Older Adults, Computer Training, and the Systems Approach: A Formula for Success

Mayhorn, Christopher B.; Stronge, Aideen J.; McLaughlin, Anne Collins; Rogers, Wendy A.

doi:10.1080/03601270490272124

Cited by 102 publications

(88 citation statements)

References 28 publications

(33 reference statements)

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“…32 Nonetheless, most older patients prefer to receive specialized computer or mobile device training (77 %) and have demonstrated rates of engagement with web-and computer-based interventions comparable to younger populations. 33,34 Adults with substance use disorders who have lower levels of education have been shown to have poorer treatment outcomes and may be at particular risk for similar outcomes using web-based interventions. 1,4 Prior studies have reported that while most web-related content is written at the 10th grade level or higher, the average American reads at an 8th grade level or less, and this has been associated with a poorer understanding of web-based health information.…”

Section: Demographic Characteristicsmentioning

confidence: 99%

Recent Internet Use and Associations with Clinical Outcomes among Patients Entering Addiction Treatment Involved in a Web-Delivered Psychosocial Intervention Study

et al. 2016

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The acceptability and clinical impact of a web-based intervention among patients entering addiction treatment who lack recent internet access are unclear. This secondary analysis of a national multisite treatment study (NIDA Clinical Trials Network-0044) assessed for acceptability and clinical impact of a web-based psychosocial intervention among participants enrolling in community-based, outpatient addiction treatment programs. Participants were randomly assigned to 12 weeks of a web-based therapeutic education system (TES) based on the community reinforcement approach plus contingency management versus treatment as usual (TAU). Demographic and clinical characteristics, and treatment outcomes were compared among participants with recent internet access in the 90 days preceding enrollment (N = 374) and without internet access (N = 133). Primary outcome variables included (1) acceptability of TES (i.e., module completion; acceptability of web-based intervention) and (2) clinical impact (i.e., self-reported abstinence confirmed by urine drug/ breath alcohol tests; retention measured as time to dropout). Internet use was common (74 %) and was more likely among younger (18-49 years old) participants and those who completed high school (p G .001). Participants randomized to TES (n = 255) without baseline internet access rated the acceptability of TES modules significantly higher than those with internet access (t = 2.49, df = 218, p = .01). There was a near significant interaction between treatment, baseline abstinence, and internet access on time to dropout (χ 2 (1) = 3.8089, p = .051). TES was associated with better retention among participants not abstinent at baseline who had internet access (X 2 (1) = 6.69, p = .01). These findings demonstrate high acceptability of this web-based intervention among participants that lacked recent internet access.

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Section: Demographic Characteristicsmentioning

confidence: 99%

Recent Internet Use and Associations with Clinical Outcomes among Patients Entering Addiction Treatment Involved in a Web-Delivered Psychosocial Intervention Study

et al. 2016

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“…Research on older adults' computer learning has shown that learning actively engaging learners (e.g., through hands-on practice, self-directed learning, or discoveryoriented/problem-solving exercise) is more effective than is conventional learning, which relies primarily on the instructor's lecturing (Charness, Schumann, & Boritz, 1992;Cody, Dunn, Hoppin, & Wendt, 1999;Czaja & Drury, 1981;Gist, Rosen, & Schwoerer, 1988;Jay & Willis, 1992;Mayhorn, Stronge, McLaughlin, & Rogers, 2004). Note, however, that (a) active learning can take place in individualistic learning or CL environments (Prince, 2004), and (b) research on computer training for older adults has focused predominantly on individualistic learning, paying little attention to CL (The only known exception is Zandri & Charness, 1989, which provided evidence supporting the effectiveness of CL.)…”

Section: Gap 1: Generalizabilitymentioning

confidence: 99%

Older adults, e-health literacy, and collaborative learning: An experimental study

Xie

2011

J. Am. Soc. Inf. Sci.

117

162

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Group composition (based on gender, prior familiarity with peers, or prior computer experience) showed no significant impact on CL outcomes. These findings contribute to the CL and health literacy literatures and infer that CL can be a useful method for improving older adults' e-health literacy when using the specific strategies developed for this study, which suggests that social interdependence theory can be generalized beyond the younger population and formal educational settings.

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“…They recommended that this type of training should be integrated with other therapies for an optimal result. Based on a review of the literature and behavioral characteristics of the elderly persons, Mayhorn et al [22] integrated a number of strategies and developed a systematic approach for effective computer training with the elderly. These activities successfully facilitated learning and also improved cognitive overall functioning [4,13,34].…”

Section: Effects Of Training or Practice On Brain Functionmentioning

confidence: 99%

Effects of motor practice on cognitive disorders in older adults

Jin

Zhou

2009

Eur Rev Aging Phys Act

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The demographics of our societies have changed drastically during the past few decades. The general population is aging rapidly as human life spans continue to expand and more adults are set to mature during the next quarter century. This aging process has numerous implications for the way we live and will have particularly important impacts on health and healthcare. In particular, substantial evidence suggests that cognitive-motor function deteriorates considerably as the result of inactive life style, biological aging, and cognitive impairments. The number of individuals with Alzheimer's disease (AD), an agingrelated cognitive disorder, is expected to increase significantly during the next 40 years. The development of mild cognitive impairment (MCI) or AD can exaggerate the functional declines observed in cognitive or motor performance. The functional declines affect an array of social, cognitive, mental, physical, and motor activities in our daily lives. However, recent studies suggest that cognitive, physical, motor practice, or skill learning can improve motor speed, smoothness, and accuracy in both MCI and AD patients and their age-matched healthy peers. From theoretical and practical perspectives, this paper addresses several critical aspects of motor deficits and the kinematical characteristics of motor skill development in MCI and AD populations. Empirical data will be presented relative to the sensory-motor functions of MCI and AD, the motor skill acquisition, exercise rehabilitation in older adults with memory loss, as well as the implications for therapies. Finally, this review concludes with thoughts and suggestions for future research in these areas.

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Older Adults, Computer Training, and the Systems Approach: A Formula for Success

Cited by 102 publications

References 28 publications

Recent Internet Use and Associations with Clinical Outcomes among Patients Entering Addiction Treatment Involved in a Web-Delivered Psychosocial Intervention Study

Recent Internet Use and Associations with Clinical Outcomes among Patients Entering Addiction Treatment Involved in a Web-Delivered Psychosocial Intervention Study

Older adults, e-health literacy, and collaborative learning: An experimental study

Effects of motor practice on cognitive disorders in older adults

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