<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Silverman, Arielle M</style></author></authors><secondary-authors><author><style face="normal" font="default" size="100%">Pitonyak, Jennifer S</style></author><author><style face="normal" font="default" size="100%">Nelson, Ian K</style></author><author><style face="normal" font="default" size="100%">Matsuda, Patricia N</style></author><author><style face="normal" font="default" size="100%">Kartin, Deborah A</style></author><author><style face="normal" font="default" size="100%">Molton, Ivan R</style></author></secondary-authors></contributors><titles><title><style face="normal" font="default" size="100%">Instilling positive beliefs about disabilities: pilot testing a novel experiential learning activity for rehabilitation students.</style></title><secondary-title><style face="normal" font="default" size="100%">Disability and Rehabilitation</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">occupational therapy</style></keyword><keyword><style  face="normal" font="default" size="100%">physical therapy</style></keyword><keyword><style  face="normal" font="default" size="100%">professional development</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">02/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://dx.doi.org/10.1080/09638288.2017.1292321</style></url></web-urls></urls><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Purpose: To develop and test a novel impairment simulation activity to teach beginning rehabilitation students how people adapt to physical impairments.&lt;/p&gt;
&lt;p&gt;Methods: Masters of Occupational Therapy students (n&amp;thinsp;=&amp;thinsp;14) and Doctor of Physical Therapy students (n&amp;thinsp;=&amp;thinsp;18) completed the study during the first month of their program. Students were randomized to the experimental or control learning activity. Experimental students learned to perform simple tasks while simulating paraplegia and hemiplegia. Control students viewed videos of others completing tasks with these impairments. Before and after the learning activities, all students estimated average self-perceived health, life satisfaction, and depression ratings among people with paraplegia and hemiplegia.&lt;/p&gt;
&lt;p&gt;Results: Experimental students increased their estimates of self-perceived health, and decreased their estimates of depression rates, among people with paraplegia and hemiplegia after the learning activity. The control activity had no effect on these estimates.&lt;/p&gt;
&lt;p&gt;Conclusions: Impairment simulation can be an effective way to teach rehabilitation students about the adaptations that people make to physical impairments. Positive impairment simulations should allow students to experience success in completing activities of daily living with impairments. Impairment simulation is complementary to other pedagogical methods, such as simulated clinical encounters using standardized patients.&lt;/p&gt;
&lt;p&gt;Implication of Rehabilitation:&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;
		It is important for rehabilitation students to learn how people live well with disabilities.&lt;/li&gt;
	&lt;li&gt;
		Impairment simulations can improve students&amp;rsquo; assessments of quality of life with disabilities.&lt;/li&gt;
	&lt;li&gt;
		To be beneficial, impairment simulations must include guided exposure to effective methods for completing daily tasks with disabilities.&lt;/li&gt;
&lt;/ul&gt;
</style></abstract><section><style face="normal" font="default" size="100%">epub</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Heller, Tamar</style></author><author><style face="normal" font="default" size="100%">Owen, Randall</style></author><author><style face="normal" font="default" size="100%">Crabb, C.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The impact of family input and involvement on health and long-term services and supports appraisals and unmet needs of older adults and adults with disabilities enrolled in Medicaid managed care</style></title><secondary-title><style face="normal" font="default" size="100%">Annual Meeting of the Gerontological Society of North America</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Smith, Amanda E</style></author><author><style face="normal" font="default" size="100%">Molton, Ivan R</style></author><author><style face="normal" font="default" size="100%">Bagli, Nikki</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Incidence and age of onset of chronic comorbid health conditions</style></title><secondary-title><style face="normal" font="default" size="100%">Annual Meeting of the Gerontological Society of North America</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2016</style></year></dates><language><style face="normal" font="default" size="100%">eng</style></language></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Heller, Tamar</style></author><author><style face="normal" font="default" size="100%">Owen, Randall</style></author><author><style face="normal" font="default" size="100%">Bowers, A</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Impact of Medicaid Managed Care on Health Services Appraisal and Access of Adults with Disabilities</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><pub-location><style face="normal" font="default" size="100%">Poster presented at Gerontological Society of America’s (GSA) Annual Scientific Meeting, Washington DC</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;&lt;strong&gt;Background:&lt;/strong&gt; This study examines the health care experiences and access of people with disabilities in Medicaid receiving managed care (MC) versus those in fee for services (FFS) health care over two years&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Methods:&lt;/strong&gt;&amp;nbsp; The study uses survey data from 817 individuals (430 in MC and 387 in FFS) two years after the start of the MC initiative in addition to encounter data on health care utilization from the population of 39,653 in MC and 68,839 in FFS. The survey includes measures of health care appraisal, ease of receiving medication, and ease of using transportation. Health care utilization comprises emergency room (ER) use and days in the hospital. &amp;nbsp;Regression analyses with these outcomes included the Independent variables of age, gender, race, disability type, and enrollment in MC versus FFS.&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Results:&lt;/strong&gt;&amp;nbsp; &amp;nbsp;Health care appraisal and ease of receiving medication did not differ between the MC and FFS groups. However, people with physical disabilities in MC reported a worse appraisal versus FFS, while people with a mental health disability in MC reported a better appraisal versus people in FFS (p&amp;lt;.05). Also, people with physical disabilities had better access to prescriptions in MC (p &amp;lt;.05).Transportation assistance was more positive (p &amp;lt;.01) for people in MC. &amp;nbsp;Both ER use and days in hospital decreased (-8% and -18%) for people in MC and increased for people in FFS (5%).&lt;/p&gt;
&lt;p&gt;&lt;strong&gt;Conclusion&lt;/strong&gt;: As MC approaches increase for Medicaid participants with disabilities it is important to assess the differential experiences of various disability groups within MC and in comparison to FFS.&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Chen, Ke-Yu</style></author><author><style face="normal" font="default" size="100%">Harniss, Mark</style></author><author><style face="normal" font="default" size="100%">Patel, Shwetak</style></author><author><style face="normal" font="default" size="100%">Johnson, Kurt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Implementing technology-based embedded assessment in the home and community life of individuals aging with disabilities: a participatory research and development study.</style></title><secondary-title><style face="normal" font="default" size="100%">Disabil Rehabil Assist Technol</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2014 Mar</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">9</style></volume><pages><style face="normal" font="default" size="100%">112-20</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;PURPOSE: The goal of the study was to investigate the accuracy, feasibility and acceptability of implementing an embedded assessment system in the homes of individuals aging with disabilities. METHOD: We developed and studied a location tracking system, UbiTrack, which can be used for both indoor and outdoor location sensing. The system was deployed in the homes of five participants with spinal cord injuries, muscular dystrophy, multiple sclerosis and late effects of polio. We collected sensor data throughout the deployment, conducted pre and post interviews and collected weekly diaries to measure ground truth. RESULTS: The system was deployed successfully although there were challenges related to system installation and calibration. System accuracy ranged from 62% to 87% depending upon room configuration and number of wireless access points installed. In general, participants reported that the system was easy to use, did not require significant effort on their part and did not interfere with their daily lives. CONCLUSIONS: Embedded assessment has great potential as a mechanism to gather ongoing information about the health of individuals aging with disabilities; however, there are significant challenges to its implementation in real-world settings with people with disabilities that will need to be resolved before it can be practically implemented. IMPLICATIONS FOR REHABILITATION: Technology-based embedded assessment has the potential to promote health for adults with disabilities and allow for aging in place. It may also reduce the difficulty, cost and intrusiveness of health measurement. Many new commercial and non-commercial products are available to support embedded assessment; however, most products have not been well-tested in real-world environments with individuals aging with disability. Community settings and diverse population of people with disabilities pose significant challenges to the implementation of embedded assessment systems.&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yorkston, Kathryn</style></author><author><style face="normal" font="default" size="100%">Baylor, Carolyn</style></author><author><style face="normal" font="default" size="100%">Amtmann, Dagmar</style></author><author><style face="normal" font="default" size="100%">Verrall, Aimee M</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Integrating Development of Self-Efficacy into Treatment Decisions</style></title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><pub-location><style face="normal" font="default" size="100%">Oral presentation at the American Speech-Language-Hearing Association’s Convention, Orlando, Florida</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;Summary&lt;/p&gt;
&lt;p&gt;&lt;u&gt;Definitions:&amp;nbsp; &lt;/u&gt;&lt;/p&gt;
&lt;p&gt;People living with chronic communication problems such as aphasia learn to manage their own conditions.&amp;nbsp; They decide whether or not to adhere to exercise programs, to participate in social activities and roles, and to use the health-care resources available to them. Self-management is based on the idea that those with a chronic condition should take an active, central role in managing their disease, secondary conditions, and health care (Rae-Grant et al, 2011). Development of self-efficacy is an important component of self-management. &lt;u&gt;Self-efficacy&lt;/u&gt; is the belief in one&amp;rsquo;s ability to produce the effects or outcomes one wants (Bandura, 1977).&amp;nbsp; Because self-efficacy can be taught, speech-language pathologists should incorporate principles of self-efficacy into treatment plans.&amp;nbsp; Bandura suggests self-efficacy can be improved by focusing on four factors that are potentially amendable to intervention: performance accomplishment, vicarious experience, verbal persuasion and maintenance of an optimal physiological state.&amp;nbsp;&lt;/p&gt;
&lt;p&gt;&lt;u&gt;Background&lt;/u&gt; &lt;u&gt;of Qualitative &amp;amp; Quantitative Research&lt;/u&gt;&lt;/p&gt;
&lt;p&gt;Self-efficacy has been studied in people with various communication disorders including, voice disorders, stuttering, and hearing loss.&amp;nbsp; Recently, Runne (2012) conducted a series of semi-structured interviews with people in the chronic phase of stroke.&amp;nbsp; The five participants experienced either aphasia, dysarthria or both.&amp;nbsp; Questions related to their level of confidence regarding communication and the development of confidence over time.&amp;nbsp; Thematic analysis suggests that progress requires hard work, develops over a long period of time, and involves &amp;ldquo;working with what you have.&amp;rdquo;&amp;nbsp; Participants indicated that their family member&amp;rsquo;s role should be one of encouragement and praise.&amp;nbsp; For healthcare providers, the suggestions included &amp;ldquo;treat me like an individual and take time to get to know me.&amp;rdquo;&amp;nbsp;&lt;/p&gt;
&lt;p&gt;In a series of focus groups, we asked people aging with chronic physical disability to help us define the meaning of &amp;ldquo;aging well with disability.&amp;rdquo;&amp;nbsp; Many participants alluded to issues related to self-efficacy.&amp;nbsp; One participant told us, &amp;ldquo;successful aging with disability is recreating yourself.&amp;rdquo; Another indicated that successful aging was &amp;ldquo;to pull yourself up by your own bootstraps and do the things you need to do . . and want to do.&amp;rdquo;&lt;/p&gt;
&lt;p&gt;&lt;u&gt;Treatment Decisions:&lt;/u&gt;&amp;nbsp; In planning and implementing treatment, clinicians and clients should share in the decisions.&lt;/p&gt;
&lt;p&gt;&lt;u&gt;Participation Focused Intervention&lt;/u&gt;:&amp;nbsp; Because it is important that intervention be individualized, targeted to real-world communication situations and focused on development of self-efficacy, we use the acronym PACE to describe a four step procedure for developing communication strategies (Yorkston et al, 2006):&lt;/p&gt;
&lt;ul&gt;
	&lt;li&gt;
		Priorities: Given limited energy and resources, it is important for those with communication problems to set priorities, to define what is important.&lt;/li&gt;
	&lt;li&gt;
		Awareness: After setting priorities, people with communication problems need to become aware of potential barriers to participation and the resources available to get around those barriers.&lt;/li&gt;
	&lt;li&gt;
		Constructing the Strategies: &amp;nbsp;Many of the people describe a process where they begin to do things in a different way.&amp;nbsp; Changing how things get done involves constructing and employing a personal set of strategies.&amp;nbsp; At first this is done with the clinician and later, people with communication disorders can set priorities and construct potential strategies independently.&lt;/li&gt;
	&lt;li&gt;
		Evaluation: An important last step in the development of strategies is to evaluate them by asking the question - does the strategy work for me? Evaluation involves weighing cost and benefits of the strategies and modifying them as needed.&lt;/li&gt;
&lt;/ul&gt;
&lt;p&gt;&lt;u&gt;Outcome Measures&lt;/u&gt;:&amp;nbsp; Because current healthcare trends demand documentation that healthcare services are regarded as valuable and bring about meaningful change from client perspectives, self-reported outcome measures are becoming increasingly important.&amp;nbsp; Self-reported measures of communicative participation are available (Baylor et al, 2013).&amp;nbsp; This item bank was developed using modern psychometric methods and validated with community-dwelling adults with various communication conditions.&amp;nbsp; A ten item short form is available.&amp;nbsp; A measure of self-efficacy for disease management has also recently been developed using rigorous psychometric methods.&amp;nbsp; Called the University of Washington Self-Efficacy Scale, the full item bank contains 17 items with five response options ranging from &amp;lsquo;not at all (confident)&amp;rsquo; to &amp;lsquo;completely (confident)&amp;rsquo;. Examples of items include: Can you keep your [condition] from being the center of your life? and Can you figure out effective solutions to [condition] related issues that come up? A 6-item short form is also available.&amp;nbsp; Taken together these scales allow clinicians to document treatment outcome both in terms of enhanced participation and self-efficacy.&lt;/p&gt;
&lt;p&gt;&lt;u&gt;Conclusions:&lt;/u&gt;&lt;/p&gt;
&lt;p&gt;Understanding the nature of self-efficacy is important for a number of reasons.&amp;nbsp; First, self-efficacy has been shown to be a predictor of physical, cognitive and social functioning.&amp;nbsp; It is also associated with improved health status, health behaviors and reduced medical services usage. It may also be a valuable predictor of healthy aging in individuals with degenerative conditions such as multiple sclerosis. In addition to its value as a predictor, self-efficacy is important because it is increasingly seen as a fruitful target for intervention.&lt;/p&gt;
&lt;p&gt;&lt;u&gt;References&lt;/u&gt;&lt;/p&gt;
&lt;p&gt;Amtmann, D., Bamer, A. M., Cook, K. F., Askew, R. L., Noonan, V. K., &amp;amp; Brockway, J. A. (2012). University of Washington self-efficacy scale: a new self-efficacy scale for people with disabilities. &lt;em&gt;Arch Phys Med Rehabil, 93&lt;/em&gt;(10), 1757-1765.&lt;/p&gt;
&lt;p&gt;Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. &lt;em&gt;Psychological Review, 84&lt;/em&gt;, 191-215.&lt;/p&gt;
&lt;p&gt;Baylor, C., Yorkston, K., Eadie, T., Kim, J., Chung, H., &amp;amp; Amtmann, D. (2013). The Communicative Participation Item Bank (CPIB):&amp;nbsp; Item bank calibration and development of a disorder-generic short form. &lt;em&gt;Journal of Speech Language and Hearing Research, 56&lt;/em&gt;, 1190-1208.&lt;/p&gt;
&lt;p&gt;Rae-Grant, A. D., Turner, A., Sloan, A., Miller, D., Hunziker, J., &amp;amp; Haselkorn, J. (2011). Self-management in neurological disorders: Systematic review of the the literature and potential&amp;nbsp;&lt;/p&gt;
</style></abstract></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Artherholt, Samantha</style></author><author><style face="normal" font="default" size="100%">Smith, Amanda E</style></author><author><style face="normal" font="default" size="100%">Acosta Garcia, M J</style></author><author><style face="normal" font="default" size="100%">Bombardier, Charles H</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">inMotion: A phone-based randomized controlled trial to increase physical activity and improve mood</style></title><secondary-title><style face="normal" font="default" size="100%">International Journal of MS Care</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://ijmsc.org/doi/pdf/10.7224/1537-2073-14.S2.1</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">25</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;Background: Major depressive disorder (&lt;/span&gt;MDD&lt;span style=&quot;line-height: 1.5;&quot;&gt;) is a common secondary condition in individuals with multiple sclerosis&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;(MS), with a lifetime prevalence estimated to be near 50%.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;MDD is highly disabling in this population, contributing to&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;time lost from work, low quality of life, and poor health.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;Commonly used treatments for &lt;/span&gt;MDD&lt;span style=&quot;line-height: 1.5;&quot;&gt; are not effective for&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;many with MS, and there are often major barriers to treatment. Numerous studies have shown that inactivity is a risk&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;factor for &lt;/span&gt;MDD&lt;span style=&quot;line-height: 1.5;&quot;&gt;, while increased activity is associated with&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;reduced risk of &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;MDD&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;. We have previously shown that physical activity has promise as a treatment for &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;MDD&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;, especially&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;for people with disabilities such as MS who may be inactive.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;The current study extends this model to people aging with&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;MS and/or with limited mobility, including wheelchair users.&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;Objectives: The &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;inMotion&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt; Study is an ongoing randomized&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;controlled trial (&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;RCT&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;) for people aged &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;&amp;ge;45&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt; with depressive&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;symptoms (10 or higher on the &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;PHQ-9&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;). The objectives are&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;to increase physical activity and improve mood. Methods:&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;Participation is entirely by phone. Participants in the treatment condition receive seven motivational interviewing (MI)&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;sessions over 12 weeks in which they review exercise history,&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;goals, benefits, and barriers with a study counselor. Half of&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;the intervention group receives two booster calls during the&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;maintenance phase of the study (weeks 13&amp;ndash;24). Participants&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;in the control condition receive a single &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;psychoeducational&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;session at week 0. All participants are mailed an MS exercise DVD. Physical activity is recorded via &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;actigraphy&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt; at&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;baseline, 12 weeks, and 24 weeks. An independent examiner assesses outcomes in both groups at 12 and 24 weeks. &lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;Results: To date, 219 potential participants with MS have&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;been screened, with 52 enrolled (24%), 6 refused (3%), and&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;161 ineligible (74%). Ineligibility has been due primarily to&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;lack of depressive symptoms (N = 98, 61%). Conclusions:&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;A phone-based intervention to increase physical activity and&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;improve depression in people with MS is feasible, although&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;recruitment challenges have been significant. Results of&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;this RCT will determine the efficacy of this phone-based MI&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;approach to improving mood in people with MS, and will&amp;nbsp;&lt;/span&gt;&lt;span style=&quot;line-height: 1.5;&quot;&gt;explore potential mediators such as fatigue, pain, and general health.&lt;/span&gt;&lt;/p&gt;
</style></abstract><issue><style face="normal" font="default" size="100%">S2</style></issue></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>13</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hreha, Kimberly</style></author><author><style face="normal" font="default" size="100%">Molton, Ivan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Impact of Secondary Health Conditions on Social Role Participation in People Living with Long-term Physical Disability</style></title></titles><publisher><style face="normal" font="default" size="100%">2018 Rehabilitation Psychology Conference</style></publisher><pub-location><style face="normal" font="default" size="100%">Dallas, TX</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language></record></records></xml>