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The purpose of this study was to conduct a content analysis of research on technology use for teaching mathematics to students with disabilities. We applied word networks and structural topic modeling of 488 studies published from 1980 to 2021. Results showed that the words "computer" and "computer-assisted instruction" had the highest degree of centrality in the 1980s and 1990s, and "learning disability" was another central word in the 2000s and 2010s. The associated word probability for 15 topics also represented technology use within different instructional practices, tools, and students with either high- or low-incidence disabilities. A piecewise linear regression with knots in 1990, 2000, and 2010 demonstrated decreasing trends for the topics of "computer-assisted instruction," "software," "mathematics achievement," "calculators," and "testing." Despite some fluctuations in the prevalence in the 1980s, the "support for visual materials," "learning disabilities," "robotics," "self-monitoring tools," and "word problem-solving instruction" topics showed increasing trends, particularly after 1990. Some research topics, including "apps" and "auditory support," have gradually increased in topic proportions since 1980. Topics including "fraction instruction," "visual-based technology," and "instructional sequence" have shown increasing prevalence since 2010; this increase was statistically significant for the "instructional sequence" topic over the past decade.

Importance: Despite the potential of community-engaged implementation research (CEIR) in developing strategies to accelerate the translation of evidence-based interventions (EBIs), there is a noticeable knowledge gap in the current state of CEIR in occupational therapy. A synthesis of the concept, purpose, and operationalization of CEIR is necessary. Objective: To identify the contexts, purposes, and operationalization of CEIR, focusing on implementation strategies in occupational therapy. Data Sources: PubMed/MEDLINE, Embase, CINAHL, Scopus, and Web of Science. Study Selection and Data Collection: We included studies that were explicit and intentional about CEIR and that focused on implementation strategies to support the translation of occupational therapy interventions, clinical guidelines, practice models, theories, or assessments. We extracted the research context (e.g. partners, recruitment), purpose (e.g. why community-engaged research was used), and operationalization (e.g. community engagement [CE] activities, how their findings inform the research) using thematic analysis. Findings: Of 3,219 records, 6 studies were included. Involved partners were mainly occupational therapy practitioners from existing networks. CEIR that focuses on implementation strategies informs various aspects of research design, ranging from study design to sustainability, by developing community–academia partnerships, building implementation capacity, and creating implementation strategies across diverse research areas. Current research has used various but mostly traditional CE activities (e.g. focus groups). Conclusions and Relevance: We synthesized evidence on CEIR focused on implementation strategies in occupational therapy. Intentional efforts are needed to collaborate with diverse partners, explore innovative CE activities, produce equitable outputs, and develop multilevel implementation strategies to accelerate the translation of EBIs into practice. Plain-Language Summary: In this review, we synthesize evidence on the contexts, purposes, and operationalization of community-engaged implementation research (CEIR), focusing on implementation strategies in occupational therapy research. We found that current implementation efforts mainly rely on occupational therapy practitioners as community partners and use traditional recruitment methods and community engagement activities. In turn, they develop implementation strategies that mainly target practitioners without comprehensive, multilevel implementation support. We suggest more equitable collaboration with diverse partners to effectively promote the implementation and dissemination of evidence-based interventions in occupational therapy practice. This scoping review synthesizes evidence on the contexts, purposes, and operationalization of community-engaged implementation research (CEIR), focusing on implementation strategies in occupational therapy research. [ABSTRACT FROM AUTHOR]

Evaluate the feasibility of person-centered goal setting in people with Parkinson's disease (PD) who have subjective cognitive decline and explore characteristics of the formulated goals. Participants completed person-centered goal setting as a part of two cognitive intervention studies. Participants were guided to develop at least three goals and rate the importance of each goal using a 10-point scale (1: not at all important − 10: extremely important). To evaluate the feasibility of person-centered goal setting, we calculated the mean number of formulated goals per person and the importance level of all goals. To explore goal characteristics, two independent authors coded all goals and synthesized them using deductive content analysis in consultation with the senior author. Thirty participants formulated a total of 166 goals. The mean number of formulated goals per participant was 5.53 (SD = 2.22, range = 3 − 10). The mean importance level of all formulated goals was 8.3 (SD = 1.49, range = 4 − 10). Formulated goals ranged across diverse domains and categories. Person-centered goal setting is feasible to guide people with PD to formulate personally meaningful goals. Findings highlight the diverse cognitive rehabilitation needs of people with PD, potential cognitive rehabilitation priorities, and future goal setting research directions. Rehabilitation clinicians and researchers should not assume that people with PD who have subjective cognitive decline are not capable of engaging in their goal setting. Rehabilitation clinicians and researchers should acknowledge and act on our responsibility to enable people with PD who have subjective cognitive decline to engage in goal setting. Rehabilitation clinicians and researchers are encouraged to explore diverse goal domains to optimize goal setting and rehabilitation care among people with PD who have subjective cognitive decline. [ABSTRACT FROM AUTHOR]