Exploring the Benefits of Opening Minds Through Art for Older Adults Living in Permanent Supportive Housing at Risk for Cognitive Impairment

Speakers:

• Alison de la Montaigne, EdD, OTR/L, AIB-VR
• Tiffany Hughes, PhD, MPH, MBA, FGSA
• Tamara Turner, EdD, OTR/L
• Patrice Ayala, PT, DPT
• Stephanie Christiansen

Learner Outcomes:

1. Describe how the OMA program can be used with individuals with cognitive impairment who are unhoused.
2. Describe how participation in the OMA program may support well-being, personal growth, and social connection among unhoused individuals.
3. Identify the benefits of incorporating art-based programs as services in shelters to support unhoused older adults

Abstract:

Background: Cognitive impairment is prevalent among unhoused older adults, who often experience an earlier onset of dementia due to accelerated aging from social circumstances (Arizona Department of Economic Security, 2024). Opening Minds through Art (OMA) is an evidence-based, intergenerational arts program that emphasizes creativity, meaningful engagement, and social connection for people living with dementia. While OMA has demonstrated positive outcomes among individuals with dementia (Danker et al., 2021), its use with older adults experiencing homelessness or transitioning to stable housing has not been explored. This pilot study examined the feasibility and potential benefits of OMA for older adults experiencing homelessness who were living in a senior shelter and screened positive for possible cognitive impairment.

Methods: OMA was implemented as an IPE collaboration between OT and SLP students during the Fall 2025 and Spring 2026 academic quarters. Participants engaged in weekly OMA sessions for six weeks with trained students and faculty. Pre- and post-intervention surveys assessed perceived cognitive function and self-reported physical, mental, and social health. Individual interviews were conducted following program completion, and qualitative data were analyzed using Braun and Clarke's (2006, 2022) thematic analysis with multiple independent coders.

Results: This study suggests that the OMA program may improve well-being for unhoused older adults across a variety of domains through personal growth, connection, and creativity. Five themes developed from the interviews, suggesting that OMA (1) was a catalyst for personal growth through creative engagement, (2) fostered connection with others, (3) supported overall health and well-being, (4) provided a sense of autonomy and freedom and stress relief, and (5) was a valuable experience to continue and expand.

Conclusions: These results suggest the OMA program may improve well-being for unhoused older adults in a variety of domains through personal growth, connection, and creativity. Offering OMA and programs that engage unhoused older adults in meaningful and enjoyable activities may be a non-medical way to improve health and well-being and facilitate the transition to stable housing.

 

 

Biography of Speaker(s)

Dr. Alison (Ali) de la Montaigne is an Assistant Professor in the Occupational Therapy Program and the Medical Director of the Therapy Institute at Midwestern University. She has experience across all adult practice settings, and in her role as Medical Director, supports clinical operations and community initiatives within the Therapy Institute. Dr. de la Montaigne teaches the research series within the occupational therapy curriculum and enjoys helping students build confidence in evidence-based practice and its application to professional practice. She is passionate about experiential education and service learning, and she values opportunities that promote community engagement, advocacy, and compassionate, client-centered care. Her professional interests include integrated care, health equity, and interdisciplinary collaboration to support unhoused and underserved populations through communitybased outreach efforts.

Dr. Tiffany Hughes is currently an Assistant Professor and Acting Program Director in the Master of Public Health Program at Midwestern University. She earned a dual Ph.D./M.P.H. Degree from the University of South Florida and completed post-doctoral training at the University of Pittsburgh in aging, epidemiology, and geriatric psychiatry. She also earned an M.B.A. in healthcare administration while serving as faculty at Youngstown State University prior to joining Midwestern. Her work focuses on researching the prevention of dementia and falls in older adults in the community setting, educating students about aging health issues from a public health perspective, and delivering community-based interventions to vulnerable older adults.

Tamara Turner is an Associate Professor and Director of Clinical Education for the Midwestern University Occupational Therapy Program in Arizona. She has an EdD from Argosy University and an MSOT from Belmont University. She currently practices in home health and is a dementia care specialist. She is passionate about student success through experiential education.

Dr. Patrice Ayala is an Associate Professor in the Doctor of Physical Therapy Program at Midwestern University. She earned her bachelor's degree in Exercise Science and Biology from Gonzaga University, a Master of Physical Therapy degree from the Medical College of Pennsylvania Hahnemann, and a Doctor of Physical Therapy degree from A.T. Still University. Dr. Ayala is a board-certified Geriatric Clinical Specialist and serves on the Specialization Academy of Content Experts for Geriatric and Primary Care Physical Therapy. Her clinical focus is on post -anesthesia care units for persons post total joint arthroplasties, and her academic focus is community outreach for older adults.

 

References to Support Evidence-Based Practice:

Arizona Department of Economic Security. (2024). Older adults facing homelessness at high rates. Phoenix Office of Homeless Solution

Danker, S., Lokon, E. Pax, C. (2021). Building Bridges in the Community through OMA, an Intergenerational Abstract Art Program for People Living with Dementia. In A. Sinner, C. Lin, & R. L. Irwin (Eds.). Transversalities: International Perspectives on Community Art Education. Bristol, UK: Intellect Books.