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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]

Since the late '60s, the field of second language acquisition (SLA) has grown enormously. Throughout its development, SLA researchers have investigated a wide range of issues including the processes involved in second language learning, as well as the psycholinguistic, affective and social factors that influence its success or failure (Spada, 2014). In light of SLA's relevance and applicability to language teaching, recently a growing number of researchers have taken an interest in second language (L2) learning in classroom settings (Spada, 2014). The term Instructed SLA (ISLA) is currently used to indicate "theory and research that pertain directly to the L2 classroom" (Loewen, 2014, p. 1). One of the main goals of ISLA is to examine which particular types of instruction are more pedagogically effective for a particular learning target. In this short commentary, this question will be investigated in the domain of vocabulary learning. Accordingly, research on instructed vocabulary learning will be briefly reviewed to reveal several insights pertaining to L2 vocabulary pedagogy.

Background: Although goal setting and goal management (GSGM) is a key component of chronic disease management and rehabilitation practice, there is currently no widely used evidence-based intervention system available. This paper describes the theoretical underpinnings and development of a new intervention called MyGoals. MyGoals is designed to guide occupational therapy (OT) practitioners to implement theory-based, client-engaged GSGM for adults with chronic conditions in community-based OT rehabilitation settings. Methods: We first developed a planning team with two adults with chronic conditions, two clinicians, and two researchers. As a collaborative team, we codeveloped MyGoals by following Intervention Mapping (IM) steps 1-4 and incorporating community-based participatory research principles to ensure equitable, ecologically valid, and effective intervention development. In the first step, the planning team conducted a discussion-based needs assessment and a systematic review of current GSGM practice to develop a logic model of the problem. In the second step, the planning team identified performance objectives, intervention target personal determinants, and change objectives, and created a logic model of change and matrics of change objectives. In the third step, the planning team designed MyGoals. Lastly, in the fourth step, the planning team produced, pilot-tested, and refined MyGoals. Results: The ultimate goal of the MyGoals intervention is to enable clients to achieve personally meaningful rehabilitation goals. The planning team identified four target determinants (e.g., self-efficacy), six intervention activities (e.g., Education, Reflection, Find My Goals, Make My Goals, Make My Plans, My Progress), eight performance objectives (e.g., List potential goals), and 26 change objectives (e.g., Understand the importance of GSGM). Two pilot tests indicated that MyGoals is feasible for clients and identified areas for improvement. Based on the feedback, minor refinements were made to the MyGoals intervention materials. Conclusions: We completed rigorous and collaborative IM to develop MyGoals. Establishing the theoretical and developmental foundation for MyGoals sets the groundwork for high-quality, evidence-based GSGM. Future studies on effectiveness and implementation are necessary to refine, translate, and scale MyGoals in rehabilitation practice. [ABSTRACT FROM AUTHOR]

Importance: There is no evidence-based system to guide occupational therapists in implementing theory-based, client-engaged goal setting and goal management. A new system is needed to support high-quality goal setting and goal management. Objective: To determine the acceptability, appropriateness, feasibility, credibility, and expectancy of a new structured theory-based, client-engaged goal setting and goal management system, called MyGoals, for occupational therapists. We explored MyGoals' implementation determinants, potential positive outcomes, and comparative advantages. Design: This was a mixed-methods feasibility study. Setting: Community. Participants: Occupational therapists (N = 7). Outcomes and Measures: Acceptability, appropriateness, and feasibility were assessed using the Acceptability of Intervention Measure (AIM), Intervention Appropriateness Measure (IAM), and Feasibility of Intervention Measure (FIM). Credibility and expectancy were assessed with the Credibility and Expectancy Questionnaire (CEQ). Semistructured 1:1 interviews were conducted to explore occupational therapy perspectives on MyGoals and its implementation-related factors. Results: MyGoals had high AIM (M = 18.1, SD = 1.9), IAM (M = 17.9, SD = 2.2), FIM (M = 17.3, SD = 2.1) scores and high CEQ Credibility (M = 22.1, SD = 5.0) and Expectancy (M = 20.6, SD = 4.3) scores. Interview data revealed suggestions to improve MyGoals, implementation determinants across the individuals involved, inner setting, and intervention characteristic domains, client- and clinician-related potential positive outcomes, and comparative advantages. Conclusions and Relevance: MyGoals is an acceptable, appropriate, feasible, credible, and promising system to guide occupational therapists in implementing theory-based, client-engaged goal setting and goal management for adults with chronic conditions in community-based rehabilitation. What This Article Adds: MyGoals is an easy-to-use, appealing, and helpful system to support occupational therapists in delivering theory-based goal setting and goal management components and to enable adults with chronic conditions to actively engage in their rehabilitation. This study supports the usefulness of MyGoals in community-based rehabilitation to improve goal setting and goal management quality and personally meaningful rehabilitation goal achievement in this population. MyGoals is an acceptable, appropriate, feasible, credible, and promising system that occupational therapists can use to improve goal setting, management, and achievement for adults with chronic conditions in community-based rehabilitation. [ABSTRACT FROM AUTHOR]

Written corrective feedback has been subject to increasing attention in recent years, in part because of the conceptual controversy surrounding it and in part because of its ubiquitous practice. This study takes a meta-analytic approach to synthesizing extant empirical research, including 21 primary studies. Guiding the analysis are two questions: Does written corrective feedback help to improve the grammatical accuracy of second language writing? What factors might mitigate its efficacy? Results show that written corrective feedback can lead to greater grammatical accuracy in second language writing, yet its efficacy is mediated by a host of variables, including learners' proficiency, the setting, and the genre of the writing task.

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]

Multilingualism is a widespread phenomenon in modern societies. A considerable number of people speak more than two languages in their everyday life due to historical, social, or economic reasons (Cenoz & Genesee, 1998). They may live in a multilingual community as a result of colonialism and immigration, or they might be in constant contact with different monolingual communities because of globalization (Kemp, 2009). The continuing growth of individuals and communities that use three or more languages has led many researchers to investigate multilingualism and multilingual acquisition. Of the many key issues within the field of multilingualism, this short piece will focus on multilingual competence from the perspective of proficiency and acquisition goals. Identifying the extent to which an individual should be proficient in each of his or her languages is essential for defining a multilingual and for understanding which goals are attainable in multilingual education.

The Weekly Calendar Planning Activity (WCPA) may improve understanding of functional cognition in people with Parkinson disease (PwPD) without dementia. We aimed to determine if WCPA performance (a) discriminates between PwPD with and without cognitive impairment and healthy controls and (b) correlates with other indicators of cognition and daily function. This was a cross-sectional study. Parkinson disease (PD) participants without dementia were divided into normal cognition (PD-NC, n = 25) and possible mild cognitive impairment (PD-MCI, n = 21) groups. Their WCPA performance was compared with that of a normative sample (n = 196) and correlated with neuropsychological test performance and self-reported cognition and participation. Both the PD-MCI and PD-NC groups had impaired WCPA performance. WCPA performance correlated with executive function, processing speed, and self-reported cognition and participation. The WCPA can detect functional cognitive deficits in PwPD without dementia and can inform occupational therapy interventions to support functional cognition, occupational performance, and participation in this population. [ABSTRACT FROM AUTHOR]