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Ferris installing a tracking device on a study participant's car. Credit: Jeremy Gasowski

My research project, funded by a Summer Undergraduate Research Fellowship (SURF), uses a GPS-based tracking device called Bouncie to monitor the driving behavior of individuals with Alzheimer’s Disease and related dementia. Bouncie is an On-Board Diagnostics technology that plugs into the vehicle and provides a wide array of information, such as speed, location, engine status, fuel level, etc. There is limited legislation on both the state and federal levels regarding driving after a diagnosis, which can lead to difficult conversations with healthcare providers and family members. Through the use of Bouncie, this project aims to reduce caregiver anxiety and provide participants with a method to make mutually informed decisions on driving continuation based on fact, not fear. Keep reading to see what a full day of research looks like for an occupational therapy student!

7:00 a.m. Most days (except Friday) my first priority is getting up, brushing my teeth, and heading to the gym to work out. Starting the day with exercise always helps me wake up and be productive!

8:00 a.m. After getting back from the gym, I shower and have a quick breakfast. My breakfast usually consists of a bagel, an apple, and some coffee. 

8:30 a.m. I open my laptop to check email and do some organizing. Each morning, I like to make a to-do list and figure out what my priorities are for the day. Since the majority of my responsibilities can be done online, I spend the first part of my workday at the kitchen table in my apartment. 

9:00 a.m. I meet with my research mentor, Dr. Sajay Arthanat, via Microsoft Teams. Depending on the week, we discuss anything from current participants to progress on recruitment leads. Most recently, we’ve been discussing scheduling the first meeting dedicated to Goal Attainment Scaling (GAS) data collection. This is a way of measuring progress made toward individualized goals that consider the status and importance of each goal before, during, and after implementation of an intervention (Turner-Stokes, 2009). Goals are created by the participants and reflect how participants want to be supported by the GPS technology. For example, a caregiver may want increased peace of mind while their care recipient drives when it’s dark outside. Based on this scenario, a potential goal may be “Use the Bouncie app to monitor my family member while they drive after sunset to increase peace of mind.” Throughout my project’s data collection period, Dr. Arthanat and I conduct three GAS interviews with each participant dyad (one participant with Alzheimer’s Disease and related dementia and their informal caregiver). 

9:30 a.m. After meeting with my mentor, I spend some time reaching out to participants or recruitment leads based on what was discussed in the meeting. I often reach out to support groups for caregivers of individuals with Alzheimer’s Disease. 

10:00 a.m. The next part of my morning involves researching additional recruitment leads. Recently, I have spent time identifying different support groups in Massachusetts and Maine to expand the recruitment radius. Due to the involvement of driving and a vulnerable population, this project has been difficult to recruit for. So, expanding the recruitment area is necessary. 

11:00 a.m. I eat lunch and take a short break to call a friend and make plans for this evening after we’re both done working for the day.

11:45 a.m. After lunch, I am off to a caregiver support group meeting in Dover, NH. There are about 10 caregivers in attendance with whom I share information about the project and distribute flyers. It is always so helpful to be able to talk to caregivers in person to gauge interest and identify eligibility. I spend about forty minutes at the meeting before heading out. 

Using Bouncie to evaluate driving behavior. Credit: Jeremy Gasowski

1:30 p.m. Once I’m back from caregiver meetings, I get set up for weekly check-ins with my participants. I open the notes from previous meetings and prepare the new section for this week. The check-ins tend to be quick, so I do them virtually over Zoom. Check-ins give me a chance to talk with participants each week and see how they are doing with the technology and address any questions or concerns they have. 

3:00 p.m. The last part of my workday involves transcribing and coding data and responses from participants. I also spend some time organizing my notes to prepare myself for the next day. 

3:30-4:00 p.m. I finish work for the day but continue to monitor my email throughout the evening in case I get a time-sensitive response about scheduling meetings. 

4:00 p.m. I take some time to relax and figure out what I’m going to cook for dinner. Often, I head to the grocery store and pick up some ingredients. 

5:00 p.m. A friend stops by for dinner. We hang out for a few hours and watch a movie.

8:30 p.m. I get ready for bed and read until about 10:30 p.m. Reading is one of my favorite hobbies, so it is the perfect way to end my day and ensure a good night’s sleep! 

References

Turner-Stokes, L. (2009). Goal attainment scaling (GAS) in rehabilitation: a practical guide. Clinical Rehabilitation, 23(4), 362-370. ;