Collaboration Between Occupational Therapy Practitioners and Elementary School Educators to Support Students with Attention Deficit Hyperactivity Disorder.

AIMS: This study compares experiences of occupational therapy practitioners (OTPs) and other elementary school educators when supporting students with attention deficit hyperactivity disorder (ADHD). The aim is to establish collaborative methods for OTPs and other educators to support students with ADHD. Recommendations to overcome barriers to supporting students with ADHD are made based on study findings and current research. METHODS: An online survey of OTPs and other educators was conducted. The survey asked about the barriers to supporting elementary students with ADHD, and the training resources that would improve the ability to support students with ADHD. RESULTS: Responses from 147 OTPs and 35 other educators were compared using two-sample proportion tests. The groups shared common barriers and preferences for training resources, however, statistically significant (p < 0.05) differences were found in; 1) the barrier of limited knowledge and training about ADHD, with other educators being more limited by this barrier; and, 2) the preference for video formatted training, with other educators identifying a higher preference for this option. CONCLUSIONS: The data suggest that there is an opportunity for OTPs and other educators to collaboratively develop ADHD training videos for all educators to foster the success of elementary students with ADHD.

Endovascular Versus Surgical Treatment for All Comer Patients With Prosthetic Bypass Graft Occlusion: The Multicentre ENSUPRO Study.

OBJECTIVE: Bypass surgery plays a key role in complex lower limb lesions. However, there is a lack of evidence regarding the management of symptomatic prosthetic bypass graft (PBG) occlusion. This study aimed to report outcomes following open, hybrid, or endovascular management of patients presenting with symptomatic PBG occlusion. METHODS: A multicentre, retrospective cohort study was conducted, including patients presenting with PBG occlusion between January 2014 and December 2021 from 18 centres. It assessed the comparative value of treatment strategies, including (1) recanalisation of native vessels, (2) endovascular treatment of the failed PBG, (3) hybrid treatment, and (4) open surgery. The primary outcome measure was amputation free survival (AFS, time to major amputation and or death), whereas all cause mortality, major amputation, PBG re-occlusion, target lesion revascularisation (TLR), and Rutherford category (RC) improvement during follow up were considered as secondary endpoints. RESULTS: Of 260 patients with occluded PBGs, 108 (41.5%) were treated endovascularly (24 [22.2%] by recanalisation of native vessels and 84 [77.7%] by PBG re-opening), 57 (21.9%) underwent hybrid revascularisation, and 58 (22.3%) had surgery. In addition, 27 (10.4%) were treated conservatively and 10 (3.8%) received systemic thrombolysis. With a median follow up of 1.4 (0.6 - 3.0) years, AFS was 95.5%, 76.4%, 45.5%, and 37.1%, respectively in Groups 1 - 4 (p = .007). Older age and non-endovascular treatment (HR 1.05 and 1.70; p < .01 for both) were independent predictors of poor AFS. Endovascular treatment was associated with lower rates of major amputation (p = .04), PBG re-occlusion (p < .001), and TLR (p = .037), and higher RC improvements (p < .001), whereas all cause mortality was comparable between treatment groups (p = .21). CONCLUSION: Endovascular treatment is associated with higher rates of AFS and RC improvement and lower rates of PBG re-occlusion and TLR in patients with PBG occlusion.

Characteristics Associated with Depression and Suicidal Thoughts Among Medical Residents: Results from the DEPRESS-Ohio Study.

OBJECTIVE: This study describes the characteristics that are associated with depression in residents and also examines resident perception of available mental health support. METHODS: Residents and their program directors from each of 10 specialties across all academic training institutions in Ohio were electronically surveyed over a 2-month period. Generalized logistic regression was used to test for association between risk factors and depression and, among depressed residents, with suicidal thoughts. RESULTS: Using the PHQ-9, 19% of residents met criteria for at least moderate depression and 31.1% of depressed residents had suicidal thoughts. Over 70% of depressed residents were not receiving treatment, including 70% of depressed residents with suicidal thoughts. Residents who were unaware of wellness programming or did not believe their program director would be supportive of a depressed resident were significantly more likely to be depressed. Residents who believed depression treatment would negatively impact medical licensure were significantly more likely to be depressed. Male program directors and those in their position for fewer than 5 years were significantly more likely to have depressed residents in their program. CONCLUSIONS: A substantial proportion of depressed residents have suicidal thoughts, and most are not receiving treatment. Depressed residents may perceive the availability of support from their program director differently than their non-depressed colleagues, and may perceive greater risk to medical licensure if they seek treatment.

Perceptions of Residents and Their Training Directors Regarding Wellness Education, Program Support, and Access to Depression Treatment: the DEPRESS-Ohio Study.

OBJECTIVE: This study determines the extent to which residents and their program directors have discordant perceptions regarding wellness, support, and treatment opportunities for trainees. In addition, the authors examined whether psychiatry residents differed in their perceptions compared with residents in other specialties. METHODS: Residents and their program directors from each of 10 specialties were electronically surveyed after IRB approval and giving informed consent. RESULTS: Of 42 program directors responding, over 92% indicated they provided wellness education and programming; however, a significantly lower percentage of 822 trainees were aware of this (81.2% and 74.9%, respectively). A similar disparity existed between program directors (PDs) who knew where to refer depressed residents for help (92.9%) and residents who knew where to seek help (71%). Moreover, 83.3% of program directors believed they could comfortably discuss depression with a depressed resident, but a lower percentage of their trainees (69.1%) felt their training directors would be supportive. A significantly greater percentage of program directors (40.5%) believed seeking treatment for depression might compromise medical licensure than did residents (13.0%). Psychiatry residents were significantly more aware of wellness, support, and access than were residents from other specialties. CONCLUSIONS: The availability of wellness education, programming, program director accessibility, and knowing where to ask for help if depressed does not seem to be adequately communicated to many residents. Moreover, program directors disproportionately see depression treatment as a risk to medical licensure compared with their residents. Psychiatry residents seem to be more aware of program director support and access to care than their colleagues.

Scoping review of mentoring research in the occupational therapy literature, 2002-2018.

INTRODUCTION: Mentoring affords personalised learning for professional growth. Research across disciplines has shown mentoring to positively affect behaviour, attitude, motivation, job performance, organisational commitment, and career productivity and success. This study was conducted to provide an overview of research focussed on mentoring practices and related outcomes specific to the occupational therapy profession. METHODS: This study follows Arksey and O'Malley's five main scoping review stages. PubMed, Embase, CINAHL, PsycINFO, Web of Science, ERIC, Social Services Abstract, ScienceDirect and ProQuest databases were searched for mentoring practices in the occupational therapy profession. Inclusion criteria were: empirical studies of mentoring provided to occupational therapy students, practitioners, faculty and researchers, published in English between January 2002 and December 2018. Studies of mentoring provided to occupational therapy clients were excluded. Data were extracted for quantitative information about study characteristics and qualitative information about mentoring processes and outcomes. RESULTS: Of 1313 retrieved resources, 20 empirical studies were selected for analysis. In these studies, occupational therapy entry-level students, post-professional students, educators, researchers and clinicians were mentored in education, research and clinical areas of practice. Mentoring definitions, rationale, approaches and measurement methods were varied. Mentoring processes and relationships were facilitated by mechanisms of creating a plan, using mentoring strategies and providing support. Common defining terms, mechanisms and outcomes of mentoring were extracted and categorised into: support, learning, process and relationship. Mentoring outcomes were related to knowledge acquisition and translation, professional behaviours, increased productivity and professional networking. CONCLUSION: This scoping review presented commonalities of mentoring definitions, mechanisms and outcomes in empirically studied mentoring experiences and programmes in the occupational therapy profession. Methodological gaps in this research emphasise the need for occupational therapy practitioners and researchers to continue researching mentoring experiences by integrating theoretical frameworks, uniform definitions, rigorous design and standardised measures to evaluate the effectiveness of mentoring.

The nature, perception, and impact of e-mentoring on post-professional occupational therapy doctoral students.

This retrospective study employed a descriptive, quantitative design to investigate the nature, perception, and impact of the e-mentoring experiences of 29 graduates of an online post-professional Doctor of Occupational Therapy (OTD) program. Study results highlight positive features of electronic mentoring (e-mentoring); how multi-modal e-mentoring supports the accessibility needs of participants; and students' preferences to engage in real-time e-mentoring communication by web camera or telephone, supplemented with e-mail. E-mentoring positively impacted the professional development of participants during and after the online OTD program. As online education continues to grow, a better understanding of e-mentoring will assist in providing exemplary education to meet the needs of adult learners.

Which factors affect the implementation of telerehabilitation? Study protocol for a mixed-methods systematic review with a framework synthesis.

BACKGROUND: Telehealth approaches are promising for the delivery of rehabilitation services but may be under-used or under-implemented. OBJECTIVE: To report a review protocol to identify how much telerehabilitation (telehealth approaches to the delivery of rehabilitation services) have been used and implemented, and which factors have affected such implementation. METHODS: A mixed-methods systematic review with a framework synthesis. Six databases for the scientific literature will be searched, complemented by snowballing searches and additional references coming from key informants (i.e., rehabilitation researchers from a networking group in health services research). We will include English-language empirical research examining the routine use or implementation of telehealth technologies in physical rehabilitation services or by physical rehabilitation professionals from a range of study designs, excepting case studies, case reports, and qualitative studies with n < 5. Two independent reviewers will perform the screenings, quality appraisals (using the Joanna Briggs Institutes' appraisal checklists), and the data extractions. The Consolidated Framework for Implementation Research will be used to synthesize the data on the enablers and barriers of the implementation of telerehabilitation approaches. All the authors will be involved at this synthesis, and key informants will provide feedback. CONCLUSION: The results can inform further implementation endeavours.

Mood disorders in higher education in Flanders during the 2nd and 3rd COVID-19 wave: Prevalence and help-seeking: Findings from the Flemish College Surveys (FLeCS).

To examine the prevalence of 12-month mood disorders and receipt of mental health treatment among a volunteer sample of higher education students during the 2nd and 3rd COVID-19 wave in the Flanders region. Web-based self-report surveys were obtained from 9101 students in higher education in the Flemish College Surveys (FLeCS) in Flanders, Belgium. As part of the World Health Organization's World Mental Health-International College Student Initiative, we screened for 12-month mood disorders (major depressive episode (MDE), mania/hypomania), and service use. We used poststratification weights to generate population-representative data on key socio-demographic characteristics. 50.6% of the respondents screened positive for 12-month mood disorders (46.8% MDE, of which 22.9% with very severe impact). Use of services was very low, with estimates of 35.4% for MDE, 31.7% for mania, and 25.5% for hypomania. Even among students with very severe disorders, treatment rates were never higher than 48.3%. Most common barriers for not using services were: the preference to handle the problem alone (83.4%) and not knowing where to seek professional help (79.8%). We found a high unmet need for mood problems among college students; though caution is needed in interpreting these findings given the volunteer nature of the sample. A reallocation of treatment resources for higher education students should be considered, particulary services that focus on innovative, low-threshold, and scalable interventions.

Efficacy of an ergonomics intervention for remote college students.

BACKGROUND: The COVID-19 pandemic caused a rapid adaptation of online education, requiring university students to complete their schoolwork remotely. There is a gap in the evidence-based literature regarding these novel home workstations and the potential to help students understand ergonomics and adjust their workstations. OBJECTIVES: We aimed to determine if a remote ergonomics intervention would encourage students to make improvements to their workstation and increase their knowledge of ergonomics. METHODS: Participants completed an ergonomics quiz, workstation evaluation, activity time log, and photographs of their workstation. There were three randomly assigned groups, the control group of 26 participants and the first and second intervention groups with 25 participants each. The first and second intervention groups received information sheets regarding proper workstations. The second intervention group was also required to participate in an ergonomics workshop. Six weeks after receiving the interventions, the control group and two intervention groups completed the materials once again. Eight participants from the control group, 12 from the information intervention group, and 14 from the participatory intervention group completed the study. RESULTS: One-way ANOVA tests between the three groups suggest there was no significant difference in ergonomic knowledge or changes made to workstations. However, the remote participatory ergonomics group increased their level of knowledge about ergonomics. CONCLUSIONS: An ergonomics intervention did not impact one group to change their workstation more than others in six weeks. Future studies on this topic should be conducted over a longer amount of time and with more participants to allow for more opportunities for behavior and workstation changes.

How does the working environment transition impact perceived work-related quality of life for postsecondary teachers within the United States?

BACKGROUND: The COVID-19 pandemic has profoundly affected societal norms and shifted much of the workforce in the United States to a virtual landscape. Working and learning from home (or "remotely") has become common in nearly every field, including higher level education. Each institution has implemented policies regarding remote work, and with the different policies educators are confronted with different conditions which affect their perceived level of stress and quality of working life. OBJECTIVE: The objective of this study is to examine how the transition to working from home contributes to work-related stress and perceived quality of life among postsecondary educators during the first year of COVID-19 related institutional working policies. METHOD: The study used a cross-sectional survey design. The survey was distributed online using email and social media to 1,575 postsecondary teachers in all four regions of the United States between February and March 2021. The survey collected demographic and institutional policy information related to remote work, in addition to the Work-Related Quality of Life Survey which gathers data on indicators of general well-being, job satisfaction, perceived control at work, perceived stress at work, working conditions, and work-life balance. RESULTS: Data was analyzed from 222 (14% response rate) respondents; 49% worked remotely full-time, 47% worked on a hybrid schedule (part-time remote, part-time on campus), and 4% were on campus full-time. The findings suggest that postsecondary teachers who worked in a hybrid program throughout 2020 felt they had more control at work and a higher overall quality of working life, while those who worked remote only or on-campus only felt more stress at work. The results also suggest that less time spent working from home contributes to higher stress and the perception of decreased control at work. CONCLUSIONS: Based on the survey results, remote working policies in higher education institutions have an impact on work-related quality of life and stress felt by their faculty. These findings can be used to guide the implementation of work-from-home or return-to-campus policies.

A mixed-methods study on the effectiveness of a self-directed online education program on obesity and bariatric care for occupational therapy practitioners and students.

BACKGROUND: Due to the rising rates of obesity in the United States, healthcare professionals will likely be seeing individuals from this population more frequently in service provision settings. OBJECTIVE: The purpose of this study was to examine the effectiveness of a self-directed online education program entitled BOOTH: Bariatrics, Obesity, and Occupational THerapy; How we can help. The educational program was directed to occupational therapy practitioners and occupational therapy students and designed to increase knowledge of obesity and bariatric care. METHODS: A convergent parallel mixed methods design was used in which the quantitative component was a one-group quasi-experiment with pre- and post-measurement. Surveys with Likert-style rating and open-ended questions were administered prior to the program and following completion. RESULTS: Paired samples t-testing revealed significant differences (p < 0.05) between pre- and post-program rated survey questions, which indicated an increase in perceived knowledge in the main topic areas. Qualitative data corroborated these findings, as most of the participants initially expressed concern about not being well-informed on obesity and bariatric care prior to taking the course. CONCLUSION: More education is needed on obesity and bariatric care for occupational therapy practitioners and occupational therapy students. An online education program was demonstrated to be an effective way of increasing knowledge on this important topic to reduce work-related injury.

Toward successful future use of telehealth in occupational therapy practice: What the COVID-19 rapid shift revealed.

BACKGROUND: Prior to the onset of the COVID-19 pandemic, occupational therapy (OT) services delivered through telehealth demonstrated comparative effectiveness to in-person services. At the onset of the pandemic, occupational therapy practitioners (OTPs) needed to continue delivering care to clients without being in-person. Many OT practitioners pivoted rapidly to telehealth, in many instances, with very little training. OBJECTIVE: The objective of this study was to describe the use of telehealth in occupational therapy during the early stages of the pandemic, and to explore how participants traversed the barriers. The perceived benefits and barriers to success with rapid telehealth adoption as experienced by OTPs, along with the specific strategies used to promote favorable outcomes may inform ongoing successful telehealth use in occupational therapy. METHOD: This study used a mixed-methods sequential explanatory design. Data was collected from September to December 2020 with an electronic survey. RESULTS: A total of 193 OTPs completed the survey, representing the delivery of OT services in 13 countries. Three main barriers to the use of telehealth were availability of materials, mastery of technology, and collaboration with caregivers/e-helpers. These barriers were negatively and significantly correlated with the participants' confidence level in the use of telehealth. Participants overcame barriers by independently obtaining telehealth training, including training within one's organization, support from social media, self-directed learning, and paid online telehealth webinars. CONCLUSION: Employers and educators can remove barriers to telehealth use by OTPs by providing a variety of learning opportunities and supports to enhance practitioners' confidence, thus increasing the likelihood of continued use of telehealth as a powerful and gap-bridging delivery model in occupational therapy.

Introduction to the special issue on comfort: A review of 26 papers from the International Comfort Congress 2019.

Various aspects related to comfort are described in this special issue. Some papers are focused on the environment, like smell, temperature, light, acoustics, space and some on an artefact touching the human, like the floor angle, the seat, a bed and light. However, in this special issue also topics like modelling and behavior get more attention.

Laparoscopic Adjustable Gastric Banding with the Adhesix® Bioring® for Weight Regain or Insufficient Weight Loss After a Roux-en-Y Gastric Bypass: Midterm Data from the Pronto Registry.

PURPOSE: Although Roux-en-Y gastric bypass (RYGB) is one of the most common bariatric procedures, insufficient weight loss is described to be as high as 20-35%. To treat weight regain/inadequate weight loss, laparoscopic adjustable gastric banding (LAGB) could be a feasible revisional strategy. MATERIALS AND METHODS: We report on a prospective study which included 35 patients who presented inadequate weight loss or significant weight regain after primary RYGB (percentage excess weight loss [%EWL] at revision < 50%). All patients underwent revisional LAGB with the placement of an Adhesix® Bioring® adjustable gastric band (Cousin Biotech, Wervicq-Sud, France). Patients' weight loss, complications, frequency of revisions and quality of life were evaluated. RESULTS: Follow-up data at 24 months are available for 80% of the included patients. The mean BMI before RYGB was 43.6 ± 5.4 kg/m2 and before revisional LAGB was 38.8 ± 4.3kg/m2. The %EWL before revisional surgery was 23.3 ± 24.8%. The average time between both procedures was 6.7 (mean) ± 3.6 (SD) years. Twenty-four months after revisional LAGB, the average BMI calculated from the weight at RYGB dropped to 32.0 ± 4.5 kg/m2, with an additional %EWL of 49.9 ± 30.3% resulting in a total %EWL of 60.7 ± 28%. The reoperation rate for complications related to LAGB was 21.2%. No band erosions occurred, but two bands needed to be removed during the study. CONCLUSION: Revisional LAGB may be considered a valid salvage procedure in patients with weight regain or inadequate weight loss after RYGB, though band- and port-related complications remain a notable concern.

Telehealth in school-based practice: Perceived viability to bridge global OT practitioner shortages prior to COVID-19 global health emergency.

BACKGROUND: Prior to the COVID-19 global health emergency, telehealth was an emerging occupational therapy (OT) service delivery model possessing many positive attributes. These include the potential to offset well-documented global occupational therapy practitioner (OTP) shortages. However, wide-spread adoption of telehealth as a delivery model in school-based practice is lacking in the OT evidence literature. While the COVID-19 global health emergency propelled many OTPs into the use of telehealth technologies, in some cases with minimal preparation, an investigation was conducted into the likelihood of telehealth adoption when comprehensive training was provided so that appropriateness of student fit for telehealth could be determined and essential planning could take place. OBJECTIVE: Prior to the COVID-19 global health emergency, a comprehensive training program was developed incorporating detailed perceptions of OTPs experienced in and new to telehealth in school-based practice as measured via surveys with the goal of increasing adoption of telehealth technologies for the delivery of OT services. Following the completion of the online New to Telehealth Pre-training Survey, OTPs new to telehealth were invited to complete the OT Telehealth Primer: School-based Practice training program. Analysis of pre- and post-training surveys yielded information about attitudinal changes experienced post-training. METHODS: Prior to the COVID-19 global health emergency, school-based occupational therapy practitioners (OTP) experienced in telehealth were invited to complete a survey exploring benefits and barriers encountered in the delivery of OT services using telehealth. OTPs new-to-telehealth were invited to complete a different survey intended to explore attitudes about the potential use of telehealth. Data collected from both surveys were used to develop a comprehensive training program, The OT Telehealth Primer for School-based Practice. OTPs new-to-telehealth were invited to complete the training program and a post-training survey. A descriptive data analysis was completed on responses from pre- to post-training surveys and the chi-square test of independence was used to evaluate difference in reported likelihood of adopting telehealth into practice before and after training. RESULTS: Prior to the COVID-19 global health emergency, the top benefits identified by the OTP Experienced Telehealth-User Survey included: 1) service access, 2) collaboration and carry-over with team members, 3) efficiency themes, and4) student engagement and comfort. Top benefits identified by the OTP New to Telehealth Survey identified the same top benefits after participating in the training program. A significant decrease in perceived barriers was noted in scores from pre- to post-training by OTPs new to telehealth. The perceived barriers that did not significantly decrease post-training suggest the need for future education and future protocol development. These included: unreliable internet, lack of hands-on opportunity and e-helpers' (parent, caregiver or support system available to assist the student in person during a telehealth session) decreased comfort with technology. Of the participants who completed the OT Telehealth Primer: School-based Practice, 80% reported being likely to add telehealth as a delivery model for future OT practice. CONCLUSIONS: Prior to the COVID-19 global health emergency, completion of the comprehensive training program OT Telehealth Primer: School-based Practice program yielded improved perceived benefits and an increased likelihood of telehealth adoption into practice by OTPs. However, both OTPs and school administrators require ongoing education for successful widespread adoption to be achieved thus offsetting the global shortage of OTPs and increasing service access. Future research, particularly related to available training and support for the rapid adoption of telehealth technologies during the COVID-19 global health emergency, will yield helpful information about the likelihood of continued use of telehealth in practice.

Establishing a pediatric occupational therapy clinic in the public-sector in Trinidad: The quest for clinical and professional expansion.

BACKGROUND: Pediatric occupational therapy (OT) in Trinidad is limited to costly private sector provision, which restricts access to only those families that can afford it. Public-sector healthcare, however, is offered free of charge to citizens. Establishing public-sector OT can increase the well-being and quality of life of children with disabilities and their families, as well as broaden the professional paths available to occupational therapists. OBJECTIVE: In the absence of local studies, primary research was undertaken to demonstrate the demand for services. The results of this study will be presented to government officials to argue for the inclusion of pediatric OT into one public-sector hospital in Trinidad. METHODS: Eighty-eight parents/caregivers of a child with special needs were surveyed at one public sector-waiting room or two private-sector therapy clinics. Surveys questioned parents' desire for occupational therapy services for their child, their willingness to use public-sector-provided therapy and their belief that such therapy would benefit families in Trinidad, among other items. RESULTS: Of the 88 participants surveyed, 98.8% believed that occupational therapy offered at one public-sector clinic in Trinidad would benefit families. The main deterrents to accessing the proposed public-sector therapy included satisfaction with the current therapist (40%) and concerns with convenience (33%) and efficiency (27%). Parents whose children were not currently receiving therapy cited cost (67%) and location (38%) as the main barriers. CONCLUSIONS: Primary research findings demonstrate that the vast majority of parents/caregivers believe that public-sector pediatric occupational therapy would benefit families. Service free of charge will increase access for many families who cannot currently afford treatment. Implications of a pediatric public-sector clinic also include the expansion of occupational therapy as a profession in Trinidad.

A 'new normal' following COVID-19 and the economic crisis: Using systems thinking to identify challenges and opportunities in disability, telework, and rehabilitation.

BACKGROUND: The novel coronavirus (COVID-19) that emerged in late 2019, and later become a global pandemic, has unleashed an almost unprecedented global public health and economic crisis. OBJECTIVE: In this perspective, we examine the effects of COVID-19 and identify a likely 'new normal' in terms of challenges and opportunities within the fields of disability, telework, and rehabilitation. METHODS: We use a systems thinking lens informed by recent empirical evidence and peer-reviewed qualitative accounts regarding the pandemic to identify emerging challenges, and pinpoint opportunities related to health and changing employment infrastructure of people with disabilities and rehabilitation professionals. RESULTS: From our interpretation, the key leverage points or opportunities include: (1) developing disability-inclusive public health responses and emergency preparedness; (2) enabling employment and telework opportunities for people with disabilities; (3) addressing the new requirements in rehabilitation service provision, including participating as essential team members in the care of people with infectious diseases such as COVID-19; (4) embracing the added emphasis on, and capacity for, telehealth; and (5) developing greater resilience, distance learning, and employability among the rehabilitation workforce. CONCLUSIONS: The COVID-19 pandemic has become increasingly challenging to the lives of people with disabilities and rehabilitation professionals; however, key challenges can be minimized and opportunities can be capitalized upon in order to 'build back better' after COVID-19.

Computer-related posture and musculoskeletal discomfort in middle school students.

In recent years, there has been an increasing concern over the association between computer use and reports of discomfort, aches and pains in students. It is suggested that the physical set-up and individual styles of using interactive media has an influence over this discomfort. As children grow up, they will interact and use computers throughout most of their life. Healthy computing may be vital to preventing/reducing the incidence of discomfort/pain associated with interactive media. This research paper will describe a study, which has collected health and comfort data on the incidence and prevalence of self-reported computer-related musculoskeletal discomfort/pain among 6th and 7th grade students in three middle schools in New England. General base line data from this three-year study is reported.