"It's better than nothing, but I do not find it to be ideal": Older adults' experience of TeleRehab during the first COVID-19 lockdown.

This qualitative study used descriptive thematic analysis to explore the experiences of 16 older adults (age: 71 ± 6.4) who transitioned from an in-person to telerehabilitation (TeleRehab) group intervention in March 2020. We found the following themes: (1A) Technology Use, describing challenges and need for support; and (1B) Technology Self-Efficacy, describing how technological ability was attributed to past-experience and/or age. Four themes described the intervention experience. First, "Not The Same, But Better Than Nothing" (2A), reflected a preference for in-person intervention. Specifically, in-person training provided a better social experience (theme 2B), and stronger accountability, although the content was well delivered in both modalities (theme 2C). Contextual factors (theme 2D) that played a role were ease of commute, especially important during the winter, and the context of the lockdown, that positioned the TeleRehab intervention as a meaningful social activity. However, sensory impairments, and/or distractions in the home diminished the TeleRehab experience.

Known-Groups and Convergent Validity of the Telephone Rey Auditory Verbal Learning Test total Learning Scores for Distinguishing Between Older Adults With Amnestic Cognitive Impairment and Subjective Cognitive Decline.

OBJECTIVE: To examine known-groups validity of a telephone administration of the total learning scores of the Rey Auditory Verbal Learning Test (RAVLT) in discriminating between people with subjective cognitive decline (SCD) and amnestic mild cognitive impairment (aMCI) and convergent validity of the telephone-RAVLT. METHOD: In total, 83 older adults (age = 71.4 ± 7.0) with SCD or aMCI completed the RAVLT learning trials over the telephone and the Hopkins Verbal Learning Test (HVLT) in-person. RESULTS: Telephone-RAVLT total recall significantly correlated with HVLT total recall (r = .49, p < .001). Significant between group differences were found (effect size = 0.94). CONCLUSIONS: This study provides support for known-groups and convergent validity of the telephone-RAVLT.

From education to occupation: the story of Thomas Bessell Kidner.

BACKGROUND: Thomas Bessell Kidner is well-known in the United States as a great contributor to occupational therapy. He is not well-known in Canada despite the fact that his first contributions to the profession were made here between 1900 and 1918. PURPOSE: To tell the story of Thomas Bessell Kidner and his impact on occupational therapy. METHODS: Interpretive biography research methods using archival materials, published papers and family papers. RESULTS: Kidner's work as an organizer of manual training in elementary schools in Nova Scotia and New Brunswick and as Director of Technical Education for Calgary prepared him for his work as Vocational Secretary of the Military Hospitals Commission during World War I. Kidner developed, implemented and oversaw the reeducation program for injured soldiers across Canada. It included bedside occupations, off-ward and curative workshop activities provided by ward aides, as well as industrial training and apprenticeships in the workplace. PRACTICE IMPLICATIONS: Kidner's story stimulates us to revisit our profession's early emphasis on return-to-work. Knowing about our past helps occupational therapists to build a stronger identity.