices. It was also found that assistive technology is primarily used to address safety concerns with the ADRD population. These concerns include elopement, fall prevention, kitchen safety, and medication management. Three main themes were identified in the current study, including Education (for both the client and their family members/caregivers), Safety, and Selection Process. Conclusions: When using AT, occupational therapy practitioners must consider the stage of dementia their client is in, as well as the client's performance skills. Client safety and education were emphasized as key elements of the occupational therapy process. [ABSTRACT FROM AUTHOR]

BACKGROUND: The COVID‐19 pandemic disrupted routine school operations, including school health programs. This study aims to describe the pandemic's impact on school health service delivery from the perspective of Maryland school health partners. METHODS: We conducted semi‐structured interviews with health service representatives from public schools (K‐12) between July and December 2021. Interviews were recorded, transcribed, and coded through an iterative process to develop analytic themes. RESULTS: Twenty school health partners from 15 Maryland school districts participated. Participants identified key impacts of COVID‐19 on school health: (1) COVID‐19 disrupted delivery of services such as dental, mental health, and preventative care, (2) COVID‐19 necessitated changes in service delivery platforms, (3) COVID‐19 affected school health staff through increased responsibilities and staffing shortages, and (4) COVID‐19 prompted schools to become hubs for community outreach and health education. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Consideration of school health service disruptions and the increased demands on service providers may inform future priorities for school administrators, health departments, and policymakers. CONCLUSIONS: COVID‐19 impacted the timing and method of service delivery as well as the roles of school health staff and schools themselves in public health and education. [ABSTRACT FROM AUTHOR]

To explore stakeholders' perceptions of a school-based vision programme (SBVP). We conducted 20 focus groups with 105 parents and teachers at schools in Baltimore, MD, that participated in a SBVP. Facilitators used a semi-structured interview guide to discuss participants' perceptions of the SBVP. Focus groups were audio-recorded, transcribed, and coded using inductive thematic analysis. Participant perceptions fell into three categories: benefits of school-based eye care, limitations of school-based eye care, and observation of impact. The majority of participants had positive comments about the programme; benefits included convenience (location, time, and cost), the comprehensive nature of the programme, the quality of the eyeglasses and ability to receive replacements, and a positive screening/exam experience. Limitations of programme impact were related to communication and organisation, the time to receive the glasses, missed instructional time, and uncertainty about screenings. Observations of impact included academic and classroom improvements, as well as visual and other health improvements. Parents and teachers reported mostly positive perceptions regarding the SBVP. Their appreciation for the convenience underscores that location, cost, time, and comprehensive services are crucial aspects for implementing a successful programme. To maximize impact, programs must also implement robust communication campaigns that integrate into the schools' workflow to help parents and teachers stay engaged in the process from start to finish. [ABSTRACT FROM AUTHOR]