Occupational balance (OB) is a subjective feeling that encompass of having the right amount of occupations and the right variation between occupations in life (Wagman et al., 2012). The purpose of the study is to translate the Occupational Balance Questionnaire (OBQ11) (Håkansson et al., 2020) into Chinese version (OBQ11-C) and to examine the psychometric properties for people with depression in Taiwan.

IMPORTANCE: Visual-motor integration (VMI) is typically examined in children to promote handwriting, but it may also be relevant for adults' capacity for technology use.

OBJECTIVE: To examine the reliability and validity of speed of completion of the box clicking test, a web-based test of VMI.

DESIGN: Participants in the Understanding America Study completed online surveys on a regular basis, including a very brief (less than 30 s) self-administered box clicking test. For validity testing, we examined whether box clicking speed was associated with constructs relevant to visual-perceptual skills and motor coordination, the skills underlying VMI. Test-retest reliability was examined by computation of intraclass correlation coefficients.

PARTICIPANTS: A total of 11,114 adults. MEASURES: Measures included the completion time for the box clicking task and measures relevant to visual perception (e.g., perceptual speed) and motor coordination (e.g., self-reported functional limitation).

RESULTS: Results suggested that the box clicking test was a VMI task. Slower test performance was associated with lower visual-perceptual speed and a greater likelihood of reporting difficulties with dressing, a motor coordination relevant task. Box clicking tests taken within at least 2 yr of one another had moderate test-retest stability, but future studies are needed to examine test-retest reliabilities over brief (e.g., 2-wk) time intervals.

CONCLUSIONS AND RELEVANCE: The box clicking test may serve both as a tool for research and to clinically observe whether clients have VMI difficulties that interfere with computer, smartphone, or tablet use.

Plain-Language Summary: Use of devices such as smartphones and computers is increasingly becoming integral for daily functioning. Visual-motor integration (VMI) has often been addressed by occupational therapists to support handwriting of children, but it may also be important for technology use by adults. Prior literature supports the relevance of VMI to technology use, and adults with various chronic conditions have been found to have decrements in VMI. We tested the psychometric properties of a brief box clicking test of VMI that could be used to examine VMI underlying technology use among adults. Overall, results suggested that the box clicking test was a VMI task. Just as speed of gait has been used as an index of functional mobility, speed on the box clicking task seemed serviceable as an index of VMI ability. The box clicking test may also be used for clinical observation of whether VMI interferes with technology use.

IMPORTANCE: Although occupational balance (OB) is a construct of importance to occupational therapy, existing OB assessments have not been validated in clinical populations.

OBJECTIVE: To examine the validity and reliability of the 11-item version of the Occupational Balance Questionnaire (OBQ11) in U.S. adults with Type 1 diabetes.

DESIGN: Data were analyzed from adults with Type 1 diabetes enrolled in a larger longitudinal study examining the relationships among blood glucose, emotion, and functioning. Dimensionality of the OBQ11 was assessed with item response theory (IRT); convergent validity was tested by examining whether associations between the OBQ11 and other constructs were consistent with a priori hypotheses.

SETTING: Three outpatient clinical sites in the United States.

PARTICIPANTS: Data from 208 U.S. adults with Type 1 diabetes were included in the analyses (42% Latino, 29% White, 14% African American, 7% multiethnic, and 8% other).

OUTCOMES AND MEASURES: Assessments administered include the OBQ11, Patient Health Questionnaire (depression), and Diabetes Self-Management Questionnaire.

RESULTS: Overall, results from IRT models and correlational tests supported the reliability and validity of the OBQ11. For instance, higher scores on the OBQ11 were significantly associated with better self-ratings of diabetes management behaviors (r = .28, p < .001), lower depression symptoms (r = -.53, p < .001), and greater positive affect (r = .32, p < .001). A single-factor generalized partial credit model fit the OBQ11 acceptably well, supporting its unidimensionality.

CONCLUSIONS AND RELEVANCE: The OBQ11 may be a reliable and valid measure of OB appropriate for use in clinical populations such as adults with diabetes. What This Article Adds: OB is not often formally assessed by occupational therapists in the United States, even though the contributions of OB to health and well-being are core components of the philosophy of occupational therapy. The current evidence supports the validity of the OBQ11 in a clinical population of adults with Type 1 diabetes and demonstrates significant associations between OB and health management behaviors. Study results may encourage greater consideration and assessment of OB in occupational therapy clinical practice in the United States.

IMPORTANCE: There is a need for evidence-based occupational therapy interventions to enhance time management in people with time management difficulties.

OBJECTIVE: To pilot test the first part of the Let's Get Organized (LGO) occupational therapy intervention in a Swedish context by exploring enhancements of time management skills, aspects of executive functioning, and satisfaction with daily occupations in people with time management difficulties because of neurodevelopmental or mental disorders.

DESIGN: One-group pretest-posttest design with 3-mo follow-up.

SETTING: Outpatient psychiatric and habilitation settings.

PARTICIPANTS: Fifty-five people with confirmed or suspected mental or neurodevelopmental disorder and self-reported difficulties with time management in daily life.

INTERVENTION: Swedish version of Let's Get Organized (LGO-S) Part 1, with structured training in the use of cognitive assistive techniques and strategies using trial-and-error learning strategies in 10 weekly group sessions of 1.5 hr.

OUTCOMES AND MEASURES: Time management, organization and planning, and emotional regulation were measured with the Swedish version of the Assessment of Time Management Skills (ATMS-S). Executive functioning was measured with the Swedish version of the Weekly Calendar Planning Activity, and satisfaction with daily occupations was assessed with the Satisfaction With Daily Occupations measure.

RESULTS: Participants displayed significantly improved time management, organization and planning skills, and emotional regulation, as well as satisfaction with daily occupations. Aspects of executive functioning were partly improved. ATMS-S results were sustained at 3-mo follow-up.

CONCLUSION AND RELEVANCE: LGO-S Part 1 is a promising intervention for improving time management skills and satisfaction with daily occupations and should be investigated further.

WHAT THIS ARTICLE ADDS: This study shows that LGO-S Part 1 is feasible for use in psychiatric and habilitation outpatient services. The results are promising for improved time management skills, organization and planning skills, and satisfaction with daily occupations and need to be confirmed in further studies.

This study demonstrates how the quality of life and occupational balance of graduate OT students were affected by the COVID-19 pandemic. It also highlights students’ perception of how the experience will affect their future practice. The understanding of the impact of the COVID-19 pandemic on student wellness allows program faculty to best support OT students and prepares educators for future disasters and crises.

IMPORTANCE: Driving is a complex occupation requiring the interplay of high-level cognitive, physical, sensory, and behavioral skills for safe performance. Occupational therapists need to routinely address driving with adults as an occupational performance area. Further research is needed to determine whether performance-based assessment tools can support occupational therapists in screening client driving potential.

OBJECTIVE: To conduct a pilot study to determine whether the Multiple Errands Test-Home Version (MET-Home), as a performance-based assessment, either alone or in combination with other assessments, should be further investigated for use by occupational therapists to screen clients' driving potential.

DESIGN: Cross-sectional pilot study.

SETTING: Private in-clinic and community setting, including participants' homes.

PARTICIPANTS: Convenience sampling recruited 28 participants through private occupational therapy driver assessors.

OUTCOMES AND MEASURES: Participants underwent a comprehensive in-clinic and behind-the-wheel assessment, as per standard practice, and three additional cognitive tests. Data were summarized with descriptive statistics, and univariate analyses were used to examine the relationships between cognitive assessment scores and driving outcomes.

RESULTS: The MET-Home, as a stand-alone tool and in combination with other cognitive assessment scores, was not associated with driving outcomes (pass-fail). However, participant self-assessment of their MET-Home performance was associated with driving outcomes (pass-fail; p = .014).

CONCLUSIONS AND RELEVANCE: Although our findings suggest that the MET-Home is unlikely to screen for driving potential, further research of performance-based assessment tool use by occupational therapists is needed to support identification of the optimal type and timing of client referral for comprehensive assessment. Plain-Language Summary: The Multiple Errands Test-Home Version (MET-Home) is commonly completed by occupational therapists. Although this pilot study revealed that MET-Home scores were not associated with driving outcomes, performance-based assessments such as the MET-Home have the potential to guide occupational therapists when screening clients to determine when further, comprehensive assessment is indicated.