This systematic review examined the evidence for interventions designed to modify the activity demands for self care and leisure for those with AD and other types of dementia. The review detailed four major points: treatment should match the person's current level of function, not attempt to make gains; cues, which are short and clear, are important in modifying activity demands; environmental modifications and simple AE should be individualized to meet the person's needs; caregiver training and involvement are vital.

This is a systematic review that looks at the evidence for the effects of exercise on ADL functioning of people with AD. This review also looked at the effects of exercise on cognition and mood and on physical performance. The initial search for articles for the systematic review began with over 2000 articles, and the reviewers narrowed it down to 6 articles. Overall, they found that exercise can, in fact improve ADL function in people with AD. Exercise can also improve physical performance, and may slow the decline in cognition and boost mood in those with AD.

This article briefly explains several evidence-based interventions for stroke, including more traditional types of interventions, newer treatment techniques, and complementary treatments. The article points out, however that the evidence is not pointing to one particular treatment that is superior to the others, and therefore, more rigorous research is needed.

This was qualitative research done by an MOT student at the University of Puget Sound. The author concluded that negative psychosocial reactions can be avoided when the therapist is client-centered and uses meaningful activities to assist the patient adjust and participate in therapy.

I thought this was an interesting study, and there are more articles about this DAWN study, but it is especially pertinent because in this rotation, I encountered many patients with uncontrolled diabetes and end stage renal failure. This article describes how psychosocial issues are frequent among patients with diabetes, and that medical professionals are not equipped to deal with the issues. Enter OT. I think this is something we could excel at.

The article discusses the benefits and the how-to's for implementing the multiple-mentoring model, which uses one or more CIs to one or more students.

In this article, the authors describe three main functions that OTs should encompass when supervising assistants: educate, manage, and support. Also, supervisors should use a variety of leadership styles and approaches to effectively meet the diverse needs and personalities of assistants and students alike.

This is a very interesting a unique link that discusses the fact that theology isn't just the study of God and the divine, but how theological literature also helps one better understand human nature, suffering, disability, and moral and ethical considerations. It also assists the therapists in becoming more holistic and in deemphasizing the medical model.

This qualitative study identified the professional values of Australian OTs. Some of these values included problem solving, working with clients, occupations, advocacy, leadership, kindness, empathy. The authors conclude that appropriate OT practice must include a reflection of how an OTs values shape his/her practice.

This longitudinal research looked at the impact OT and PT university programs had on the development of moral reasoning in students. The study found that this particular university's programs did not seem to have on impact on the growth of moral reasoning, and that these programs need to teach ethical reasoning along with clinical reasoning.

In this article, beneficence was identified as the most prominent principle for both OTs and caregivers when it comes to choosing treatment for an elderly patient. The author suggests that for therapy to truly work, the OT must understand and respect the values and beliefs of the caregiver and work in conjunction with him/her to formulate a treatment approach.

This is an interesting study that delineated the differences between student and novice OTs and their more experienced counterparts. The authors concluded that the wealth of experience that expert OTs possess can be transferred to newbies through structured reflection and discussion of the OT process.

This chapter discusses how problem solving is an important part of clinical reasoning, and helps the practitioner hone in to the actual problem and develop an appropriate goal, and then follow through with intervention in a creative and constructive manner.