OT Practice April 23 Issue

AOTA T H E A M E R I C A N O C C U P A T I O N A L T H E R A P Y A S S O C I A T I O N

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FEATURESBe an 9 Occupational Therapy SuperheroHelping the Profession Thrive Within a Competitive Health Care MarketPamela E. Toto notes no one can better advocate for the profession than we, the practitioners. Winning advocacy begins with the person in your mirror.

Connecting to Clinicians13The Practical Benefits of Occupational Therapy ResearchAndrew Waite speaks with academic program directors and clinicians about the reciprocal and mutually rewarding relationship between academic theory and clinical practice.

OT PRACTICE • APRIL 23, 2012

• Discuss OT Practice articles at www.OTConnections.org in the OT Practice Magazine Public Forum.• Send e-mail regarding editorial content to [email protected]. • Go to www.otpractice.org/currentissue to read OT Practice online. • Visit our Web site at www.aota.org for contributor guidelines, and additional news and information.

OT Practice serves as a comprehensive source for practical information to help occupational therapists and occupational therapy assistants to succeed professionally. OT Practice encourages a dialogue among members on professional concerns and views. The opinions and positions expressed by contributors are their own and not necessarily those of OT Practice’s editors or AOTA.

Advertising is accepted on the basis of conformity with AOTA standards. AOTA is not responsible for statements made by advertisers, nor does acceptance of advertising imply endorsement, official attitude, or position of OT Practice’s editors, Advisory Board, or The American Occupational Therapy Association, Inc. For inquiries, contact the advertising department at 800-877-1383, ext. 2715.

Changes of address need to be reported to AOTA at least 6 weeks in advance. Members and subscribers should notify the Membership department. Copies not delivered because of address changes will not be replaced. Replacements for copies that were damaged in the mail must be requested within 2 months of the date of issue for domestic subscribers and within 4 months of the date of issue for foreign subscribers. Send notice of address change to AOTA, PO Box 31220, Bethesda, MD 20824-1220, e-mail to [email protected], or make the change at our Web site at www.aota.org.

Back issues are available prepaid from AOTA’s Membership department for $16 each for AOTA members and $24.75 each for nonmembers (U.S. and Canada) while supplies last.

Chief Operating Officer: Christopher Bluhm

Director of Communications: Laura Collins

Director of Marketing: Beth Ledford

Editor: Ted McKenna

Associate Editor: Andrew Waite

CE Articles Editor: Maria Elena E. Louch

Art Director: Carol Strauch

Production Manager: Sarah Ely

Director of Sales & Corporate Relations: Jeffrey A. Casper

Sales Manager: Tracy Hammond

Advertising Assistant: Clark Collins

Ad inquiries: 800-877-1383, ext. 2715, or e-mail [email protected]

OT Practice External Advisory Board

Tina Champagne, Chairperson, Mental Health Special Interest Section

Donna Costa, Chairperson, Education Special Interest Section

Michael J. Gerg: Chairperson, Work & Industry Special Interest Section

Tara Glennon, Chairperson, Administration & Management Special Interest Section

Kim Hartmann, Chairperson, Special Interest Sections Council

Leslie Jackson, Chairperson, Early Intervention & School Special Interest Section

Gavin Jenkins, Chairperson, Technology Special Interest Section

Tracy Lynn Jirikowic: Chairperson, Developmen-tal Disabilities Special Interest Section

Teresa A. May-Benson: Chairperson, Sensory Integration Special Interest Section

Lauro A. Munoz: Chairperson, Physical Disabilities Special Interest Section

Regula Robnett, Chairperson, Gerontology Special Interest Section

Missi Zahoransky, Chairperson, Home & Community Health Special Interest Section

AOTA President: Florence Clark

Executive Director: Frederick P. Somers

Chief Public Affairs Officer: Christina Metzler

Chief Financial Officer: Chuck Partridge

Chief Professional Affairs Officer: Maureen Peterson

© 2012 by The American Occupational Therapy Association, Inc.

OT Practice (ISSN 1084-4902) is published 22 times a year, semimonthly except only once in January and December, by The American Occupational Therapy Association, Inc., 4720 Montgomery Lane, Bethesda, MD 20814-3425; 301-652-2682. Periodical postage is paid at Bethesda, MD, and at additional mailing offices.

U.S. Postmaster: Send address changes to OT Practice, AOTA, PO Box 31220, Bethesda, MD 20824-1220.

Canadian Publications Mail Agreement No. 41071009. Return Undeliverable Canadian Addresses to PO Box 503, RPO West Beaver Creek, Richmond Hill ON L4B 4R6.

Mission statement: The American Occupational Therapy Asso-ciation advances the quality, availability, use, and support of occupational therapy through standard-setting, advocacy, edu-cation, and research on behalf of its members and the public.

Annual membership dues are $225 for OTs, $131 for OTAs, and $75 student members, of which $14 is allocated to the subscription to this publication. Subscriptions in the U.S. are $142.50 for individuals and $216.50 for institutions. Subscrip-tions in Canada are $205.25 for individuals and $262.50 for institutions. Subscriptions outside the U.S. and Canada are $310 for individuals and $365 for institutions. Allow 4 to 6 weeks for delivery of the first issue.

Copyright of OT Practice is held by The American Occupational Therapy Association, Inc. Written permission must be obtained from AOTA to reproduce or photocopy material appearing in OT Practice. A fee of $15 per page, or per table or illustration, including photographs, will be charged and must be paid before written permission is granted. Direct requests to Permissions, Publications Department, AOTA, or through the Publications area of our Web site. Allow 2 weeks for a response.

CE ArticleAn Introduction to Telehealth as a Service Delivery Model Within Occupational TherapyEarn .1 AOTA CEU (1 contact hour or NBCOT professional development unit) with this creative approach to independent learning.

OccupationalTherapy

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DEPARTMENTSNews 3

Capital Briefing 6Medicare Part B Outpatient Therapy Cap for 2012

Practice Perks 7Understanding ICF’s Connection to Occupational Therapy Services

Evidence Perks 24Collaborations That Work: Using Evidence for Policy

Social Media Spotlight 26Updates From Facebook, Twitter, and OT Connections

Calendar 29Continuing Education Opportunities

Employment Opportunities 41

Questions and Answers 53Josh Springer and Houman Ziai

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N e w sAssociation updates...profession and industry news

AOTA News

Conference Blog Will Keep You Posted

whether you work directly with clients, educate students, investigate

science, or want to advance your career, attending AOTA’s 2012 Annual Conference & Expo in Indianapolis from April 26 to 29 is a unique, one-time-a-year chance to build your knowledge and inspire your practice. Check out the blog, at http://otconnec tions.org/blogs/conference, for the latest videos and bulletins to stay on top of the big event, even while it’s happening. And, remember, if you aren’t yet registered, you can do so on site in Indianapolis.

OT Month Is Just the Beginning

Looking for ways to celebrate and promote occupational therapy this month and

beyond? Check out suggestions at http://aota.org/Practitioners/Awareness/OT-Month.aspx.

New this year, we have launched an initiative to gather stories from clients who want to share the positive experiences they have had with occupational therapy. We will use these stories as testimonials on our Web site and to help promote the profes-sion in other venues.

Submissions should be no longer than 250 words, and should include the person’s name and contact information. We will work with submitters on editing their stories if necessary, and we are happy to interview those clients who are not com-fortable writing.

Please encourage your clients and patients to share their stories by contacting Communications Director Laura Collins at [email protected] with a finished piece or a request for an interview.

Accreditation Visits Scheduled for Fall 2012

A s required by the U.S. Department of Education, this serves as notice to the

public of upcoming accreditation visits and the opportunity for written third-party comment. Written comment concerning accreditation qualifications for the institutions or programs listed below (i.e., determining whether a program appears to be in compliance with Accredita-tion Council for Occupational Therapy Education [ACOTE®] accreditation standards or ACOTE accreditation policy) may be submitted no later than 20 days prior to the program’s scheduled on-site evaluation to Sue Graves, Assistant Director of Accreditation, AOTA, 4720 Montgomery Lane, P.O. Box 31220, Bethesda, Maryland 20824-1220.

Receipt of the third-party comment will be acknowledged and processed according to ACOTE’s Policy on Third-Party Comment, which includes send-ing a copy of the comment letter to the director of the occupa-tional therapy or occupational therapy assistant program named in the letter.

The following programs are scheduled for on-site evalua-tions in fall 2012. All programs will be evaluated under the 2006 ACOTE Accreditation Standards.

September 10 to 12, 2012Alvernia University (OT), Read-

ing, Pennsylvania

Brown Mackie College-Kansas City (OTA), Lenexa, Kan-sas—initial on-site evalua-tion as a primary location

September 17 to 19, 2012University of Hawaii/Kapiolani

Community College (OTA), Honolulu, Hawaii

Metropolitan Community Col-lege–Penn Valley (OTA), Kansas City, Missouri

September 24 to 26, 2012Concorde Career College-

Memphis (OTA), Memphis, Tennessee—initial on-site evaluation

University of Southern Indiana (OT), Evansville, Indiana

October 1 to 3, 2012Sanford-Brown College (OTA),

Hazelwood, MissouriSouth Suburban College of Cook

County (OTA), South Hol-land, Illinois

October 15 to 17, 2012Mountain State University

(OTA), Beckley, West Virginia

October 22 to 24, 2012Eastern Kentucky University

(OT), Richmond, KentuckyOctober 24 to 26, 2012University of Findlay (OT),

Findlay, OhioOctober 29 to 31, 2012Inter American University of

Puerto Rico-Ponce Campus (OTA), Mercedita, Puerto Rico—initial on-site evaluation

November 5 to 7, 2012University of Mary (OT), Bis-

marck, North DakotaNeosho County Community Col-

lege, Ottawa Campus (OTA), Ottawa, Kansas—initial on-site evaluation

Stark State College (OTA), Canton, Ohio

Leaders Wanted

AOTA is excited to con-tinue our commitment to leadership development by

offering an updated Leader-ship Development Program for occupational therapy manag-ers who want to cultivate their power and influence in their practice setting and within the profession. The future viability of the profession demands that we have solid and skilled leader-ship at all levels of the profes-sion. This program will assist in meeting the Centennial Vision strategic objective of “build-ing the profession’s capacity to influence and lead.” It is open to occupational therapy practition-ers (OTs and OTAs) with more than 5 years of experience who are currently in management positions. Special consideration will be given to practitioners new to their rehabilitation/school-based occupational therapy manager/director position.

The expected outcomes of this program include:n Increased leadership and

management skillsn Ability to cultivate your

power and influence at your setting

n Increased confidencen Increased ability to think

strategicallyn Increased ability to advocate

for the profession in multiple arenas

n Clear and strengthened relationship with AOTA

n The creation of a leadership community

Applications will be accepted from May 15 to June 15. For sub-mission requirements and other details, please go to www.aota.org/managers.

4 APRIL 23, 2012 • WWW.AOTA.ORG

First Ever OT Mental Health Congressional Briefing Held

AOTA held a Congressional briefing on March 19 in support of the Occupa-

tional Therapy Mental Health Act, which would add occupa-tional therapists to the current list of “behavioral and mental health professionals” in the National Health Services Corps (NHSC), making them eligible to participate in the NHSC Scholarship and Loan Repay-ment Programs.

The briefing had more than 30 attendees representing more than a dozen Congressional offices as well as the National Alliance of Mental Illness and the American Psychiatric Asso-ciation, and provided details about why Congress should enact the mental health act.

For more information on the briefing, look for the name of the act in the Advocacy Highlights section on the home page of AOTA’s Web site, at www.aota.org.

Resources

Pediatric Virtual Chats

Don’t miss the upcoming pediatric virtual chat on violence prevention on May

14 at 2 pm EST. All chats are recorded and can be accessed at any time. For more, visit www.talkshoe.com/tc/73733.

New Position

The position paper on Physical Agent Modalities was recently revised by the

Commission on Practice and adopted by the Representative Assembly Coordinating Council for the Representative Assembly. This document is posted in the Official Document section of AOTA’s Web site, at www.aota.org/practitioners/official.

Practitioners in the News

Hanna Hyon, an occupational therapy student at the Univer-sity of the Sciences in Philadel-phia, was recently awarded a Fulbright Scholarship to work in South Korea for 1 year.

In Memoriam

Ann Patricia Grady, PhD, OTR, FOTA, died peacefully on March 18, 2012, from complications of a stroke. She was surrounded by many loving friends and family. Grady spent her early years in Connecticut, graduating from the College of New Rochelle with a bachelor’s degree in sociology. She then attended Columbia University, where she earned an advanced certificate in occu-pational therapy. She received a master’s degree and doctoral degree in human communica-tions from the University of Denver.

In 1957, Grady began her career as an occupational thera-pist at Newington Children’s Hospital in Newington, Connect-icut. She moved to Colorado to accept a position as the director of the Occupational Therapy Department at the Children’s Hospital in Denver, Colorado, working there from 1966 through 1993. Throughout her career in occupational therapy, Grady was always a pioneer in new treatment approaches and innovations for children with disabilities. Her passion was the importance of family-centered care and including all people in their community of choice for living, working, and playing. Dur-ing her years as a clinician and administrator/leader, Grady also taught in the graduate programs at Colorado State University and the University of Colorado’s Department of Pediatrics.

Grady served the profession in several capacities on both the state and national levels. From 1977 through 1979, she served as speaker of AOTA’s Repre-sentative Assembly. In 1987,

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The Reference Manual of the Official Documents of the American Occupational Therapy Association, Inc., 16th EditionAmerican Occupational Therapy Association

This updated collection of official documents consists of

must-have information for occupa-tion therapy clinicians, educators, and students compiled into one handy, frequently updated reference work. It’s a valuable resource for occupational therapy clinicians and managers and provides a solid grounding in the profession for stu-dents. $55 for members, $78 for nonmembers. Order #1585. http://store.aota.org/view/?SKU=1585

to guide best practices. This new

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Occupational therapy has a lot to offer the public. This course

explores the official documents and materials that support occupa-tional therapy’s concept of wellness, review examples of interdisciplin-ary literature on wellness, and explore strengths models from other disciplines as a way to inform bigger thinking. It also examines oc-cupational therapy practices, designs an action plan for embedding health and wellness perspectives into current work, and considers how we can expand our influence to the public. $68 for members, $97 for nonmembers. Order #4879. http://store.aota.org/view/?SKU=4879

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Bulletin Board is written by Jennifer Folden, AOTA marketing specialist.

OUTSTANDINGRESOURCES

FROM


she was elected as Association vice president, followed by her election as president in 1989. She has served as vice president of the American Occupational Therapy Foundation (AOTF) and is a lifetime honorary mem-ber of their executive board. She has been recognized by the Association and Foundation for her many contributions to the profession. She was named a charter member of the Associa-tion’s Roster of Fellows in 1973; was the recipient of AOTF’s Meritorious Service Award in 1986; received the Eleanor Clarke Slagle Lectureship in 1994; and was granted the AOTA Award of Merit in 2000 for service, leadership, scholarship, and global contributions to the profession. Grady authored or co-authored many publications, including the book Children Adapt with Gilfoyle and Moore and more recently the book

Mentoring Leaders with Gil-foyle and Nielson.

Grady was known and respected as much for her gentleness and love of people as for her substantial professional and personal achievements. She is known by many as a mentor and a leader. We have lost a dear friend—she will be greatly missed.

Contributions in her memory can be made in her name to the American Occupational Therapy Foundation. —Ellie Gilfoyle

Linda M. Schuberth, MA, OTR/L, SCFES, died peacefully in Tow-son, Maryland, after a long illness. Schuberth received a bachelor’s degree from Temple University in Philadelphia in 1977 and a master’s degree in occupational therapy from New York Univer-sity in 1982. From 1985 to 1987, she was an assistant professor in

the Department of Occupational Therapy at the College of Allied Health Professions at Temple. In addition, she served as assistant director and senior clinician at the Kennedy Krieger Institute (KKI) for 22 years.

Schuberth and her husband, Kenneth, were instrumental in establishing the Helen L. Hopkins Award at Temple Uni-versity’s Occupational Therapy Program. In 1987, she received the Outstanding Alumni Award from the College of Allied Health Professions at Temple. In 2010, KKI established the Linda Schuberth Lecture Series in her honor. Schuberth contributed to numerous textbooks and publications on the subject of pediatric feeding and swallowing disorders. The latest was a col-laboration with Jane Case-Smith for the feeding disorders chapter in Occupational Therapy for Children (6th ed.).

Always a supporter of AOTA, Schuberth served as a member of AOTA’s Specialty Certification Program in Feeding, Eating, and Swallowing from 2004 to 2006, and as a reviewer for applicants to AOTA’s Board for Advanced and Specialty Certification from 2007 to 2009.

Current and former KKI therapists and AOTA colleagues described Schuberth in turn as exuberant, professional, col-laborative, fun, and inspirational to friends, family, and colleagues alike. She requested contribu-tions in her memory be made to the KKI’s Occupational Therapy Department.—Kristin Brockmeyer-Stubbs, MS, OTR/L, and Marcia S. Cox, MHS, OTR/L, SCFES

Andrew Waite is the associate editor

of OT Practice. He can be reached at

[email protected].

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c A p i T A L B r i e f i N g

he Middle Class Tax Relief and Job Creation Act of 2012 (H.R. 3630), passed by Congress and signed by the President on February 22, 2012, makes a number of changes to the Medicare Part B outpatient therapy cap landscape for the 2012 calendar year. The law n avoided the scheduled 27.4%

cut to the Medicare Physician Fee Schedule;

n extended the therapy cap exceptions process through December 31, 2012;

n expanded the therapy cap to cover hospital outpatient departments (HOPDs) as of October 1, 2012;

n reiterated mandatory use of the KX modifier for claims above the cap;

n called for a manual medical review of claims over $3,700; and

n set in place rules for the collection of functional data beginning in 2013.

AOTA—in coalition with other provider associations—is working with leadership from the Centers for Medicare & Medicaid Services (CMS) on implementing these changes.

The 2012 statutory cap for occu-pational therapy is $1,880, and the combined cap for physical therapy and speech-language pathology is also $1,880. This is an annual per benefi-ciary cap amount tallied beginning January 1 of each year.

APPLyING THE CAP TO HOPDSThe therapy cap applies to all Part B outpatient therapy settings and pro-viders: private practices, skilled nurs-ing facilities, rehabilitation agencies, and comprehensive outpatient reha-

bilitation facilities. For the first time, the therapy cap will also be applied HOPDs. Dollars toward the cap for HOPDs will accrue as of January 1, 2012, but will not be counted for cap purposes until October 1, 2012. CMS is still working out its implementation plan for this, but agency officials did tell AOTA that it would not retro-spectively review any above-the-cap claims with dates of service prior to October 1 for the purpose of therapy cap-related denials.

KX MODIFIERCongress also emphasized the impor-tance of the KX modifier for above-the-cap claims in the new law, and AOTA reminds providers that even though this requirement has not been uniformly mandated or adhered to in the past, claims without the modi-fier may be automatically denied by contractors going forward.

MANUAL MEDICAL REvIEWA new threshold for additional review was set by Congress at the higher level of $3,700. Therapy claims that exceed this amount over the course of the year will be subject to what the new law states is a “manual medical

review process.” Congress’ intent was to put in place another point to determine necessity of therapy. These additional reviews will not begin until October 1, 2012, and no guidance on how Medicare will proceed with such reviews has been released as of this writing. AOTA will be advocating for Medicare to adopt a process that is not overly punitive or burdensome to providers and

that includes peer reviews of claims by occupational therapy practitioners.

FUNCTIONAL DATA COLLECTIONOccupational therapy documentation should always thoroughly describe the clinical reasoning applied, inter-ventions provided, and the outcomes achieved. Congress has, however, chosen to ask for additional data. Beginning January 1, 2013, CMS will be required to collect additional data on therapy claims related to patient func-tion during the course of therapy in order to better understand patient con-ditions and outcomes. The use of the word “function” presents opportunities to showcase the results of occupational therapy. AOTA will be working with Medicare to ensure that any additional data collection requirements will be reasonable and will reflect the value of occupational therapy.

AOTA will continue to meet with both CMS and our coalition partners in the weeks and months ahead, and we will share information on our Web site as it becomes available. n

Jennifer Hitchon, JD, MHA, is AOTA’s regulatory

counsel.

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Understanding ICF’s Connection to Occupational Therapy Services

Lisa Mahaffey Donna Colaianni


For the last few years, I have noticed references to the World Health Orga-nization (WHO) and the International Classification of Functioning, Disability and Health (ICF) in occupational therapy publications. What are these references and what is the connection to occupa-tional therapy services?

The WHO was founded in 1945 as part of the creation of the United Nations (UN) and with the primary responsibil-ity of coordinating international efforts related to health. The ICF is a clas-sification system of health and health domains that was developed by the WHO in 2002 in an attempt to quantify disability globally at an individual and population level, and to affect clinical decisions, social policy, and research. According to Imrie, the ICF suggests:

Disability is the variation of human functioning caused by one or a combination of the following: the loss of a body part or func-tion (impairment); difficulties an individual may have in executing activities (activity limitation); and/or problems an individual may experience in involvement in life situations (participation restric-tions). (p. 292)1

Thus, the ICF acknowledges that all people at some time in their life will experience a decrease in their health and abilities, making the concept of disability a universal human experi-ence (see also Figure 1).

The ICF is congruent with many perspectives in occupational therapy, including concepts outlined in the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition (Framework-II).2 For example, both the ICF and occupational

therapy view participation in activities as an important factor in health.2–6 In addition, both the ICF and occupa-tional therapy share a perspective on recovery that goes beyond remediating impairments.2–3 Also, a focus on the interaction between the person and the environment is common to both the ICF and occupational therapy.2–4,7

However, in contrast to occupa-tional therapy perspectives,4 the ICF focuses on an individual’s observed performance to the exclusion of the individual’s subjective experience of meaning within his or her occupations. In addition, the ICF does not address the concepts of self-determination and autonomy, or an individual’s ability to make choices that influence his or her life. In other words, what a person is observed doing is not necessar-

ily what he or she would prefer to do or would choose to do given the opportunity. The ICF’s conceptualiza-tion of environmental factors has also been criticized as one dimensional4

when compared with more complex occupational therapy perspectives on the influence of the environments and contexts.2,7

Due to the congruence in con-cepts within the ICF and occupational therapy, the Framework-II, beginning with its 2002 incarnation, uses termi-nology similar to the ICF.2,8 Gray has argued that the use of the language is international and that interdisciplinary classification systems such as the ICF:

…Can also support the profes-sion of occupational therapy in its struggle with identity and professional recognition, at

p r A c T i c e p e r K s

QA

Figure 1. Schematic Diagram of the International Classification of Functioning, Disability and Health5

Health Condition(Disorder or Disease)

Body Functions & Structure

Activity Participation

Environmental Factors Personal Factors

Contextual Factors


times spawned by the use of the term “occupation” … [by providing] an opportunity for occupational therapy … to make use of a more global language to describe [practi-tioners’] expertise, and to link that expertise to concepts more familiar to the larger international health care community. (p. 26)3

Continued use of ICF-related termi-nology as outlined in the Framework-II in occupational therapy practice can not only promote quality care, but it can also expose occupational therapy to a wider interdisciplinary audience. n

References1. Imrie, R. (2004). Demystifying disability: A

review of the International Classification of Functioning, Disability and Health. Sociology of Health and Illness, 26, 287–305.

2. American Occupational Therapy Association. (2008). Occupational therapy practice frame-work: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. doi:10.5014/ajot.62.6.625

3. Gray, J. M. (2001). Discussion of the ICIDH-2 in relation to occupational therapy and occu-pational science. Scandinavian Journal of Occupational Therapy, 8, 19–30.

4. Hemmingsson, H., & Jonsson, H. (2005). The issue is: An occupational perspective on the concept of participation in the International Classification of Functioning, Disability and Health—Some critical remarks. American Journal of Occupational Therapy, 59, 569–576. doi:10.5014/ajot.59.5.569

5. World Health Organization. (2002). Internation-al Classification of Functioning, Disability and Health (ICF). Geneva, Switzerland: Author.

6. Wilcock, A. (2003). Making sense of what people do: Historical perspectives. Journal of Occupa-tional Science, 10(1), 4–6.

7. Kielhofner, G. (2002). A Model of Human Occupation: Theory and application (3rd ed.). Baltimore: Lippincott Williams & Wilkins.

8. American Occupational Therapy Association. (2002). Occupational therapy practice framework: Domain and process. American Journal of Occupational Therapy, 56, 609–639. doi:10.5014/ajot.56.6.609

Lisa Mahaffey, MS, OTR/L, is an assistant professor

in the Occupational Therapy Program at Midwestern

University in Downers Grove, Illinois, and a member

of AOTA’s Commission on Practice.

Donna Colaianni, PhD, OTR/L, CHT, is an assistant

professor in the Division of Occupational Therapy

at West Virginia University in Morgantown and is a

member of AOTA’s Commission on Practice.

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Occupational therapy practi-tioners, take note: We, the practitioners, are our own best advocates for the profes-sion, which for some years

now has been fighting for recognition and reimbursement within a crowded, competitive health market. In an era when comic book plotlines dominate television and movies, the everyday individual–turned-superhero meta-phor may be apt. Within each prac-titioner lies special advocacy powers that, combined with even the smallest efforts of others, can be a strong force for success.

The need for wider appreciation and understanding of our profession has long existed. In 1996, L. Kathleen Barker from Bayville, New Jersey,

happened upon a stray copy of an AOTA publication. After reading the publication’s feature stories high-lighting the benefits of occupational therapy, this average citizen was compelled to write a letter to the editor (see “Get the Word Out” on p. 10), praising the profession of occupational therapy while simultane-ously admonishing practitioners for not doing a better job of promoting such a wonderful health care service. Sixteen years later, we find that while we have made strides in terms of occupational therapy awareness, we still have a long road ahead.

THREATS TO OCCUPATIONALTHERAPy PRACTICEThe United States is on a trajectory to be in debt more than $16 trillion through the 2012 fiscal year.1 Health care costs are a primary contributor to this projected deficit. Advances in medical technology afford us the opportunity to live longer, but private and public health insurance provid-ers are burdened with the associated costs of both acute and chronic care. As a result, there is an intensifying scrutiny on health care providers to reduce waste, excess, and duplication of services. Shrinking reimbursement

PAMELA E. TOTO

OccupationalTherapy

Be an occupational therapy

Help the Profession Thrive Within a Competitive Health Care Market

No one can better advocate for the profession than we, the practitioners. Winning advocacy begins with the person in your mirror.


sources have already affected occupa-tional therapy practice in the form of arbitrary limits for service coverage, authorization requirements for equip-ment, and the need for additional documentation to provide care. In practice settings where reimbursement is shared among a health care team, occupational therapy may be in direct competition with nursing and other rehabilitation providers for reimburse-ment funds.

For many years, occupational therapy practitioners were afforded the luxury of being the only health provid-ers with a primary interest in activities of daily living (ADLs). Today’s health care system, however, mandates a focus on participation as a key indica-tor of successful intervention. Conse-quently, ADLs have suddenly become a buzz phrase understood and used by a multitude of health providers, reimbursement sources, and consum-ers. ADL deficits no longer generate an automatic referral for occupational therapy services.

In addition to the numerous poten-tial definitions for the word occupa-tion, the fact that occupational therapy

spans such a broad range of practice areas and populations makes it a chal-lenge to succinctly define yet wholly encompass the essence of occupational therapy to those outside of the profes-sion. It is no surprise that occupational therapy is regularly confused with other rehabilitation services.

ERRORS IN SELF-ADvOCACyThere are some common errors made by occupational therapy practition-ers related to advocacy for both our individual practice and for the pro-fession. One of the most critical but perhaps least obvious errors is what ethicists define as a “sin of omission.” The burden of challenging your boss, your colleague, your employer, or your practice site on a clinical issue that you believe to inhibit best practice in occupational therapy is daunting for many practitioners. Examples might include being discouraged from engaging in occupation-based practice; being told that certain medical condi-tions such as a vestibular disorder or impaired cognition can only be treated by other disciplines; or even having to use documentation that you feel does

not reflect the unique, skilled services of occupational therapy. Accepting the status quo, going along with the major-ity, or simply doing nothing seems the path of least resistance. However, when such actions result in a direct, negative impact to occupational therapy service delivery, offering a protest at that time is a necessity.

Another error in self-advocacy for occupational therapy practition-ers relates to underselling the value of our services. Because so much of our skill set is displayed through tacit knowledge, outside observers and even occupational therapy practition-ers themselves will often erroneously attribute clinical decisions to “common sense.” For those practitioners who fail to recognize the skilled, critical thinking that has guided their actions, they are also then unlikely to share the evidence and knowledge in their verbal and written communication that sup-ports their choice of skilled interven-tion. Recognizing and being able to articulate an evidence-based rationale for clinical decisions is a necessary skill for occupational therapy practitioners who are part of an interdisciplinary

Figure 1. Occupational Therapy Toolkit

Tangible Resources• Handouts defining occupational therapy• Goal sheets for clients that link intervention and

participation• Evidence briefs

. Abstracts

. Electronic references• Giveaways

. Pencils and pens

. Jar openers

. Adaptive equipment catalogs

Intangible (Mental) Resources• Short and long definitions of occupational

therapy• Evidence bytes• Real life examples• A position on the role and scope of occupational

therapyRepRinted fRom OT Week, July 25, 1996, page 58


team. Without this skill, occupational therapy practitioners may inadver-tently find themselves in the position of frequently deferring clinical judgment to other disciplines for critical client decisions such as falls risk, educational aptitude, or the potential to return to community living.

Occupational therapy practitioners are taught to be team players and to feel comfortable working in groups. Although this is a positive skill, it may at least partially explain why occupational therapy practitioners sometimes defer leadership opportunities. Being another “face in the crowd” may be a comfort-able position, but avoiding the limelight does have its consequences. When occupational therapy is represented by other disciplines on key decisions, there is a risk that the final outcome will pro-vide the greatest benefit to those who were present and part of the decision-making process.

Occupational therapy practition-ers will frequently refer to “they” in reference to occupational therapy professional associations and host an expectation that someone else is advocating for their best interests, but there are no secret superheroes for the profession. “We” are the Association. Advocacy begins with the person in your mirror.

STRATEGIES FOR PREvAILINGIf the picture that’s been painted by the threats to our profession and the com-mon errors in advocacy seem grim, then take heart. The good news is that we already have the tools to both survive and to thrive as occupational therapy practitioners. In any dire situation, those who survive are usually those who are the most prepared. To effectively advocate for occupational therapy, we must make an effort to organize our skills for success.

The first step to success is to begin to “own” our identity. The Web site www.all-acronymsc.com lists 149 mean-ings for OT. In addition to the term occupational therapy, off topic, Old Testament, and overtime are just a few of the most popular meanings. Owning an identity first requires assurance that you actually have an identity. Thus, tak-ing effort to use the term occupational

therapy and to avoid the “OT” shortcut is critical for recognition. Names matter. Whether you are working with a client, introducing yourself to an administra-tor, or sharing a coffee with a neighbor, call yourself by your professional title. Nametags and business cards are simple props that easily allow you to share your professional identity. If a client or colleague confuses you with a different discipline, politely correct him or her to ensure that you are recognized as an occupational therapist or occupational therapy assistant.

Once you appropriately iden-tify yourself, the next step typically requires defining what you do. Describ-ing occupational therapy can be a formi-dable task. Consider the following “Do’s & Don’ts”:n DO prepare an “elevator” definition

(brief, 20 seconds) that is limited to

one or two sentences. Consider your audience in determining what areas of practice to emphasize.

n DO prepare an “unabridged” defini-tion (2 minutes maximum) that explains the purpose and role of occupational therapy. Avoid describ-ing only one treatment population or area of practice. Use examples and choose words and phrases that your audience will understand.

n DON’T be too narrow in focus when defining occupational therapy.

n DON’T describe occupational therapy by relating how it is different from another profession.

n DON’T use too much technical jar-gon in your description (for example, who knows what “doffing” socks is outside of occupational therapy?).

n DON’T be too wordy—Make your point!

Share Your Story

AOTA has launched a new initiative to gather stories from clients who want to share the positive experiences they have had with occupational therapy. We will use these stories as testimonials on our Web site and to help promote the

profession in other venues.

Submissions should be no longer than 250 words, and should include the person’s name and contact information. We will work with submitters on editing their stories if necessary, and we are happy to interview those clients who are not comfortable writing.

Please encourage your clients and patients to share their stories by contacting Communications Director Laura Collins at [email protected] with a finished piece or a request for an interview.

Clients who have benefited from occupational therapy services can easily become our biggest allies, but engaging them in the advocacy process first requires preparing them for this role.


They say it takes a village to raise a child, and so it’s no surprise that it will take an army of occupational therapy promoters to keep the profession thriving. Clients who have benefited from occupational therapy services can easily become our biggest allies in this process, but engaging them in the advocacy process first requires prepar-ing them for this role. For clients to be advocates, it must be clear to them that occupational therapy, specifically, was the service that enabled them to reach their goals. Clients who may serve as future occupational therapy advocates should also be able to con-nect the dots between the occupational therapy intervention and its impact on their ability to participate in their daily lives. Lastly, clients may need to be empowered to spread the word about the benefits realized through occupa-tional therapy. If they are not aware of the threats to occupational therapy services, it might not occur to them that we need their vocal support.

Recruiting clients to serve as occupational therapy advocates is an easy task when clini-cians employ a consistent practice approach that appropriately represents the domain of occupational therapy. As an occupa-tional therapy practitioner, there should be a visible pattern to your assess-ments, to the services you provide, and to the techniques you employ. Using an occupation-based approach to service delivery is a prime example. A consistent focus on occupation allows clients, caregivers, and other health care providers to readily recognize and consequently understand the benefits that occupational therapy provides.

If clients are going to be recruited to serve in the infantry for this army of occupational therapy advocates, prac-titioners must be willing to enlist as the leading officers. Leadership comes in many packages, ranging from active “leaders” to active “doers.” Not every occupational therapy practitioner is suited for every leadership role, so it is important that practitioners recognize

their strengths to seek opportunities that match their talents. For example, someone with great organizational skills may prepare an occupational therapy booth for a community health fair, whereas someone with strong speaking abilities may volunteer for career day at a local high school. Every occupational therapy practitioner must consider an active role, adopting the goal to have a voice and be heard.

NEXT STEPSArmed with this information, the next step to becoming an effective advo-cate is to create your own advocacy “toolkit” (see Figure 1 on p. 10). This toolkit will allow you easy access to resources that promote occupational

therapy. Consider filling the toolkit with both tangible and intangible resources. Handouts, giveaways, and goal sheets are low-cost items that can promote occupational therapy while reinforcing the link between our title and our services. Mentally preparing an elevator definition and keeping current with evidence “bytes” supporting the efficacy of occupational therapy will provide you with an arsenal of informa-tion when a sudden opportunity for advocacy arises. Once your toolkit is assembled, the final step is to be sure to use it! Set goals for yourself and/or your occupational therapy team to use specific strategies or to reach specific populations to increase occupational therapy awareness. Just like check-ing your smoke detector batteries or changing the oil in your car, make the effort to regularly review your resources, updating, modifying, or add-ing to your collection as the health care industry, reimbursement trends, or even your practice setting changes.

Those who have realized the benefits of occupational therapy services frequently describe their occupational therapy providers as angels or magicians. There is no mystery behind the potential impact of the services we offer, and there is no trick to helping occupational therapy become a widely recognized, desired health care service. Advocacy is the key, and it begins with us. n

Reference1. U.S. Government Debt. (2012). Recent U.S. fed-

eral debt numbers. Retrieved from http://www.usgovernmentdebt.us/index.php

Pamela E. Toto, PhD, OTR/L, BCG, FAOT, is an assis-

tant professor in the Department of Occupational

Therapy at the University of Pittsburgh. She has

more than 22 years of clinical experience, primarily

working with older adults, and has held a variety of

occupational therapy leadership roles at the state

and national levels. Most recently, Toto was elected

to AOTA’s Board of Directors. This article was

adapted from a short course presented at the 2011

Annual AOTA Conference & Expo.

f O r M O r e i N f O r M A T i O N

COOL: Leadership and volunteer Opportunitieswww.aota.org/governance/leadership

Fact Sheets on the Role of OTwww.aota.org/factsheets

Resources for Clients and Patientswww.aota.org/tipsheets

Want To Do Advocacy? There’s Something for Everyonewww.aota.org/practitioners/advocacy/how-to

AOTA CEonCD™: Let’s Think Big About WellnessBy W. Dunn, 2011. Bethesda, MD: American Oc-cupational Therapy Association. (Earn .25 AOTA CEU [3.13 NBCOT PDUs/2.5 contact hours]. $68 for members, $97 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=4879. Order #4879. Promo code MI)

Once your toolkit is assembled, the final step is to be sure to use it! Set goals to use specific strategies or to reach specific populations to increase occupational therapy awareness.

CONNECTIONSDiscuss this and other articles on the OT Practice Magazine public forum at http://www.OTConnections.org.


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Research used to intimidate Jeanne Riggs, OTR, CHT. A hand therapist at a clinic at the University of Michigan, in Ann Arbor, Riggs always

had an interest in reading journals, but she could never quite connect to the data cited or the methods used. They seemed almost a step removed from her work as clinician.

Then she got connected to the Practice-Oriented Research Training Program (PORT), led by Susan Mur-phy, ScD, OTR, assistant professor in the Physical Medicine and Rehabilita-tion Department at the University of Michigan and a research health science specialist at VA Ann Arbor Health Care System. Though Murphy is also an occu-pational therapist, she is a researcher—what some clinicians see as being on the opposite side of the profession’s spectrum.

Murphy doesn’t think of the profes-sion in that way, which in part is what

led her to develop PORT. The program helps clinicians engage in research, helping them overcome common barri-ers, by providing them with knowledge and resources using a mentor and team-based approach to clinical research. Clinicians receive training in research fundamentals and learn the steps to develop their own research studies.1

When entering PORT, which more than 60 clinicians have completed in the program’s 5 years, participants are required to come up with a question that has arisen during their clinical experiences.

“Clinicians have burning questions. Actually, what makes it so nice in this program is that they often have better

research questions than researchers do,” Murphy explains. “Their questions are very contextual and specific to their practice. And they want to know what works and what doesn’t work.”

Riggs’ research question was extremely practical. She is a splinting specialist and has taken continuing education to learn dynamic forms of splinting, even visiting the Mayo Clinic to learn from therapists working with joint replacement patients with dynamic splinting. The problem is, not all occupa-tional therapists are splinting specialists, and when patients receive a dynamic splint at a place like Mayo and return to their hometowns, to their local thera-pists, many of those therapists are not

Academicians note the reciprocal and mutually rewarding relationship between academic theory and clinical practice.

Connecting to

ANDREW WAITE

Clinicians

The Practical Benefits of Occupational Therapy Research


able to adequately work with the splint. Static splints, on the other hand, are more universally understood. Anecdot-ally, Riggs had heard that static splints were just as effective as dynamic splints despite being less expensive. Riggs wanted to find out if these anecdotal reports were accurate, and if so, encour-age the use of static splints to make things easier and cheaper for everyone.

In PORT, Riggs learned how to conduct her study. Her own clients served as her subjects––she gathered data on measurable outcomes pre- and post-operatively and compared results of patients who received static splints to those who received dynamic splinting following joint replacement. She found that the anecdotal claims were sup-ported––using dynamic splints provided no real advantage to the more basic option. Riggs’ research was even published in the July-September 2011 issue of the Journal of Hand Therapy.2

Now, because of Riggs’ first-hand experience in the world of research, she has a much better grasp of that part of the profession, and she sees how it can directly benefit clinicians.

“I am less intimidated by it now,” Riggs says. “It’s such a process, all the steps to getting a paper pub-lished, and I never imag-ined how many steps there were, but I definitely appre-ciate research now. I feel better able to read journals with an educated eye and understand how and why [research] is conducted.”

The Michigan program and its ability to combine the academic and clinical worlds seems to run coun-ter to a common belief that academia and practice don’t typically mesh.

“The traditional view is that information flows from the ivory tower of academia down from research to schools, and then to prac-tice. That attitude tends to be inculcated in students;

that they are supposed to go and carry out what the latest evidence dictates, and that’s the way it’s supposed to be,” says Steve Taff, PhD, OTR/L, associate director of professional programs at Washington University in St. Louis.

But perception and reality are not identical.

“In my mind, it is not simply a one directional flow. It’s a reciprocal relation-ship. I think the theory, science, and research that come out of academia can—and should—inform practice, but the reverse is [also] true. Practitioner experience can be critical to re-frame what evidence means in the everyday lives of people, and can be extremely valuable, especially in studies more translational in nature.” Taff says.

The connection between academia and clinical settings has become even

more critical as the profession moves toward evidence-based practice. Fortunately, those in academia are not perched high in their towers look-ing down on practitioners. Not only do many academicians cherish their clinical experiences, but they also rely on those experiences to assist them in their teaching jobs. Those in academia also understand that if the profession is going to move forward, it will be by connecting to clinicians rather than by ignoring them.

PURSUING NEW CHALLENGESKathy Sessler, MSHS, OTR/L, national dean of Occupational Therapy Studies at Remington College in Florida, wanted to be an occupational therapist since she was a young girl. And her reasons are not unlike those of many who enter

the profession.“It actually came about when I

was in the sixth or seventh grade. My grandmother, who had diabe-tes, ended up getting gangrene in one of her toes and had to have a below-the-knee amputation. I helped her. I was real close to her because she lived next door to me, so I helped her learn how to put on her prosthesis and use the walker for getting around the house,” Sessler recalls of her experience falling in love with car-ing for others.

“Then, after I graduated from high school, I went to an orienta-tion day at the Medical College of Georgia, and that’s where they told me about OT, and I said that’s even more cool [than physical therapy]. Because it seemed to fit my personality more. I am an arts person, more creative, and OT is more looking at the whole person and not just the physical part. That’s what perked my interest, and I just went for the OT.”

After more than 15 years in the clinic, Sessler decided to enter academia to pursue new challenges.

Rachelle Dorne, EdD, OTR/L, Master of Occupational Therapy Entry-Level program director at Nova Southeastern University in Florida, also left a clinical career for academia. But that doesn’t

“I think the theory, science, and research that come out

of academia can—and should—inform practice, but the

reverse is [also] true. Practitioner experience can be critical

to re-frame what evidence means in the everyday lives of

people, and can be extremely valuable.”

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mean she abandoned practice. Far from it.

“I don’t feel like I have left OT in any way. At this stage in the game, my best role is to inspire younger potential ther-apists about the value of occupation-centered and client-centered therapy and looking at culture,” Dorne says. “I am very interested in delivering indi-viduals culturally sensitive and appropri-ate care, and really just melding young practitioners as opposed to delivering direct care all the time. I feel like I can have greater impact [as an educator].”

Taff, too, sees how academia is not too far separated from practice.

“When I first left practice [first in management and now in academia] my concern was that I would miss being a clinician; that I wasn’t going to have the kind of clinical career I envisioned. But what I realized quickly is that you can never be totally removed, because in order to make sound curricular decisions and offer faculty professional development opportunities that inform their teaching and research, you can’t be distanced from clinical practice; you just can’t. If you are, you would be doing [students] a disservice,” says Taff.

Clinicians who enter academia even find similar satisfaction between teach-ing students and treating clients.

“When you are teaching and you see that spark in their eyes like, ‘Oh, I got it,’ that just makes you feel really good—like you’re making a difference,” Sessler says. “It’s pretty much the same kind of thing in the clinic, because you see a patient do something that you have been working on and finally: ‘Oh they picked up that cup. That’s great; they finally did it. We have been working on it for so long, and now they can do it.’”

STRIKING A BALANCEMany academic programs have a philosophy geared toward blending the theory of academia with the practicality of the clinic.

Terry Peralta-Catipon, PhD, OTR/L, program director of the Master of Science in Occupational Therapy at California State University Domin-guez Hills, designed a curriculum that teaches students why they are doing something without losing sight of how to actually do it.

“My philosophy is that we want to strike a balance between theory and practice, because we don’t want it to be too theoretical, although we have a lot of theory. We also don’t want it to be too practical or a medical model, although we have that as well. We want to strike a balance, and have multiple opportu-nities to experience and apply them,” Peralta-Catipon says. “So I hire faculty who are full-time clinicians and full-time academicians or someone embedded in theory. As the program director, I think it’s key to hire people with teaching styles that blend it all together.”

The University of Minnesota’s Program in Occupational Therapy in Minneapolis also seeks staff who have a foot in both worlds, says director Peggy Martin, PhD, OTR/L.

“Half of our PhD-level faculty are involved in some sort of clinical prac-tice. I encourage it, and we support the involvement with clinical settings,” Mar-tin says. “Part of the faculty’s purpose in

their involvement with clinical set-tings is to have more practically based research agendas and also to develop more fieldwork opportunities.”

As a result, University of Minnesota students are involved with CarFit pro-grams, are co-investigators on research, and have continued clinical connections after they graduate.

At Nova Southeastern University, leaders want faculty with clinical experience because students seem to connect to them more easily.

“We have to consciously pick people who are going to have ‘cred’ with the community as well as with the students. Because we know that if we don’t get out in the community, the students are going to say ‘you guys aren’t real thera-pists,’” Dorne says.

To stay connected, Nova South-eastern’s faculty are involved in health fairs and medical missions, where they perform screenings on children, adults, and older adults in south Florida and Jamaica as part of an interprofessional health care unit. Faculty also supervise students at local clinics and at the on-campus school for children with autism.

Meanwhile, Washington University hosts an annual scholarship day in which master’s and doctoral students present their work to the community and conduct open forums, allowing local clinicians to ask questions of the research and dialogue with students, Taff says.

The Washington University occupa-tional therapy program is constantly trying to build bridges between aca-demia and practice.

“We have clinicians who come in as guest lecturers and lab instructors. We have clinicians who sometimes act as co-instructors with our faculty,” Taff says. “That’s one way of getting clinical experience back into the classroom. We also establish relationships with fieldwork sites, and what feedback we get from our fieldwork educators we try to incorporate in our classes. They tell us, ‘Here’s something that your students are struggling with in actual practice. They have the knowledge, but they are not integrating it well enough.’ And those are practicing, experienced clinicians giving us their viewpoint about what we teach and how it actually works in practice.”

f O r M O r e i N f O r M A T i O NAOTA’s Evidence-Based Practice and Research Resourceswww.aota.org/educate/research

Evaluation: Obtaining and Interpreting Data, 3rd EditionBy J. Hinojosa, P. Kramer, & P. Crist, 2010. Bethesda, MD: AOTA Press. ($59 for members, $84 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=1174C. Order #1174C. Promo code MI)

The Reference Manual of the Official Docu-ments of the American Occupational Therapy Association, Inc., 16th EditionBy American Occupational Therapy Association, 2011. Bethesda, MD: AOTA Press.($55 for members, $78 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=1585. Order #1585. Promo code MI)

Occupational Therapy Assessment Tools: An Annotated Index 3rd EditionBy I. E. Asher, 2007. Bethesda, MD: AOTA Press. ($65 for members, $89 for nonmembers. To order, call toll free 877-404-AOTA or shop online at http://store.aota.org/view/?SKU=1020A. Order #1020A. Promo code MI)

Discuss this and other articles on the OT Practice Magazine public forum at http://www.OTConnections.org.

CONNECTIONS


EvIDENCE-BASED PRACTICETaff notes that as “OT is becoming more scientific and more evidence driven, more evidence based, the easy assump-tion to make is that the gap between academia and practice is going to widen even further.”

But he dismisses that notion. “I don’t agree with that because I

think now, more than ever before, it’s not just in academia that we are con-cerned with evidence-based practice. I know clinicians are, too. We all under-stand the necessities of measureable and evidenced outcomes as well as some of the extraneous factors that affect us realistically, like reimbursement.”

That’s why Murphy’s PORT program is such a great example. It demonstrates that giving clinicians and academicians a glimpse into each other’s worlds will bol-ster the quality of services occupational therapy can provide.

“If clinicians are engaged in research and observe how research answers their questions and improves their clients’ outcomes, they may be more likely to

incorporate research into their clinical reasoning and client discussions. Ideally, funding for research would address these critical knowledge gaps,” Murphy co-writes in the American Journal of Occupational Therapy (pp. 167–168).3

The proof of PORT’s effectiveness can be seen in how each “side” seems to embrace the value of collaboration.

Riggs, the hand therapist who com-pleted PORT, knows how research and academia can improve her profession.

“I feel like in our role as therapists, we really need that proof that what we’re doing is valid and proven in the literature. I think patients appreciate that what we’re doing is proven.”

Martin, who spent more than 20 years in practice before switching into academia and research, says she knows from her own research how practice shapes effective studies. “It’s the ques-tions. I think I was able to bring a dif-ferent level of background to this whole system that was looking at, ‘How do we go about approaching services for kids with disabilities and how do we evaluate

their effectiveness?’ I was able to bring a whole different sense of understand-ing about what everyday life was like for those families who had children with these disabilities because I spent so many years with them in practice.

“We are only as good as our practi-tioners who can step with us,” she says. “If our goal is to impact practice, and we are putting research out there that doesn’t really impact practice because clinicians don’t read it or understand it, then we are not meeting our goal.” n

References1. Murphy, L., Kalpakjian, C., Mullan, P., & Clauw, D.

(2010). Development and evaluation of the Uni-versity of Michigan’s Practice-Oriented Research Training (PORT) Program. American Journal of Occupational Therapy, 64, 796–803. doi:10.5014/ajot.2010.08161

2. Riggs, J., Lyden, A., Chung, K., & Murphy, L. (2011). Static versus dynamic splinting for proxima interphalangeal joint pyrocarbon implant arthroplasty: A comparison of current and historical cohorts. Journal of Hand Therapy, 24, 231–239.

3. Lin, S., Murphy, S., & Robinson, J. (2010). Facilitat-ing evidence-based practice: Process, strategies, and resources. American Journal of Occupation-al Therapy, 64, 164–171. doi:10.5014/ajot.64.1.164

Andrew Waite is the associate editor of OT Practice.

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Copyright © 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. ASSIST, BOT, Pearson, design for Psi, and PsychCorp are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). 6573 04/12 A3D

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Welcome toIndianapolis!

At AOTA’s 92nd Annual Conference

& Expo, we willtogether celebrate occupational

therapy, share cutting-edge knowledge and experiences with our professional commu-nity, and rekindle old friend-ships and forge new ones.

Believe it or not, we can count on one hand the number of years remaining until 2017, when occupational therapy turns 100 years old. For nearly a decade, AOTA has been strategically developing and enacting our Centennial Vision on many fronts as ways of ulti-mately enhancing occupational therapy’s influence on human health and society. Conference is where all the victories we have earned during the past year—both on individual and collective levels—truly come alive.

As an extension of the Centennial Vision, in 2010 I launched my idea for put-

ting Occupational Therapy in High Definition. For the last 2 years, “OT in HD” has sought to empower all of us—researchers, practitioners, administrators, and students alike—with the requisite attitude for fulfill-ing the Centennial Vision. Yet while a revamped attitude is indeed necessary for achieving our vision, it is by no means sufficient.

Evidence, as it takes shape in both scientific research and everyday clinical practice, is and will be as equally impor-tant as attitude. Becoming and being grounded in scientific evidence—and the authority and power that it garners in turn—will be critical through-out our journey to 2017 and beyond.

Please attend my annual address at Conference to learn more about how we can look through the dual lenses of attitude and evidence to start seeing Occupational Therapy in High Definition—Three Dimen-sion. See you in Indy!

Florence Clark, PhD, OTR/L, FAOTA,

AOTA President

Online and Onsite Resourcesn Read the Conference blog for

coverage and updates before and during the Confer-ence, to link to Conference videos, and more, at http://otconnections.org/blogs/conference

n Use the Twitter hashtag #AOTA12 (end your tweets with “#AOTA2012” to follow and contribute to all Tweets related to the Conference): www.aota.org/twitter

n Friend AOTA and follow Face-book updates: www.aota.org/facebook

n Questions? Go to the Information Booth in the Registration area, visit the Member Resource Center

in the Expo Hall, or look for any AOTA staff member.We are here to help!

AOTA Marketplace and MemberResource Centern Member Ribbonsn Fact Sheetsn Membership and Benefit

Informationn Cyber Café Internet

Connectionn Board and Specialty

Certification Kioskn Advocacy Updatesn OT Perspective on Health

Care Reformn OT Brand Information and

Materialsn Free Take-Home Itemsn Daily Prize Drawings

scienceinnovation


2012 AnnuAl ConferenCe & expo April 26–29

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scienceinnovation


2012 AnnuAl ConferenCe & expo April 26–29

indiAnApolis, in

therapy, share cutting-edge

2012 ANNuAL cONfereNce & expO April 26–29

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continued on page 20

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2012 AOTA Annual Conference Corporate SponsorsAOTA Thanks Its Conference Corporate Sponsors!Please join AOTA in specially recognizing and thanking these generous supporters of AOTA and the OT profession by stopping by their booths during your time in the Exhibit Hall.

Platinum LevelConference Tote Bag

Gold Level Conference Program Guide

Welcome Ceremony

Booth 600

Booth 624

Presidential Address

Lanyards and Program Directors’ Breakfast

Booth 533

Booth 814

Annual Awards & Recognition Ceremony and Reception

First Timers’ Orientation

Booth 227


Thank you for your generous support!

To all

Silver LevelTransportation Zone SIS Network Reception

Poster Sessions

SIS Fun Run and Walk

Assembly of Student Delegates’ Meeting and Students Unconferenced

Bronze Level

Booth 124

Booth 807

Booth 801

Booth 524

Conference Tote Bag Stuffer

Booth 609

Program Directors’ Meeting & Textbook Expo

Booth 606

Booth 1415

ASAP Reception

Affiniscape Inc.

Audio Visual

Mary Washington Healthcare

Touro College

Food and Drink Station

Shepherd Center Booth 901

Tech Day

Quinnipiac University Booth 626

Touro University Nevada

Cyber Café

Boston University Booth 633

Casamba, Inc. Booth 1330

Chatham University Booth 25

Miami Valley Hospital

University of Southern California Booth 1032

Booth 907

Expo Hall Pocket Guide

Booths 701, 705, and 813

PR-196


AOTA Press and AOTA CE at AOTA Marketplace

Meet the authors and purchase copies of many your favorite AOTA Press

publications and AOTA CE products, including new items on cognition, mental health, productive aging, home modifi-cation, driving, and writing. Test drive AJOT Online at HighWire, and preview new CE on falls prevention, autism, and manage-ment. Get your OT Month gear!

OT PracticePhoto BoothMeet the Editors andGet a “Cover” Photo

Did you ever want to get on the cover of

OT Practice? Here’s your chance! Visit the OT Practice Booth in the Expo Hall during exhibit hours to meet the editors of OT Practice, ask questions about upcoming articles and coverage by the magazine, and have a fun photo taken of you and friends on your very own “cover” of the magazine!

Get a “Cover” Photo

want to get on

Here’s your chance! OT Practice

your Photo Here!

2012 Conference Schedule at a Glance continued from page 17

Expo HallThursday, April 26: 5:30 pm to

9:00 pm (unopposed)Friday, April 27: 11:00 am to 5:30

pm (unopposed 12:00 pm to 2:00 pm)

Saturday, April 28: 9:30 am to 2:30 pm (unopposed 11:45 am to 1:45 pm)

Special Interest Section (SIS) Events Wednesday, April 25 SIS Networking Reception (7:30 pm to 9:00 pm). Get your Conference started off right with this favorite informal event. Come meet and network with new and experienced colleagues who share your spe-cialty interest. Free admission. Cash bar and snacks included.

Friday, April 27SIS Roundtable Discussions (12:30 pm to 1:30 pm). Each of the 11 SISs will hold small group discussions extended to 1 hour by popular demand. Tick-ets are free and included with Conference registration, but they must be obtained in advance at the Information Booth in the Registration Area for the session that you wish to attend. They will be available on a first-come, first-served basis beginning on Thursday afternoon. Half of the tickets will be given out on Thursday afternoon and half on Friday morning.

Saturday, April 28SIS Buzz Sessions (8:30 am to 9:30 am and 10:00 am to 11:00 am)Back by popular demand, the SISs have selected a topic of current interest in their practice area for a brief presentation and facilitated discussion. Included with Conference registration.

Special EventsWednesday, April 25Doctoral Network Reception and Annual Meeting (6:30 pm to 9:30 pm). The panel will provide helpful ideas on all the issues involved with pursuing a doctoral degree, including the rewards and realities of study, qualities to look for in a doctoral program, the mentoring pro-cess, staying on track through the process, and achieving career goals.

Informal roundtable mentor-ing sessions will begin at 6:30 pm, followed by the formal reception and meeting at 7:30 pm. $30 per person. Includes refreshments.

Thursday, April 26First-Timer’s Orientation (7:15 am to 7:45 am). Get the tips you need to make the most out of your first AOTA Annual Confer-ence & Expo during this fast-paced, 30-minute presentation.

International Breakfast (7:30 am to 9:00 am). This presentation,

featuring Sharon Brintnell, will highlight the key elements of the World Report on Disability and

align its principles and recom-mendations with the World Federation of Occupational Therapy’s position on occu-pational justice and human rights. $35 per person. Includes breakfast.

Welcome Ceremony and Keynote Address by Joseph Coughlin (4:00 pm to 5:30 pm). Hear about the outcomes and expec-tations of Coughlin’s research and the translation of research into practical application for occupational therapy and aging clients.

Keynote Q&AJoseph F. Coughlin, PhD, director of AgeLab at the Massachusetts Institute of Technology, will deliver the keynote address at Conference. AgeLab is the first multi-disciplinary research program created to under-stand the behavior of the aging population, the role of technology, and the opportunity for innovations to

improve the quality of life of older adults and their families. Coughlin recently spoke with OT Practice associate editor Andrew Waite.

Waite: If members take one thing away from your keynote speech, what do you want it to be?

Coughlin: The aging of the population is going to be a great opportunity, but it’s not going to be an opportunity based upon the story of more. What we have to think about is not just more older adults who need the services. It is more older adults who expect new, better, and engaged services. So I think this is a great opportunity for a growing market place, but it’s also a time for the OT professional to think how they can reengineer their profession to be ready for that next generation of old.

Waite: Do you have any examples of working with OTs?Coughlin: I think about OT in the home. Your kitchen becomes

an extreme sport because as you age it is almost impossible for you to do the things you always did, like cutting vegetables, for example. I really do believe that OT is positioned correctly as a way of not just addressing injury or just natural declines in aging, but as a way of staying well, and that’s vital.

Waite: Technology is a huge piece of AgeLab. How can OT prac-titioners relate?

Coughlin: OT [practitioners] need to think of technology in a [few] ways. First, what are the new devices and tools that will help them with their craft to engage the user in safe yet effective ways of build-ing back what disease, accidents, and age may have taken away? Second, how do [they] creatively use technology to engage people to do the exercises? Third, and this is the little bit of a reach, the OT professional is trained to be quite literally hands on. In a world where the aging population is increasingly rural, increasingly distant, how do we use technology to enable an OT to provide tele-occupational therapy support to rural places?

For more on Coughlin’s insights, visit www.disruptivedemographics.com.

improve the quality of life of older adults and their families. Coughlin


2012 AOTA & AOTF Award Recipients

Awards Ceremony to be held on Saturday, April 28, from 5:30 pm to 6:30 pm at CC Exhibit Halls FG, followed by a reception (tickets $35 per person) at JW White River

Ballroom B-D that includes hors d’oeuvres and cash bar.

Award of MeritPaula Kramer, PhD, OTR, FAOTA

Eleanor Clarke Slagle Lectureship AwardGlen Gillen, EdD, OTR, FAOTA

Roster of FellowsJeanine Beasley, EdD, OTR, CHTSalvador Bondoc, OTD, OTR/L,

BCPR, CHTGerry Conti, PhD, OTR/LLeslie Freeman Davidson, PhD,

OTR/LCarole Dennis, ScD, OTR/LGail Fisher, MPA, OTR/LCatherine Gardner, MPA, OTKristine Haertl, PhD, OTR/LE. Adel Herge, OTD, OTR/LAmy Lamb, OTD, BS, OTR/LJames Lenker, PhD, OTR/LTeresa A. May-Benson, ScD,

OTR/LNancy Vandewiele Milligan, PhD,

OTR/LJanet M. Powell, PhD, OTR/LTammy Richmond, MS, OTR/LCynthia “Cyndy” Robinson, MS,

OT/LLaura Schluter Strickland, EdD,

OTR/L, CLTMargaret Swarbrick, PhD, OTREve A. Taylor, PhD, OTR/LDebra Tupe, PhD, MPH, MS,

OTR/LJennifer L. Womack, MA, MS,

OTR/L, SCDCM

Roster of Honors AwardJeanne M. Rehr, BA, COTA/L

Recognition of Achievement AwardCoralie “Corky” Glantz, OT/L, BCG,

FAOTANancy Z. Richman, OTR/L, FAOTAJodie K. Williams, OTR/L, MHA

Lindy Boggs AwardPamela Sue Roberts, PhD, OTR/L,

SCFES, CPHQ, FAOTA

Health Advocate AwardChristopher Callahan, MD, FACPJeffrey L. Tomlinson, OTR, CSW,

FAOTA

Certificate of AppreciationVirginia and Roland DykesDavid D. Gale, PhD, FASAHP

Cordelia Myers Writer’s AwardElizabeth A. Barstow, MS, OTR/L,

SCLV

Jeanette Bair Writer’s AwardCynthia Lau, PhD, OTR/L, BCP

Special Interest Section Quarterly Writer’s AwardLeonard N. Matheson, PhD, CRC,

CVEMatthew B. Dodson, OTD, OTR/LTimothy J. Wolf, OTD, MSCI,

OTR/L

Academy of ResearchAnita Bundy, ScD, OTR, FAOTASherrilene Classen, PhD, MPH,

OTR/LDorothy Farrar Edwards, PhDAnnette Majnemer, PhD, OT(C),

FCAOT

AOTF/Patterson Award for Community VolunteerismEvelyn Jaffe, MPA, OTR/L, FAOTA

A. Jean Ayres AwardShelley E. Mulligan, PhD, OTR/LGrace Baranek, PhD, OTR/L,

FAOTA

AOTF Service CommendationNancy Snyder, MS, OTR/L

Certificate of AppreciationJane Case-Smith, EdD, OTR/L,

FAOTA

AOTF Meritorious Service AwardMelissa Oliver, MS, OTR/L

continued on page 22

Expo Grand Opening and Recep-tion (5:30 pm to 9:00 pm). Join us in the Expo Hall and socialize with colleagues, enjoy free hors d’oeuvres and drinks from a cash bar, meet AOTA leaders and staff, and explore hundreds of great exhibits. Included with Conference registration.

Students Un-Conferenced (8:30 pm to 10:30 pm). Networking opportunity exclusively for students. Includes cash bar and entertainment. Open to all registered student attendees. Name badge required.

Friday, April 2718th Annual AOTF Breakfast With a Scholar, featuring Lex Frieden

(7:30 am to 9:00 am). Frieden will reflect on the implementation and aftermath of the Americans

With Disabilities Act. $50 per person. Includes breakfast. Proceeds help support AOTF research, scholarship, and lead-ership programs.

Presidential Address by Florence Clark (11:15 am to 12:00 pm).

Clark will address members on her vision of a profes-sion devoted to evidence-based practice. Included

with Conference registration.

2012 AOTF Research Colloquium, featuring moderator Lisa Tabor Connor (2:00 pm to 5:00 pm). The perfect follow to a Presi-dential Address on evidence-based practice, the Colloquium will focus on the current state of evidence for cognitive assessments and interventions, what needs to be done from a research perspective, and how to implement what is known

into clinical practice. $35 per person. Includes refreshments.

Town Hall Meeting: Centen-nial vision Progress and Issues Facing the Profession, with AOTA Leaders (2:00 pm to 3:00 pm). Take advantage of this excellent opportunity to ask questions, share perspectives, and contribute ideas about the road we must take now and beyond occupational therapy’s Centennial anniversary in 2017. Included in Conference registration.

Centennial vision Session, with virginia Stoffel (3:30 pm to 5:00

pm). Grassroots efforts in having a strong voice in public policy and legislation, interprofessional

research using technology to solve everyday life challenges, and building a Centennial culture across all practitioners and organizations will provide concrete and inspiring models that can be replicated across the country. Don’t miss your chance to learn more. Included with Conference registration.

Eleanor Clarke Slagle Lecture, with Karen Jacobs (5:15 pm to

6:30 pm). Learn how to success-fully promote the profession with a commitment to communicate our

value through words, images, and actions. Included with Conference registration.

2012 AOTF Gala (8:00 pm to 11:00 pm). Feast on sumptuous food and enjoy connecting with friends and colleagues before the Dancing With the Stars (Indy-Style) competition. $115 per person; $45 per student.


continued from page 21

AOTA93rd annual conference & expo

San diegocAlifOrniA

San diegocAlifOrniAapril 25–28, 2013

in

AC-114

Participation in the AOTF Gala supports the Foundation’s pro-grams to advance occupational therapy education, research, and leadership, and your dona-tion is tax-deductible.

Cognition Workshops (8:00 am to 11:00 am and 2:00 pm to 5:00 pm). In connection with AOTA’s forthcoming official statement on cognition and cognitive rehabilitation, these two work-shops (WS 200 and WS208) will explore the theory and applica-tions of occupational therapy for cognitive rehabilitation and how these approaches may be applied to specific populations. Check the Conference Guide for more information on these and other workshops.

Saturday, April 28Plenary Session with Robinette J. Amaker (11:15 am to 12:00

pm). This session will enlighten you on changes in U.S. Army occupational therapy, includ-

ing developments in behavioral health, mild traumatic brain injury, amputee rehabilitation, and polytrauma. Included with Conference registration. AOTA’s 92nd Annual Business Meeting (12:15 pm to 1:15 pm). Learn about the Association’s progress toward the Centennial Vision and how you can become involved in our continued prog-ress. Included with Conference registration.

Annual Awards & Recognition Ceremony (5:30 pm to 6:30 pm). Join friends, family, and colleagues as we gather to pay tribute to those whose achieve-ments have enriched the field of occupational therapy. Open to the public.

Annual Awards & Recognition Reception (6:45 to 7:45). Join the recipients in celebrating with an evening of mingling and sharing of good wishes. $35 per person. Includes hors d’oeuvres and cash bar.

Tech Day. Attend one or all three highly popular Tech Day sessions to experience interac-tive exploration of high- and low-tech products that enhance client participation in occupa-tions across the lifespan. Due to the popularity of Tech Day, look for a new room layout and

signage that will direct you to the products that interest you.AOTPAC Night: KaraOTe Idol Iv (7:30 pm to 10:30 pm). Got tal-ent? Prove it. Send your name or the name of your group to [email protected] to participate. Join your friends and colleagues and cheer for our contestants at the annual celebration and contest mixed in with dancing and music. $40 per person. $25 per student. Includes cash bar and snacks.

Sunday, April 29AOTF Scholarship of Teaching and Learning (8:00 am to 11:00 am). This program will focus on ways to foster collaborative research that provides evidence for best practices in education. Included with Conference registration. Tickets can also be purchased on site in Indianapolis. n


NEARBY RESTAURANTS1 14 West: Contemporary,

14 W. Maryland St., 636-1414, $$$$

2 Adobo Grill: Mexican, 110 E. Washington St., 822-9990, $$

3 Ambrosia: Italian, 15 E. Maryland St., 635-3096, $$$

4 Barcelona Tapas: Spanish, 201 N. Delaware St., 638-8272, $$

5 Bazbeaux: Pizza, 333 Massachusetts Ave., 636-7662, $$

6 Bella vita Ristorante: Italian, 49 W. Maryland St., 822-9840, $$$

7 Bourbon Street Distillery: Cajun, 361 Indiana Ave., 636-3316, $

8 Buca di Beppo: Italian, 35 N. Illinois Street, 632-2822, $$$

9 California Pizza Kitchen: Contem-porary, 49 W. Maryland St., 217-1291, $$

10 The Capital Grille: Contemporary, 40 W. Washington St., 423-8790, $$$$

11 City Café: Breakfast/Brunch, 443 N. Pennsylvania St., 833-2233, $$

12 Claddagh Irish Pub: Irish, 234 S. Meridian St., 822-6274, $$

13 The Eagle’s Nest: Contemporary, 1 S. Capitol Ave., 616-6170, $$$

14 El Sol de Tala: Mexican, 2444 E. Washington St., 636-1250, $$

15 Fogo de Chao: Brazilian Steak-house, 117 E. Washington St., 638-4000, $$$$

16 Harry & Izzy’s: Contemporary, 153 S. Illinois St., 915-8045, $$$$

17 Hoaglin To Go: Breakfast/Brunch, 448 Massachusetts Ave., 423-0300, $$

18 India Garden: Indian, 207 N. Delaware St., 634-6060, $$

19 Indianapolis Colts Grille: Sports Bar, 110 W. Washington St., 631-2007, $$

20 King David Dogs: Fast Food, 135 N. Pennsylvania St., 632-3647, $

21 The Libertine Liquor Bar: Contemporary, 38 e. Washington St. 631-3333, $$

22 MacNiven’s Restaurant & Bar:Pub grub, 339 Massachusetts Ave., 632-7268, $

23 McCormick $ Schmick’s: Seafood, 110 N. Illinois St., 631-9500, $$$

24 Mikado Restaurant & Sushi Bar: Sushi, 148 S. Illinois St., 972-4180, $$$

25 Mo’s…A Place for Steaks: Steak, 47 S. Pennsylvania St., 624-0720, $$$$

26 Morton’s The Steakhouse: Steak, 41. E. Washington St., 229-4700, $$$$

27 The Oceanside Seafood Room:Seafood, 30 S. Meridian St., 955-2277, $$$

28 One South: Contemporary, 1 S. Capitol Ave., 616-6160, $$

29 Osteria Pronto: Italian, 10 S. West St. 860-5777, $$

30 Palomino: Contemporary, 49 W. Maryland St., 974-0400, $$$

31 Papa Roux: Cajun, 222 E. Market St., 634-9266, $

32 Patachou on the Park: Breakfast/Brunch, 225 W. Washington St.., 632-0765, $

33 P.F. Chang’s China Bistro: Asian, 49. W. Maryland St., $$

34 The Rathskeller: German, 401 E. Michigan St., 636-0396, $$$

35 Scotty’s Brewhouse: Pub grub, 1 Virginia Ave., 571-0808, $$

36 Sensu: Sushi, 225 S. Meridian St., 536-0036, $$$

37 Shula’s Steak House: Steak, 50 S. Capitol Ave., 231-3900, $$$$

38 St. Elmo Steak House: Steak, 127 S. Illinois St. 635-0636, $$$$

39 Tavern on South: Contemporary, 423 W. South St., 602-3115, $$$

40 Turner’s at the Canterbury Hotel: Classic, 123 S. Illinois St., 634-3000, $$$$

41 Weber Grill Restaurant:Barbecue, 10 N. Illinois St., 636-7600, $$

Keys to symbols: $ = Entrees priced below $10

$$ = Entrees priced between $10 and $20

$$$ = Entrees priced between $20 and $30

$$$$ = Entrees priced above $30

DOWNTOWN INDIANAPOLIS

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40 3824

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SUPErBOWL 2012

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NOTE: This information was accurate at press time but is subject to change. For more information, visit the hospitality booth in the Registration area. Many more suggestions on restaurants and local attractions may also be found at www.yelp.com, www.urbanspoon.com, and www.visitindy.com.


e v i D e N c e p e r K s

vidence-based practice (EBP) is useful not just for clinical practice. Increasingly, evidence supports important policy and regulatory rec-ommendations and decisions. Most recently, AOTA policy staff col-laborated with AOTA’s EBP Project staff and an outside consultant to highlight high-quality evidence that

supported a comment letter related to health care reform implementation.

The starting point was the new health care reform legislation that requires everyone in the United States to have health insurance beginning in 2014. To facilitate this and help improve insurance access, choice, cost, and coverage, state-run health insurance purchasing exchanges are to be established, with insurance plans participating in these exchanges required to cover, at a minimum, a package of “essential health benefits.” Although habilitation and rehabilita-tion are included on the government’s list of 10 essential health benefits, the Department of Health and Human Ser-vices (HHS) is responsible for defining these terms. In its Essential Health Benefits Bulletin released Decem-ber 16, 2011, the agency outlined its intended regulatory approach to the task and requested comment on how to define habilitative services—specifically, the advantages and disad-vantages of including “maintenance of function” in the definition.1

The bulletin made clear that evidence will need to be used from this point forward to demonstrate to HHS (as well as states and insurers) how occupational therapy is effective in regard to issues of maintenance, particularly for people with develop-mental or other disabilities. In addi-tion, it will be necessary to show how

occupational therapy is effective in habilitation, which is defined as devel-oping new skills or abilities rather than regaining lost skills or abilities.

Examples of the type of evidence sought include research on the impact of ongoing occupational therapy for children with cerebral palsy or Down syndrome, and literature describing occupational therapy’s role in transi-tion for children and young adults with disabilities.

In formulating their strategy for developing the comment letter, AOTA policy and EBP Project staff discussed the proper parameters in defining maintenance and habilitation and the importance of making sure that evidence was gathered for all relevant populations. For children with physi-cal and developmental disabilities, it was important to consider transitions during the school years as well as the transitions from school to adulthood. Although a child or young adult may be able to participate in a particular school or at home, an individual’s changing needs will benefit from the assistance provided by occupational therapy during periods of transition to new environments. During adult-

hood, these same adaptations to new environments take place when an individual is aging with a disability. These changes may include the need for occupational therapy services to promote safety with existing equip-ment, update equipment if needed, and prevent secondary disabilities that can occur over time. In addi-tion, understanding the evidence of maintenance is critical to determining how long the effects of an interven-tion should be expected to last, and to understand when appropriate follow-up may be needed to maintain participation over an extended period. Lastly, occupational therapy practi-tioners need to understand and build evidence to support the best ways for community-dwelling older adults to maintain an active, healthy lifestyle as they age.

Separate from the policy implica-tions, the studies on interventions provided during periods that might be traditionally considered “maintenance” provide valuable information for those in clinical practice. For example, a Level I randomized controlled design examined the impact of assistive technology (AT) on individuals aging

Collaborations That WorkUsing Evidence for Policy

Marian Arbesman Deborah Lieberman Jennifer Hitchon

e v i D e N c e p e r K s

e Evidence supports important policy and regulatory recommendations and decisions. Most recently, AOTA policy staff collaborated with AOTA’s EBP Project staff and an outside consultant to highlight high-quality evidence that supported a comment letter related to health care reform implementation.

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with a disability (e.g., polio, rheumatoid arthritis, cerebral palsy, stroke, spinal cord injury).2 Those in the interven-tion group received recommended AT and home modifications that were paid either in full or in part as a component of the research study. The control group had access to the standard health care available in the community. The results indicated that there was a significant “group by time” interaction for scores of members of the intervention group on the Functional Independence Measure,3

suggesting that they had a slower decline in function over 2 years as compared to the control group. In addition, those in the treatment group were more likely to use the AT to maintain independence rather than using personal assistance. Another Level I randomized controlled trial compared active wheelchair checks by an occupational therapist to user- and caregiver-driven checks for adults using manual wheelchairs.4 After 1 year, the number of individuals who were accident-free was significantly lower in the intervention group (who received occupational therapy checks) compared with the control group.

The results of the searches show that valuable and respected evidence exists to support occupational therapy inter-ventions in habilitation and maintenance function; however, they also highlight the need for more research in these areas. Occupational therapy practition-ers provide high-quality client-centered interventions to children and adults throughout the life span that enable them to continue to participate in mul-tiple environments despite changes that may take place internally and externally. The results of research in the areas of transition and maintenance periods are crucial to this aspect of occupational therapy practice.

The impact of the comment let-ter can’t be determined yet given the agency’s planned subregulatory approach to putting this legislation into effect, but weighing in with our comments is our best shot to impact the final EHB pack-age. To view the full text of the comment letter, produced through the collaborative efforts of AOTA policy and EBP Project staff, and to follow further developments on this and other policy issues, go to www.aota.org/news/advocacynews. n

References1. U.S. Department of Health and Human Services,

Center for Consumer Information and Insurance Oversight. (2011, December 16). Essential health benefits bulletin. Retrieved from http://cciio.cms.gov/resources/files/Files2/12162011/essential_health_benefits_bulletin.pdf

2. Wilson, D. J., Mitchell, J. M., Kemp, B. J., Adkins, R. H., & Mann, W. (2009). Effects of assistive technology on functional decline in people aging with a disability. Assistive Technology, 21, 208–217.

3. Center for Functional Assessment Research at the State University of New York at Buffalo. (1993). Functional Independence Measure (4th ed.). Buffalo, NY: Data Management Service of the Uniform Data System for Medical Rehabilita-tion.

4. Hansen, R., & Tresse, S. (2004). Fewer accidents and better maintenance with active wheelchair check-ups: A randomized controlled clinical trial. Clinical Rehabilitation, 18, 631–639.

Marian Arbesman, PhD, OTR/L, is president of

ArbesIdeas, Inc., and an adjunct assistant professor

in the Department of Rehabilitation Science at the

State University of New York at Buffalo. She has

served as a consultant with AOTA’s Evidence-Based

Practice Project since 1999.

Deborah Lieberman, MHSA, OTR/L, FAOTA, is the

program director of AOTA’s Evidence-Based Prac-

tice Project and staff liaison to AOTA’s Commission

on Practice. She can be reached at dlieberman@

aota.org.

Jennifer Hitchon, JD, MHA, is AOTA’s regulatory

counsel. She can be reached at [email protected].

April is OT MonthCelebrate it today

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Dementia and Initiation http://otconnections.aota.org/forums/t/13845.aspx

CarolineOT Posted on march 16, 2012 at 4:33 am

i have a patient with dementia who is not following any commands with either verbal, tactile, or visual cues. patient is also severely retropulsive when attempting to assist with supine-sit or sit-to-stand. Have spoken with family and previous care providers for ideas that could help but noth-ing forthcoming at present. meds have been reviewed. Has anyone come across this and have any suggestions?

Ron Carson replied on march 16, 2012 at 1:22 pm

my initial thought is the patient is frightened. Have you tried a VeRy gentle and slow approach? maybe just some gentle stroking on the arm, followed with some soothing sounds. i bet if you establish Some rapport (even if it’s barely minimal), your patient will be more able to participate. Conversely, you may not be of any assistance to improving the patient’s condition. Sad to say, but possibly true.

For more of this discussion and to view other posts, go to www.OTConnections.org. New user? Click on “User’s Guide” in the upper right hand corner of the Web page.

lasue replied on march 17, 2012 at 5:01 am

i make observations as to how patient responds to their environment. i also question staff if they have noted patient responding positively or negatively to various sen-sory input (sounds, light, textures, foods, etc.). i try to ap-proach patient that way. Sometimes a visual impairment causes patient to react negatively when approached.

jbossemelgosa replied on march 26, 2012 at 4:12 am

Some patients w/neuro involvement retropulse. it is com-mon w/ parkinson’s disease and w/some CVa patients. your patient may not be able to control it. try tasks to reach forward, which require your patient to flex the trunk while sitting, strengthening the flexor muscles. also, teach the steps to sequence supine to sit to stand to the care-givers so that all of you are on the same page. if you are each giving different instructions to the patient, he/she will not be able to develop a consistent habit. Scooting to the edge of the chair and leaning forward before standing will be important w/all caregivers even if you have to help the patient get into position.

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elderCarelink.com @eldercarelink1: How do you know when occupational therapy is needed? http://ow.ly/9y1b8 9 mar

american occupational therapy associationHe’s kind of a superstar. Triple amputee Iraq vet shares his rehab experience with OT students. Check it out.

Triple Amputee Iraq Vet Speaks to OT StudentsChecking the pulse otconnections.aota.org Back in 2008, a young man was on the cover of Esquire magazine. And it wasn’t Ryan Gosling. It was Bryan Anderson. He’s an Iraq war veteran who lost his arm and legs. The 2008 feature focused on Bryan’s recovery and his journey of finding the right orthotics and prosthetics—or as Esquire put it ... march 27 at 3:24pm

85 people like this. 40 shares

Bobbi amaker Bryan, you’re terrific! thank you for your service!

american occupational therapy associationRehab, Day 1: The first day consists of 60 minutes of occupational therapy... Stephanie Decker’s road to recovery! http://ow.ly/9oxg4 (video & blog)

Tornado Mom: Don’t Take a Moment for Granted march 22 at 11:00am

74 people like this. 30 shares

arin mcCullough another great reason why i am becom-ing an occupational therapist!!:) march 22 at 11:08am

Renee laCour i’m an ota student and this story gives me a window into the great things that i will be a part of soon. thank you for sharing this story. :-) march 22 at 12:54pm

Jana Cason Very powerful! She will live life to its fullest and inspire others to do the same. ot in action. march 22 at 7:27pm

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c A L e N D A rTo advertise your upcoming event, contact the OT Practice advertising department at 800-877-1383, 301-652-6611, or [email protected]. Listings are $99 per insertion and may be up to 15 lines long. Multiple listings may be eligible for discount. Please call for details. Listings in the Calendar section do not signify AOTA endorsement of content, unless otherwise specified.

Look for the AOTA Approved Provider Program (APP) logos on continuing edu-cation promotional materials. The APP logo indicates the organization has met the requirements of the full AOTA APP and can award AOTA CEUs to OT relevant

courses. The APP-C logo indicates that an individual course has met the APP requirements and has been awarded AOTA CEUs.

April

Indianapolis, IN Apr. 26–29AOTA 92nd Annual Conference & Expo. The 2012 AOTA Annual Conference & Expo will be a vibrant gathering of occupational therapy practitioners, educators, researchers, and students. Focusing on science, innovation, and evidence, these 3-1/2 remarkable days will provide attendees with con-tinuing education up to 24 contact hours through advanced-level learning in Pre-Conference Insti-tutes and Seminars and more than 700 educational sessions; inspiring special events such as the Presi-dential Address, Eleanor Clarke Slagle Lecture, and Plenary Session; and numerous networking oppor-tunities to connect with colleagues and leaders. Register online at www.aota.org/conference.

May

Hanover, MD May 17–18The Impact of Disabilities, Vision, & Aging, and their Relationship to Driving. Course designed for driver education and allied health professionals who wish to apply their knowledge of the different types and levels of disabilities to the driving task. Course:

DRV 509. Call 410-777-2939 or visit our Web site at www.aacc.edu.

June

Chattanooga, TN Jun. 2–12Lymphedema Management. Certification courses in Complete Decongestive Therapy (135 hours), Lymphedema Management Seminars (31 hours). Coursework includes anatomy, physiology, and pathology of the lymphatic system, basic and ad-vanced techniques of MLD, and bandaging for primary/secondary UE and LE lymphedema (incl. pediatric care) and other conditions. Insurance and billing issues, certification for compression-garment fitting included. Certification course meets LANA re-quirements. Also in San Francisco, CA, June 2–12, 2012. AOTA Approved Provider. For more information and additional class dates/locations or to order a free brochure, please call 800-863-5935 or log on to www.acols.com.

Orlando Florida Jun. 25–29Building Blocks for Becoming a Driver Rehabilita-tion Therapist. A comprehensive live workshop for the therapist who has little or no experience in driver evaluation or driver rehabilitation, is developing a

new driving program, or is joining an established program. Guidance for the clinical and in-vehicle portion of a comprehensive driving evaluation is taught within the OT Practice Framework. Hands-on with evaluation tools, equipment, vehicles, and real clients. Instructors: Susan Pierce, OTR/L, SCDCM, CDRS; Carol Blackburn, OTR/L, CDRS. Contact Adaptive Mobility Services, Inc. at (407) 426-8020 or visit us at www.adaptivemobility.com.

July

Kansas City, MO Jul. 27–28Introduction to Driver Rehabilitation. Course designed for individuals new to the field of driver rehabilitation. Topics include program develop-ment, driver training, adaptive driving equipment, and program documentation. Course will also em-phasize collaboration with mobility dealers and con-sumers and families. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

Kansas City, MO Jul. 27–28Application of Vehicle Modifications. Course designed for those desiring knowledge of adaptive driving equipment as well as the process for pre-scribing and delivering such equipment to individu-

Continuing Education

Philadelphia, PA Starting June 7, 2012Sensory Integration Certification Program Sponsored by USC/WPSCourse 1: June 7–11 Course 2: July 12–16Course 3: October 4–8 Course 4: December 7–11For additional sites and dates, or to register, visit www.wpspublish.com or call 800-648-8857

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• Enhanceyourcareerandbecomealeaderinyourprofession• Applyprinciplesofevidence-basedpracticeasabasisfor

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• Design,implement,andevaluatetheeffectivenessofinnovativeoccupation-basedprogramsinyourchosenareaofinterest

• 24/7onlineexperience,withjusttwoshortresidencies,allowsyoutostudywithconvenienceandflexibility

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• AccreditedbyMiddleStatesAssociationofCollegesandSecondarySchools

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c A L e N D A rals with disabilities. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

Kansas City, MO Jul. 29–31ADED Annual Conference and Exhibits. Profes-sionals specializing in the field of driver rehabilita-tion meet annually for continuing education through workshops, seminars, and hands-on learning. Earn contact hours for CDRS renewal and advance your career in the field of driver rehabilitation. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

September

St. Louis, MO Sept. 12–15Envision Conference 2012. Learn from leaders in the field of low vision rehabilitation and research while earning valuable continuing education credits. Attend the multi-disciplinary low vision rehabilitation and research conference dedicated to improving the quality of low vision care through excellence in professional collaboration, advocacy, research, and education. Envision Conference, September 12–15, 2012, Hilton St. Louis at the Ballpark. Learn more at www.envisionconference.org.

Ongoing

Jan Davis’ Home Study Courses are #1! Real Tx Ideas for OTs/COTAs in Stroke Rehab. The best value for your CEU budget! Easy to use. No boring lectures or PowerPoint. Three excellent, pro-fessionally filmed courses on DVD, each filled with videos of real patients offering practical, functional treatment ideas that can be used immediately! View video samples online. Purchase now, earn your CEUs this year or next. $195 for 15 hours, $295 for

30 hours, and train more staff for just $95 per per-son. Stop by my booth, #632, at the AOTA Confer-ence! Earn 18.75 NBCOT PDUs/15 contact hours. Contact www.ICELearningCenter.com or call toll free 888-665-6556.

Internet & 2-Day On-Site Training Become an Accessibility and Home Modifica-tions Consultant. Instructor: Shoshana Shamberg, OTR/L, MS, FAOTA. Over 22 years specializing in design/build services, technologies, injury preven-tion, and ADA/504 consulting for homes/jobsites. Start a private practice or add to existing services. Extensive manual. AOTA APP+NBCOT CE Registry. Contact: Abilities OT Services, Inc. 410-358-7269 or [email protected]. Group, COMBO, personal men-toring, and 2 for 1 discounts. Calendar/info at www.AOTSS.com. Seminar sponsorships avail-able nationally.

Clinician’s View Offers Unlimited CEUs Two great options: $177 for 7 months or $199 for 1-Full Year of unlimited access to over 640 contact hours and over 90 courses. Take as many courses as you want. Approved for AOTA and BOC CEUs and NBCOT for PDUs. www.clinicians-view.com 575-526-0012.

Internet/Home Study Brain Gym, Irlen Method, and Sensory Motor Activities on a Shoestring Budget. Instructor: Shoshana Shamberg OTR/L, MS, FAOTA. Inter-net, personal mentoring, and 2-day training. 2 for 1 REGISTRATION PRICE SALE + FREE CE hours!! Address handwriting, dyslexia, ADD/ADHD, mem-ory deficits, sensory processing disorder, autism, stress management, personal development, and visual motor and coordination problems for all ages. See www.AOTSS.com and www.IrlenVLCMD.com. Call 410-358-7269 or e-mail info@aotss. SEMINAR HOSTING AND SPONSORSHIP AVAILABLE.

Self-Paced Distance-Learning Course Improving Function for Those Living With Cogni-tive and Perceptual Impairments. Designed for those working with individuals who present with limitations in daily function due to visual/cognitive/perceptual impairment. Specific topics related to evaluation and interventions include: poor aware-ness, visuospatial deficits, apraxia, neglect, mem-ory loss, attention deficits, executive dysfunction, agnosia, etc. Instructor: Glen Gillen, EdD, OTR. Contact [email protected]; visit our Web site at www.columbiaot.org for more information.

AOTA Self-Paced Clinical Course Occupational Therapy and Home Modification: Promoting Safety and Supporting Participation.Edited by Margaret Christenson, MPH, OTR/L, FAOTA, and Carla Chase, EdD, OTR/L, CAPS. This new SPCC consists of text, exam, and a CD-ROM of hundreds of photographic and video resources that provide education on home modification for occupational therapy professionals. Practitioners who work with either adults or children will find an overview of evaluation and intervention, detailed descriptions of assessment tools, and guidelines for client-centered practice and occupation-based outcomes. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3029, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3029.

AOTA Self-Paced Clinical Course Mental Health Promotion, Prevention, and In-tervention With Children and Youth: A Guiding Framework for Occupational Therapy. Edited by Susan Bazyk, PhD, OTR/L, FAOTA. This important new SPCC provides a framework on the role of oc-cupational therapy in mental health interventions for children that can be applied in all pediatric practice settings. The public health approach to occupation-al therapy services at all levels puts an emphasis

NEW. Occupational Therapy DoctorateOur clinical doctorate develops ethical, visionary leaders who want to advance their knowledge and skills to improve health and well-being.

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c A L e N D A ron helping children develop and maintain positive mental health psychologically, socially, functionally, and in the face of adversity. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3030, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3030.

AOTA Self-Paced Clinical Course Early Childhood: Occupational Therapy Services for Children Birth to Five. Edited by Barbara E. Chandler, PhD, OTR/L, FAOTA. This course is an enlightening journey through occupational therapy with children at the earliest stage of their lives. Ex-plores the driving force of federal legislation in oc-cupational therapy practice and how practitioners can articulate and demonstrate the profession’s long-standing expertise in transitioning early child-hood development into occupational engagement in natural environments. Earn 2 AOTA CEUs (20 NB-COT PDUs/20 contact hours). Order #3026, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3026

AOTA Self-Paced Clinical Course Occupational Therapy in Mental Health: Consid-erations for Advanced Practice. Edited by Marian Kavanaugh Scheinholtz, MS, OT/L. A comprehen-sive discussion of recent advances and trends in mental health practice, including theories, stan-dards of practice, and evidence as they apply to occupational therapy. Includes content from several federal and non-government entities. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3027, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3027

AOTA Self-Paced Clinical Course Dysphagia Care and Related Feeding Concerns for Adults, 2nd Edition. Edited by Wendy Avery, MS, OTR/L. Provides occupational therapists at both the entry and intermediate skill leves with an up-to-date resource in dysphagia care, written from an occupa-tional therapy perspective. Earn 1.5 AOTA CEUs (15 NBCOT PDUs/15 contact hours. Order #3028. AOTA Members: $285, Nonmembers: $385. http://store.aota. org/view/?SKU=3028

AOTA Self-Paced Clinical Course Collaborating for Student Success: A Guide for School-Based Occupational Therapy. Edited by Barbara Hanft, MA, OTR, FAOTA, and Jayne Shep-herd, MS, OTR, FAOTA. Engages school-based oc-cupational therapists in collaborative practice with education teams. Identifies the process of initiating and sustaining changes in practice and influencing families/education personnel to engage in collabora-tion with occupational therapists. Perfect for learning to use professional knowledge and interpersonal skills to blend hands-on services for students with team and system supports for families, educators, and the school system at large. Earn 2 AOTA CEUs (20 NB-COT PDUs/20 contact hours). Order #3023, AOTA Members: $370, Nonmembers: $470. http://store.aota. org/view/?SKU=3023

AOTA Self-Paced Clinical CourseStrategies to Advance Gerontology Excellence: Promoting Best Practice in Occupational Therapy.Edited by Susan Coppola, MS, OTR/L, BCG, FAOTA; Sharon J. Elliott, MS, OTR/L, BCG, FAOTA; and Pa-mela E. Toto, MS, OTR/L, BCG, FAOTA. Foreword by: Wendy Wood, PhD, OTR/L, FAOTA. Excellent resource for gerontology practitioners today to help sharpen skills and prepare for the spiraling demand among older adults for occupational therapy services. Special features include core best practice methodol-ogy with older adults, approaches to and prevention of occupational problems, health conditions that af-fect participation, and practice in cross-cutting and emerging areas. Earn 3 AOTA CEUs (30 NBCOT PDUs/30 contact hours). Order #3024, AOTA Mem-bers: $350, Nonmembers: $450. http://store.aota.org/view/?SKU=3024


online for your success

Take your education to new heights!

The University of Utah offers a Post-Professional distance education OTD program. There are two tracks for Occupational Therapists trained at both the baccalaureate and master’s degree levels.

http://www.health.utah.edu/ot/OTDDonna Costa: [email protected]

Why an OTD? •Develop leadership skills •Implement evidence-based practice •Conduct clinical research •Improve writing skills •Update body of knowledge •Establish expertise in practice •Gain expertise in teaching •Contribute to the profession •Learn with colleagues

Why the University of Utah? •Well-known OT program •Completely on-line •Occupation-based curriculum •Knowledgeable faculty •Affordable tuition

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Innovative Practice with

Older AdultsAdvanced Certificate ProgramPresented by Jefferson Elder Care• Implement evidence-based practice

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Choose from four Advanced Certificate Programs in OT. All credits can be transferred into the OTD at Jefferson.

• Teaching • Autism • Neuroscience • Older Adults

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F O L L O W U S

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Quinnipiac University School of Health SciencesPoSt-ProfeSSional MaSter’S Degree in occUPational tHeraPy

Do you love your work?If so, our program enables occupational therapy professionals to advance their knowledge of emerging research, leader-ship, and entrepreneurial concepts of occupational therapy. In other words, you’ll get more out of what you love to do most – helping others.

The curriculum, faculty and online learning environment will enable you to attain the advanced skills valued in the future, without interrupting your career. With a smart, intuitive interface, engineered by an award-winning team of professionals, our online program is convenient and flexible.

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c A L e N D A rAOTA Self-Paced Clinical CourseLow Vision: Occupational Therapy Evaluation and Intervention With Older Adults, Revised Edition.2008. Edited by Mary Warren, MS, OTR/L, SCLV, FAOTA. Occupational therapy practice in low vision rehabilitation services has changed significantly since the first edition of Low Vision. The Revised Edition helps practitioners maintain professional competency by supporting the AOTA Specialty Cer-tification in Low Vision Rehabilitation (SCLV) creden-tialing process. Special features include first-edition updates and revisions, new information on evalu-ation, lessons related to psychosocial issues and low vision, eye conditions that cause low vision in adults, and basic optics and optical devices. Earn 2 AOTA CEUs (20 NBCOT PDUs/20 contact hours). Order #3025, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3025

AOTA Self-Paced Clinical CourseNeurorehabilitation Self-Paced Clinical Course Series. Series Senior Editor: Gordon Muir Giles, PhD, DipCOT, OTR/L, FAOTA. This Series includes 4 components—the Core SPCC and 3 Diagnosis-Specific SPCCs. The Core SPCC is highly recom-mended as a prerequisite for the Diagnosis-Specific courses. Each of the Diagnosis-Specific SPCCs is based on a case study model supported by key concepts presented in the Core. Core SPCC: Core Concepts in Neurorehabilitation: Earn .7 AOTA CEU (7 NBCOT PDUs/ 7 contact hours). Order #3019, AOTA Members: $130, Nonmem-bers: $184. http://store.aota.org/view/?SKU=3019 Diagnosis-Specific SPCCs: Neurorehabilitation for Dementia-Related Diseases (Order #3022 http://store.aota.org/view/?SKU=3022), Neurorehabilita-tion for Stroke (Order #3021 http://store.aota.org/view/?SKU=3021), and Neurorehabilitation for Traumatic Brain Injury (Order #3020 http://store.aota.org/view/?SKU=3020). Each: 1 AOTA CEU (10 NBCOT PDUs/10 contact hours), AOTA Members: $185, Nonmembers: $263. Call or shop online to purchase the Core and/or 1 or more Diagnosis-Spe-cific SPCCs together for significant savings!

AOTA CEonCDTM NEW! Ethics Topic—Duty to Warn: An Ethical Responsibility for All Practitioners. Presented by Deborah Yarett Slater, MS, OT/L, FAOTA, Staff Liai-son to the Ethics Commission. Ethics Topic—Duty to Warn helps you understand your professional, ethi-cal, and legal responsibilities in the identification of safety issues in ADLs and IADLs as they evaluate and provide intervention to clients. The importance of using data from both objective and subjective sources is emphasized as well to determine risk of harm in performing daily activities. Course material includes not only lecture format but also interac-tive case studies and resources to enhance learn-ing on this topic. Earn .1 AOTA CEU (1.25 NBCOT PDUs/1 contact hour). Order #4882, AOTA Mem-bers: $45, Nonmembers: $65. http://store.aota.org/view/?SKU=4882.

AOTA CEonCD™ NEW! Using the Occupational Therapy Practice Guidelines for Adults with Alzheimer’s Disease and Related Disorders (ADRD) To Enhance Your Practice. Presented by Patricia Schaber, PhD, OTR/L. Occupational Therapy Practice Guidelines for Adults With Alzheimer’s Disease and Related Disorders (ADRD) provides an evidence-based perspective in defining the process and nature, fre-quency, and duration of the interventions that occur within the boundaries of this serious illness. This new CEonCD™ course takes a further step on the topic with Practice Guidelines principles presented in a multimedia format highlighting concepts for occu-pational therapy practice and case studies of adults at different stages of Alzheimer’s disease. Earn .2 AOTA CEUs (2.50 NBCOT PDUs/2 contact hours). Order # 4883, Member Price: $68, Nonmember Price: $97. http://store.aota.org/view/?SKU=4883.

Texas Woman’s UniversiTyonline Ph.D. in occupational TherapyTexas Woman’s University offers the traditional doctoral degree through contemporary technology. Therapists across the nation can obtain the highest level of occupational therapy education in a well-established (1994) Ph.D. program offered primarily online, with two on-campus workshops each semester. Blended delivery has been offered for the past two years and the feedback is excellent!

• The Ph.D. degree offers the greatest opportunity for career growth in practice, academia and research• Doctoral teaching faculty are full-time TWU faculty and recognized scholars in their area of research• Applicants identify a faculty Research Mentor as part of the admission process• Students are admitted as a cohort each fall - limited enrollment• Current students come from across the nation: Massachusetts, Minnesota, Nevada, North Carolina, Pennsylvania, South Carolina and Texas• TWU is a state university – Ph.D./OT online students can enroll at resident tuition rates

For more information, contact:Sally Schultz, OTR, Ph.D., [email protected]

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Redefining Healthcare Education 877-533-3247 Thomas Jefferson University • Philadelphia, PA www.jefferson.edu/OT

Neuroscience:A Foundation for OTAdvanced Certificate Program• Update knowledge in neuroscience

• Refine evidence-based practice skills

• Understand and use neuroscience evidence in occupational therapy settings

• Advance your skills in assessment and data-driven interventions

• 12 credits; can be completed in 12 months

Choose from four Advanced Certificate Programs in OT. All credits can be transferred into the OTD at Jefferson.

• Teaching • Autism • Neuroscience • Older Adults

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Take advantage of this month’smost popular online courses:All courses approved for AOTA CEUs and NBCOTprofessional development units.

Clinical Application of Constraint Induced Movement Therapy (CIMT) (LIVE #1191 4/30 at 1:30pm EDT; REC #1205)Presented by Veronica Rowe, M.S., OTR/L

Current Sensory Based Interventions for Autism: The Evidence (REC #1204) Presented by Alison Lane, Ph.D., OTR/L and Chelsea Hetrick

Pressure Mapping: A Valuable Resource for Client Assessment and Education (REC #1203) Presented by Kirsten Davin, OTD, OTR/L, ATP, SMS

Beyond Bands: The Science and Application of Elastic Resistance (REC #1198)Presented by Barton Bishop, DPT

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c A L e N D A rAOTA CEonCD™NEW! Autism Topics Part II: Occupational Thera-py Service Provision in an Educational Context.Edited by Renee Watling, PhD, OTR/L, FAOTA. The second in an important 3-part CE series that offers supplemental content from chapters in the AOTA Press 2010 book Autism: A Comprehensive Occu-pational Therapy Approach, 3rd Edition. Specifical-ly addressing the unique aspects of occupational therapy practice within the public school systems, the course will enhance your ability to meet the needs of children with autism spectrum disorders, and their families, from early intervention through elementary years and the transition process. Rec-ommended Reading: Autism: A Comprehensive Occupational Therapy Approach, 3rd Edition. Earn .6 CEU (7.5 NBCOT PDUs/6 contact hours). Order #4881, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=4881.

AOTA CEonCD™ NEW! OT Manager Topics. Authors: Denise Ch-isholm, PhD, OTR/L, FAOTA; Penelope Moyers Cleveland, EdD, OTR/L, BCMH, FAOTA; Steven Ey-ler MS, OTR/L; Jim Hinojosa, PhD, OT, BCP, FAO-TA; Kristie Kapusta, MS, OT/L; Shawn Phipps, PhD, OTR/L, FAOTA; Pat Precin, MS, OTR/L, LP. This CE course presents supplementary content from chap-ters in The Occupational Therapy Manager, 5th Edition, and provides additional applications that are relevant to selected issues on management. The course focuses on six specific topics related to occupation-based practice, evidence-based management, evaluating OT services, continuing competency, conflict resolution, and employee motivation. Participants should read the selected text chapters prior to studying the CE topics. Earn .7 CEU (8.75 NBCOT PDUs/7 contact hours). Or-der #4880, AOTA Members: $194, Nonmembers: $277. http://store.aota.org/view/?SKU=4880

AOTA CEonCD™Let’s Think BIG About Wellness. By Winnie Dunn, PhD, OTR, FAOTA. The focus of occupational thera-py on living a satisfying life embraces a global view about wellness. In this course, we will explore the of-ficial documents and materials that support our con-cept of wellness, review examples of interdisciplinary literature on wellness, and explore strengths models from other disciplines as a way to inform our bigger thinking. Earn .25 CEU (3.13 NBCOT PDUs/2.5 con-tact hours). Order #4879, AOTA Members: $68, Non-members: $97. http://store.aota.org/view/?SKU=4879

AOTA CEonCD™NEW! The Short Child Occupational Profile (SCOPE). Presented by Patricia Bowyer, EdD, MS, OTR, FAOTA; Hany Ngo, MOT, OTR; and Jessica Kramer, PhD, OTR. Introducing The Short Child Oc-cupational Profile (SCOPE) assessment tool, this course provides a systematic way to document a child’s motivation for occupations, habits and roles, skills, and environmental supports and barriers. The SCOPE can be used with children and youth ages birth to 21 in a range of practice contexts. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Or-der #4847, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=4847

AOTA CEonCD™NEW! An Occupation-Based Approach in Postacute Care to Support Productive Aging. A collaborative project between the American Occupational Therapy Association and AOTA Platinum Partner Genesis Re-habilitation Services. Authored by Denise Chisholm, PhD, OTR/L, FAOTA, Cathy Dolhi, OTD, OTR/L, FAOTA, and Jodi L. Schreiber, MS, OTR/L. Course reviews occupation-based practice with a focus on postacute care practice settings for older adults. Practical strategies to promote the practitioner’s abil-ity to integrate occupation throughout the occupa-tional therapy process are presented in an interactive format to maximize clinical application, and real-life


Temple University’s Clinical Doctorate of Occupational Therapy (DOT) is a 30 credit program in a distance education format that prepares candidates for leadership positions as advanced clinical specialists, program developers, and clinical educators.

21 credits of required coursework 9 credits of specialty clinical coursework.

Earn a Professional Enhancement Course Completion Certificate through specialty coursework while completing the Doctorate.

Complete all coursework online with only three weekend, on-campus sessions per year at the Temple University Center City campus in the heart of Philadelphia.

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Through the USC Doctor of Occupational Therapy (OTD) pro-gram, you will learn how to apply new knowledge developed in occupational science to meet the challenges of health needs and changing health care systems. The professional doctorate pro-gram is individualized and provides the following four leadership tracks so that each student can chart his or her own future while study with our outstanding faculty who are on the vanguard of occupational therapy practice and occupational science research:

Advanced Clinical Practice Policy/Administrative Leadership Educational Leadership Clinical Research Expertise

All OTD students take at least two courses in other schools or divisions at USC. These courses constitute your cognates which you can choose from USC schools and programs such as:

School of Policy, Planning, and Development School of Business School of Gerontology Public Health Program School of Education

TEACHING ASSISTANTSHIPS AVAILABLE!

FELLOWSHIP SUPPORT INCLUDED! Total support is about $60,000 per year, including: full tuition coverage, a $28,000 living stipend, and

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The USC Occupational Science Ph.D. program will prepare you to become an academic leader as a career scientist through im-mersion in established interdisciplinary funded research groups to support skill development in producing peer reviewed publications and fundable research proposals, managing a research group, and flourishing in the academic work environment.

Clinical Trials for Occupational Therapy & Rehabilitation Interventions

Health Disparities & Cultural Influences on Health & Recovery

Community Reintegration & Social Participation Engagement, Activity, & Neuroscience

You will benefit from small classes, individual attention, mentoring from career scientists, and interaction and collaboration with fel-low students of high academic ability in a community of scholars. You will participate in socially responsive research groups that will train you to take Occupational Science and the professoriate of Occupational Therapy to the next level in:

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c A L e N D A rscenarios illustrate the occupation-based approach for facilitating productive aging. Earn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours). Order #4875, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=4875.

AOTA CEonCD™Young Adults on the Autism Spectrum: Life After IDEA. Authored by Lisa Crabtree, PhD, OTR/L and Ja-net DeLany, DEd, OTR/L, FAOTA. Explores the critical issues of autism in adulthood and provides occupation-al therapy practitioners with the knowledge and tools to advocate for the health and community participation of young adults and adults on the autism spectrum. The course uses multiple sources and perspectives that provide information, strategies, and resources. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4878, AOTA Members: $105, Nonmembers: $150. http://store.aota.org/view/?SKU=4878

AOTA CEonCD™Response to Intervention (RtI) for At Risk Learn-ers: Advocating for Occupational Therapy’s Role in General Education. By Gloria Frolek Clark, PhD., OTR/L, BCP, FAOTA and Jean Polichino, OTR MS, FAOTA. Provides core components of RtI, the role of occupational therapists at each tier, and case stud-ies. RtI is being implemented nationally to ensure high quality instruction and data-based decision making within the general educational system, and content highlights opportunities for occupational therapy within RtI frameworks in public education. Earn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours). Or-der #4876, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4876.

AOTA CEonCD™Strategic Evidence-Based Interviewing in Occupa-tional Therapy. Presented by Renee R. Taylor, PhD. Begins with an introduction to the three basic types of interviews most commonly applied in occupational therapy practice: structured interviews, semi-struc-tured interviews, and general clinical interviewing. Through evidence-based examples of frequently used interview-based assessments within the occu-pational therapy literature, this course will describe a set of norms and communication strategies that are likely to maximize success in gathering accurate, rel-evant, and detailed information. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4844, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4844.

AOTA CEonCD™NEW! Everyday Ethics: Core Knowledge for Occu-pational Therapy Practitioners and Educators, 2nd Edition. Developed by AOTA Ethics Commission and Presented by Deborah Yarett Slater, MS, OT/L, FAOTA. Provides a foundation in basic ethics information that gives context and assistance with application to daily practice. Learning objectives include what is meant by ethics, key ethical theories and principles, and the ra-tionale for changes in the Occupational Therapy Code of Ethics and Ethics Standards 2010. The course re-inforces the value of self reflection on practice for en-hanced competency and increased ethical behavior. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4846, AOTA Members: $105, Nonmembers: $150. http://store.aota.org/view/?SKU=4846

AOTA CEonCD™NEW! Autism Topics Part I: Relationship Building, Evaluation Strategies, and Sensory Integration and Praxis. Edited by Renee Watling, PhD, OTR/L, FAOTA. The first in a 3-part series on content from Autism, 3rd Edition to expand occupational thera-py practice with children on the autism spectrum through building the intentional relationship, using occupational therapy evaluation strategies, ad-dressing sensory integration challenges, and plan-ning intervention for praxis. Highlights include video clips and strategies that will enhance the provision of evaluation and intervention services. Recom-

mended Reading: Autism: A Comprehensive Oc-cupational Therapy Approach, 3rd Edition. Earn .6 CEUs (6 NBCOT PDUs/6 contact hours). Order #4848, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=4848.

AOTA CEonCD™Skilled Nursing Facilities 101. Christine Kroll, MS, OTR and Nancy Richman, OTR/L, FAOTA. This new course is designed to help practitioners better man-age practice within skilled nursing facility settings. It addresses the importance of documentation, require-ments for different payers, significance of managing productivity, understanding billing considerations, and maintaining ethical practice standards. Earn .3 AOTA CEU (3 MBCOT PDUs/3 contact hours). Order #4843, AOTA Members: $108, Nonmembers: $154. http://store.aota.org/view/?SKU=4843

ADED Approved AOTA CEonCD™Driving Assessment and Training Techniques: Ad-dressing the Needs of Students With Cognitive and Social Limitations Behind the Wheel. Miriam Monahan, MS, OTR, CDRS, CDI. Occupational ther-apy practitioners in the driver rehabilitation area are challenged by students with Asperger’s syndrome, nonverbal learning disabilities, autism, traumatic brain injury, attention deficit disorders, and lower IQ scores. This new course is highly visual and creative in addressing critical issues related to driving as-sessment and training. Course highlights include skills deficits related to these diagnoses, methods and tools that address driving skills (including video review), assessment techniques to determine the readiness to drive, and intervention techniques for developing specific social and executive function skills necessary for driving tasks. Earn 1 AOTA CEU (10 NBCOT PDUs/10 contact hours). Order #4837, AOTA Members: $249, Nonmembers: $355. http://store.aota.org/view/?SKU=4837

ADED Approved AOTA CEonCD™Determining Capacity to Drive for Drivers with De-mentia Using Research, Ethics, and Professional Reasoning: The Responsibility of All Occupational Therapists. Linda A. Hunt, PhD, OTR/L, FAOTA. Emphasizes the role of occupational therapy in the evidence-based evaluation process and focuses on the required professional reasoning and ethics for making final recommendations about the capacity for older adults with dementia to drive or not. Provides the Multifactor Older Driver with Dementia Evaluation model (MODEM) to both general practice and driv-ing specialist occupational therapy practitioners who work with older driver clients with dementia. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4842, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4842

ADED Approved AOTA CEonCD™ Creating Successful Transitions to Community Mo-bility Independence for Adolescents: Addressing the Needs of Students With Cognitive, Social and Behavioral Limitations. Miriam Monahan, MS OTR, CDRS, CDI, and Kimberly Patten, OTL, AMPS certi-fied. Addresses the critical issue of community mo-bility skill development for youth with diagnoses that challenge cognitive and social skills, such as autism spectrum and attention deficit disorder. Community mobility is vast in that it includes mass transporta-tion, pedestrian travel, and driving, and is essential for engaging in vocational, social, and educational opportunities. The course is appropriate for occupa-tional therapy practitioners practicing in educational settings and in driver rehabilitation. Earn .7 AOTA CEU (7 NBCOT PDUs/7 contact hours). Order #4833, AOTA Members: $175, Nonmembers: $250. http://store.aota.org/view/?SKU=4833

AOTA CEonCD™Model of Human Occupation Screening Tool (MO-HOST): Theory, Content, and Purpose. Gary Kielhof-ner, DrPH, OTR/L, FAOTA; Lisa Castle, MBA, OTR/L;


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Job: A1201_02_OTPractice Publication: OT Practice Conference Issue Size: 1/3 square 4.687” x 4.375” Color(s): b/w Material Type: PDF Line Screen: Delivery: email: Issue Date: 4/23/2012 Closing Date: 1/10/2012 Proof: F Date: 01.10.12

• focus on advanced clinical mastery, clinical outcomes research, and evidence-based practice.

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Supriya Sen, OTR/L; and Sarah Skinner, MEd, OTR/L. Occupation-focused practice and top-down as-sessment make occupational therapy unique when assessing and documenting client services. Unfor-tunately, therapists often turn to quicker impairment-oriented or performance-based assessments. The MOHOST occupation-focused assessment tool is comprehensive and easy-to-administer with a wide range of clients at different functional levels. This new course teaches you how to use a variety of informa-tion from ob-servation, interview, chart review, and proxy reports to complete the MOHOST tool. Earn .4 AOTA CEUs (4 NBCOT PDUs/4 contact hours). Order # 4838, AOTA Members: $125, Nonmembers: $180. http://store.aota.org/view/?SKU=4838

AOTA CEonCD™Exploring the Domain and Process of Occupa-tional Therapy Using the Occupational Therapy Practice Framework, 2nd Edition. Presented by Susanne Smith Roley, MS, OTR/L, FAOTA; Janet V. DeLany, DEd, OTR/L, FAOTA. Explore ways in which the document supports occupational thera-py practitioners by providing a holistic view of the profession. Earn .3 AOTA CEU (3 NBCOT PDUs/3 contact hours). Order #4829, AOTA Members: $73, Nonmembers: $103.00. http://store.aota.org/view/?SKU=4829

AOTA CEonCD™Sensory Processing Concepts and Applications in Practice. Winnie Dunn, PhD, OTR, FAOTA. Ex-amines the core concepts of sensory processing based on Dunn’s Model of Sensory Processing. The course explores the similarities and differ-ences between this approach and other sensory based approaches, examines how to implement the occu-pational therapy process, and reviews evidence to determine how to create best practice assessment and intervention methods. Case stud-ies and applications within school-based practice, and knowledge and practice issues on the horizon are also discussed. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4834, AOTA Mem-bers: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4834

AOTA CEonCD™Ethics Topics—Organizational Ethics: Occu-pational Therapy Practice In a Complex Health Environment. Lea Cheyney Brandt, OTD, MA, OTR/L, and Member-at-Large, AOTA Ethics Com-mission. Explores organizational ethics issues that may influence the ethical decision making of oc-cupational therapy practitioners. Participants will be introduced to strategies that will assist in ad-dressing situations in which occupational therapy practitioners may be pressured by an organization’s administration to provide services that are in conflict with their personal or professional code of ethics. Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour). Order #4841, AOTA Members: $45, Nonmembers: $65. http://store.aota.org/view/?SKU=4841

AOTA CEonCD™Ethics Topics—Moral Distress: Surviving Clini-cal Chaos. Lea Cheyney Brandt, OTD, MA, OTR/L, and Member-at-Large, AOTA Ethics Commission. Explores how the complex nature of today’s health care environment may result in increased moral dis-tress for occupational therapy practitioners. Offers coping strategies for reducing negative outcomes associated with moral distress. Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour). Order #4840, AOTA Members: $45, Nonmembers: $65. http://store.aota.org/view/?SKU=4840

AOTA CEonCD™Occupation-Focused Intervention Strategies for Clients With Fibromyalgia and Fatiguing Condi-tions. Renee R. Taylor, PhD. Presents a number of evidence-based strategies for managing fibromyalgia and other fatiguing conditions, such as chronic fatigue


c A L e N D A rsyndrome. Learners will become familiar with interdis-ciplinary treatment approaches and how to work best with other professionals treating these syndromes. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4839, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4839

AOTA CEonCD™Pain, Fear, and Avoidance: Therapeutic Use of Self With Difficult Occupational Therapy Popula-tions. Reneé R. Taylor, PhD. Examines strategies for managing client pain, fear, and avoidance in occu-pational therapy practice. Six distinct modes of in-teracting based on the author’s conceptual practice model teach how to best manage these emotions and behaviors so that treatment goals can be ac-complished. The model is particularly useful when therapists are having difficulty engaging clients or sustaining active participation in therapy. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4836, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4836

AOTA CEonCD™Staying Updated in School-Based Practice. Yvonne Swinth, PhD, OTR/L, FAOTA, and Mary Muhlenhaupt, OTR/L, FAOTA. Provides information and practical strategies on issues, trends and knowledge related to providing services for children and youth in pub-lic schools. Topics include IDEA 2004, NCLB, and Section 504 of the Rehabilitation Act. Ideas and ap-proaches presented can be implemented individu-ally or in collaboration with colleagues or members of a school district team. Earn .15 AOTA CEU (1.5 NB-COT PDUs/1.5 contact hours). Order #4835, AOTA Members: $51, Nonmembers: $73. http://store.aota.org/view/?SKU=4835

AOTA CEonCD™Hand Rehabilitation: A Client-Centered and Oc-cupation-Based Approach. Presented by Debbie Amini, MEd, OTR/L, CHT. Describes how to use the occupation-based intervention to enhance hand re-habilitation protocols without sacrificing productivity or detracting from the concurrent client factor focus. CD-ROM includes MP3 audio file of the entire course. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4832, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4832

Available From AOTA ASHT Test Preparation. This intermediate-level course provides a comprehensive overview of all topics related to upper extremity rehabilitation. There are twenty-five PowerPoint chapters with over 2,000 slides and sample multiple-choice test questions accompany each chapter. Earn 30 AOTA approved contact hours (3 AOTA CEUs/30 NBCOT PDUs). Order #4850, AOTA Members: $300, Nonmembers: $450. http://store.aota.org/view/?SKU=4850

AOTA/Genesis CEonCD™Seating and Positioning for Productive Aging: An Occupation-Based Approach. Presented by Felicia Chew, MS, OTR, and Vickie Pierman, MSHA, OTR/L. Reviews seating and positioning from evaluation to outcome, with a concentration on interventions. Infor-mation reviewed will be applicable to a variety of set-tings, including skilled nursing facilities, home health, rehab centers, assisted living communities, and oth-ers. Primarily addresses manual wheelchair mobility. Earn .4 AOTA CEU (4 NBCOT PDUs/4 contact hours). Order #4831, AOTA Members: $97, Nonmembers: $138. http://store.aota.org/view/?SKU=4831

AOTA CEonCD™The New IDEA Regulations: What Do They Mean to Your School-Based and EI Practice? Presented by Leslie L. Jackson, MEd, OT, and Tim Nanof, MSW. Understand what the 2004 reauthorization of IDEA and the new Part B regulations, released in August 2006, mean and what impact they have on your work as a school-based and early intervention practitioner. This CE course is an excellent oppor-

tunity to update your knowledge on IDEA. Earn .2 AOTA CEU (2 NBCOT PDUs/2 contact hours). Order #4825, AOTA Members: $68, Nonmembers: $97. http://store.aota.org/view/?SKU=4825

AOTA CEonCD™Occupational Therapy and Transition Services.Presented by Kristin S. Conaboy, OTR/L; Susan M. Nochajski, PhD, OTR/L; Sandra Schefkind, MS, OTR/L; and Judith Schoonover, MEd, OTR/L, ATP. This course will present an overview of the impor-tance of addressing transition needs as part of a stu-dent’s IEP and the key role of the occupational ther-apy practitioner as a potential collaborative member of the transition team. It is an excellent opportunity to update your knowledge about Transition Services and practice opportunities related to this area of school-based practice. Earn .1 AOTA CEU (1 NBCOT PDU/1 contact hour). Order #4828, AOTA Members: $34, Nonmembers: $48.50. http://store.aota.org/view/?SKU=4828 Set of 3 CE on CDTM’s: The New IDEA Regulations, Response to Intervention, and Oc-cupational Therapy and Transition Services. Order #4828K, AOTA Members: $144.50, Nonmembers: $206.13. http://store.aota.org/view/?SKU=4828K

AOTA Online CourseNEW! Falls Module III: Preventing Falls Among Community-Dwelling Older Adults—Intervention Strategies for Occupational Therapy Practition ers. Presented by Elizabeth W. Peterson, PhD, OTR/L, FAOTA, and Elena Wong Espiritu, MA, OTR/L. The third module in a 3-part series of online courses on fall prevention, this course familiarizes you with evidence-based intervention strategies to reduce falls among community-dwelling older adults that include both older adults who are well and those who are living with chronic diseases. Case studies with video clips are featured to pro-mote application of the information presented. It is recommended that participants complete Falls Module I (order #OL34) first. Earn .45 AOTA CEU (5.63 NBCOT PDUs/4.5 contact hours). Or-der #OL36, AOTA Members: $158, Nonmembers: $225. http://store.aota.org/view/?SKU=OL36.

AOTA Online Course Falls Module II—Falls Among Older Adults in the Hospital Setting: Overview, Assessment, and Strat-egies to Reduce Fall Risk. Presented by Roberta Newton, PhD, PT, FGSA and Elizabeth W. Peterson, PhD, OTR/L, FAOTA. The second module in a 3-part series on fall prevention, this online course provides an overview of the problem of falls that occur in the hospital setting and focuses further on the identifica-tion of older adults at risk for falls, the factors that contribute to fall risks, and the assessment strategies that involve occupational therapy expertise. Earn .2 AOTA CEU (2 NBCOT PDUs/2 Contact hours). Order #OL35, AOTA Members: $158, Nonmembers: $225. http://store.aota.org/view/?SKU=OL35

AOTA Online Course Falls Module I—Falls Among Community-Dwell-ing Older Adults: Overview, Evaluation, and As-sessments. Presented by Elizabeth W. Peterson, PhD, OTR/L, FAOTA, and Roberta Newton, PhD, PT, FGSA. First module in a three-part series of online continuing education courses on fall prevention. The content of each module will support occupa-tional therapists in their efforts to provide evidence-based fall prevention services to older adults who are at risk for falling or who seek preventive ser-vices. This course is divided into two sections: Prevalence, Consequences, and Risk Factors and Approaches to the Evaluation of Fall Risk. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL34, AOTA Members: $210, Nonmembers: $299. http://store.aota.org/view/?SKU=OL34

AOTA Online Course Driving and Community Mobility for Older Adults: Occupational Therapy Roles, Revised.


Assessment and Intervention2-day hands-on workshop (1.6 CEU)

2008 Conference Schedule

San Antonio, TX Apr 19-20Charleston, SC Apr 25-26

Tampa, FL May 2-3Manhattan, NY Jul 17-18

Virginia Beach, VA Sep 20-21Morganton, NC Sep 25-26

Chicago, IL Oct 10-11Columbia, SC Oct 16-17

Sacramento, CA Oct 24-25Orlando, FL Nov 14-15

For additional info and to register, visitwww.beckmanoralmotor.com

Host a Beckman Oral Motor Conference in 2009!For Hosting info call (407) 590-4852, or email [email protected]

San Francisco, CA Feb 29-Mar 1Burlington, NC Mar. 14-15

Houston, TX Mar 28-29

Chicago, IL Apr 11-12McAllen, TX Apr. 4-5

Assessment & Intervention TrainingTwo Days of Hands-On Learning (1.6 CEU)

Upcoming Locations & Dates:

Battle Creek, MI April 27–28

San Antonio, TX May 17–18

Kearney, NE May 31–1

Stafford, TX June 28–29

Harrison, AR August 16–17

Warrenton, VA August 23–24

San Antonio, TX October 4–5

Miami, FL October 13–14

For complete training schedule & information visit www.beckmanoralmotor.com

Host a Beckman Oral Motor Seminar!Host info (407) 590-4852, or

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OT


EDUCATING CLINICIANS AND SCHOLARS SINCE 1941

MANY CHOICES…. ONE UNIVERSITY

Doctor of Education in Movement Science and Occupational Therapy

Master of Science in Occupational Therapy

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c A L e N D A rSusan L. Pierce, OTR/L, SCDCM, CDRS, and Elin Schold Davis, OTR/L, CDRS. Targeted to occupa-tional therapy professionals in all settings who work with older adults. Revised with expanded content and updated links on research, tools, and resourc-es to help advance knowledge about instrumental activity of daily living (IADL) of driving and commu-nity mobility. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL33, AOTA Members: $180, Nonmembers: $255. http://store.aota.org/view/?SKU=OL33

AOTA Online Course Elective Session 2 (2009): Occupational Therapy for Infants and Toddlers With Disabilities Under IDEA 2004, Part C. Presented by Mary Muhlen-haupt, OTR/L, FAOTA. An elective session in the Occupational Therapy in School-Based Practice: Contemporary Issues and Trends series, this ES2 replaces the previous “Early Intervention: Ser-vice Delivery Under the IDEA.” The core course is not required as a pre-requisite for this new elec-tive session. Earn .1 AOTA CEU (1 NBCOT PDU/ 1 contact hour). Order #OLSB2A. AOTA Members: $29.95, Nonmembers: $41. http://store.aota.org/view/ ?SKU=OLSB2A

AOTA Online Course Occupational Therapy in Action: Using the Lens of the Occupational Therapy Practice Framework: Domain and Process, 2nd Edition.Presented by Susanne Smith Roley, MS, OTR/L, FAOTA, and Janet DeLany, DEd, OTR/L, FAOTA. This course focuses on understanding occu-pational therapy and the occupational therapy process as described in the 2008, second edi-tion of the Framework. This new course builds on the original Framework course developed to supplement the first edition of the Framework in 2002. Earn .6 AOTA CEU (6 NBCOT PDUs/6 contact hours). Order #OL32, AOTA Members: $180, Nonmembers: $255. http://store.aota.org/view/?SKU=OL32

AOTA Online Course Understanding the Assistive Technology Pro-cess to Promote School-Based Occupation.Presented by Beth Goodrich, MS, MEd, OTR, ATP; Lynn Gitlow, PhD, OTR/L, ATP; and Judith Schoo-ner, MEd, OTR/L, ATP. The purpose of this course is to provide occupational therapy practitioners with knowledge of the AT process as it is delivered in schools, and how it can assist practitioners in considering the use of technology to increase stu-dent participation in meaningful school-based oc-cupations. Earn 1 AOTA CEU (10 NBCOT PDUs/10 contact hours). Order #OL31, AOTA Members: $225, Nonmembers: $320. http://store.aota.org/view/?SKU=OL31

AOTA Online Course Occupational Therapy in School-Based Prac-tice: Contemporary Issues and Trends. Edited by Yvonne Swinth, PhD, OTR/L. Gain an understand-ing of and suggestions for service delivery and intervention strategies in school-based settings based on IDEA, the No Child Left Behind initiative, the philosophy of education, and the Occupational Therapy Practice Framework. The content of the Core Session has been updated to reflect the changes in the 2004 IDEA amendments. Core session: Service Delivery in School-Based Practice: Occupational Therapy Domain and Pro-cess. Earn 1 AOTA CEU (10 NBCOT PDUs/10 contact hours). Order #OLSBC, AOTA Members: $225, Nonmembers: $320. http://store.aota.org/view/?SKU=OLSBC Elective sessions: After com-pleting the Core session, choose supplemental sessions to further enhance your knowledge for specific school-based populations, types of set-tings, and service delivery issues. Each provides .1 AOTA CEU (1 NBCOT PDU/1 contact hour), AOTA Members: $22.50, Nonmembers: $32.

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Shepherd CenterThe Art of restoring Hope, rebuilding Lives

Located in Atlanta, GA, Shepherd Center is a world-renowned, not-for-profithospital specializing in medical treatment, research and rehabilitation for peoplewith spinal cord injury or brain injury. Due to ongoing expansion we have thefollowing opportunities available:

OUTPATIENT MILITARY REHABILITATIONFull-time, Staff Therapist

The SHARE Initiative at Shepherd Center provides rehabilitation and community-based care to U.S. military service members who have served in Iraq andAfghanistan. The program utilizes Shepherd’s full rehabilitation continuum ofevaluation and treatment services for those who have sustained brain injury,spinal cord injury or blast injury.

INPATIENT ACQUIRED BRAIN INJURYFull-time, Staff Therapist

Therapists for the Inpatient ABI program most commonly treat patients early intheir rehabilitation process following a traumatic, non-traumatic or stroke injuryguiding them through initial activities of daily living and mobility progressionsas well as cognition and language.

OUTPATIENT SPINAL CORD INJURYFull-time, Staff Therapist

The spinal cord injury program provides therapy interventions throughout thecontinuum of care ranging from ICU, medical-surgical care, inpatient progressiverehabilitation, day and outpatient programs.

Visit our website to learn more and to apply online at shepherd.org.

OCCUPATIONAL THERAPISTS

EOES-6004

Visit this AOTA Bronze Sponsor at Booth 901

e M p L O Y M e N T O p p O r T u N i T i e s


JOB OPPORTUNITIESOccupational Therapists

excellent wages & benefits

outstanding educational opportunities

employ your “full scope” of practice

relocation packages

temporary accomodation

bursary opportunities

ADVANTAGES

To find out more email [email protected] or serach and apply for jobs on our website

Do you want to practice to your full scope? Do you want to be part of a dynamic team environment that encourages professional development and active involvement in your job? Do you want your contributions to be supported and valued? Then why not consider working and living in Alberta.

Joining our team of Occupational Therapists will afford you the opportunity to enjoy an incomparable standard of living in whichever community you choose to work. Alberta does not charge Provincial Sales Tax and has the lowest personal income tax of any province in Canada. Imagine spending time with family and friends while enjoying Alberta’s first class amenities and exploring the natural beauty of the province. AHS values the diversity of the people and communities we serve and is committed to attracting, engaging

and developing a diverse and inclusive workforce. We welcome you to apply.

www.albertahealthservices.ca

I-5969

International

live | work | playAus in

Your next Occupational Therapy job is in Austin, TX

St. David’s HealthCare is an EOE/AA Employer, M/F/D/VSt. David’s HealthCare is an EOE/AA Employer, M/F/D/V

St. David’s HealthCare is located in the Austin area and covers the healthcare needs of more than 1.6 million residents. We are recognized for our accredited world-class neurology, heart and vascular facilities, six medical centers with acute care hospitals and trauma centers, urgent care centers, specialty hospitals and services throughout Central Texas.

• Dedicated rehab hospital

• Neurology, heart and vascular, and joint eurology, heart and vascular, and joint replacement centers

• Advanced education courses and tuition reimbursement

Visit www.OTJobsAustin.com or call 1-800-443-6615 to speak to a recruiter.

Sign-on bonus and relocationfor select positionsand facilities

S-6005

South


M-5844

For over 30 years, the long-term care division of Accelerated Rehabilitation Center has provided first-rate rehabilitation servicesunder contract throughout Iowa. These services are offeffeff red in a variety of settings such as skilled nursing fafaf cilities, nursing homes,hospitals, patients’ private residences (via home health agencies), and schools (via area education agencies).

The Accelerated team of highly respected employees is empowered, educated, and enthusiastic. We support our colleagues profefef s-sionally and personally with competitive compensation and a comprehensive benefits package. A large percentage of our employ-ees have been with Accelerated fofof r more than 10 years. In fafaf ct, we consistently maintain one of the highest retention rates amongsttherapy providers—98%. This employee loyalty,y,y along with our demonstrated success, is testimony to the dedication and diligenceAccelerated will invest in your career.

Accelerated Rehabilitation Centers leads with a fofof rward-thinking “Putting Patients First” philosophy that is applied to all aspects ofour operations. This way of practice demonstrates the commitment from our dedicated caregivers to the people they work fofof r—ourpatients. Learn more about Accelerated Rehabilitation Centers today and discover full time, part time, and prn opportunities thatare available near you.

Putting Patients First E-mail: [email protected] Phone: 877-97-REHAB Online: www.acceleratedrehab.com

NOW HIRING OCCUPATIONAL THERAPISTS AND

COTA’S THROUGHOUT IOWA

Spencer, IABurlington, IA

Bloomfield & Sigourney, IAWashington & Winfield, IAClear Lake & Forest City, IA

Up to $5,000 Relocation AssistanceNOW AVAILABLE

InspiringClinical Excellence

Physical Therapy • Occupational Therapy • Speech Therapy • SNF • Home Health

Contract Therapy Division - Iowa




As of November 1st, 2 exceptional health care systems came together as 1. Provena Health and Resurrection Health Care have now formed the largest Catholic healthcare system in Illinois , encompassing 12 hospitals,

29 long term care and senior residential facilities, numerous outpatient services and clinics, home health services, hospice, private duty, comprehensive Behavioral Health services and more.

Provena Saint Joseph Hospital, located in Elgin, IL, is well-respected for delivering quality care

system and Be the ONE among the largest Catholic Health System to make the

Inpatient Occupational Therapist Openings(Acute & Rehab Unit)

Full Time, Part Time and Flex Opportunities Available!

Visit our website to view available positions and apply online.www.provena.org/saintjoseph

Feel the Di�erenceFaith Makes

We celebrate diversity in our workforce. We are inspired by the knowledge and level of care each individual brings to the communities we’re privileged to serve.

M-5978

Midwest

U-6009

National

We’re looking for people...who are leaders, team builders and problem solvers.who embrace our mission and core values.who work with a passion for excellence and a drive for results.who take pride in their profession.who like to learn, to contribute and to achieve.

If you’re looking for a challenging opportunity where you can make a real difference in people’s lives...we’re looking for you!

The Occupational Therapist ( OT ) will:• plan, organize, develop, administer, direct, and supervise

occupational therapy treatment;• Be part of an interdisciplinary team; • Have initiative and be innovative• provide direct patient care; • do a comprehensive assessment, treatment planning and

provision of therapy;• Contribute to program development, quality improvement,

program assessment, and departmental policy and procedure development;

• Be eligible for state o.t. licensure;• Be a positive energetic professional;

• Have graduated from an accredited school of occupational therapy;

• Be eligible to take or has passed the examination for occupational therapists administered by the nBCot;

• Have successfully completed the national Registry examination;

• Be BClS certified.

BENEFITS AT A GLANCE • Small critical care environment • professional advancement • flexible Scheduling• nationwide opportunities• and much, much more.

for more information or to apply, please contact:Shondell thomasoffice: 877-582-2004fax: 717-635-3234 [email protected]–macomb215 north avenue, mount Clemens, mi 48043

Select medical is a leading provider of specialty health care. Select medical currently operates 111 specialty hospitals, approximately 970 outpatient rehabilitation clinics and also provides medical rehabilitation services on a contract basis at nursing homes, hospitals, assisted living and senior care centers, schools, private homes and worksites.

Be part of something special. Be WellSpan.

It’s time to build the occupational therapy career you’ve always wanted.

We currently have openings for occupational therapists in acute care and outpatient settings.

WellSpan Health is comprised of three hospitals,including a Level 1 Trauma Center, and 11outpatient rehabilitation centers throughout Yorkand Adams counties in south central Pennsylvania.

Qualified candidate will:

• Have a desire to practice on aninterdisciplinary team focused on qualityoutcomes and the patient experience

• Work as part of a team in an integratedhealth system

• Have opportunities to learn and grow through a clinical ladder

• Collaborate with physicians and therapists to provide patient care

Apply online at www.wellspancareers.org.

For more information, contact DeannaSchwalm at (717) 812-7030 [email protected].

EOE, M/FN-6006



Midwest

SHARING A VISIONFranciscan St. Anthony Health in Crown Point has a vision for healthier communities, but it's our staff who bring it to life. Our partnership with The Rehabilitation Institute of Chicago, the number one ranked rehabilitation hospital in the U.S. according to U.S. News & World Report, strengthens Franciscan St. Anthony Health's commitment to clinical excellence and providing a continuum of care for rehabilitation patients.

Occupational TherapistsAcute Care/IP Rehab and OutpatientFull-time openings available. Bachelor's degree in Occupational Therapy as well as licensed or eligible for licensure in the state of Indiana required.

Experience the rewards that come with being part of the Franciscan Alliance family, along with a competitive salary and extraordinary benefits. To learn more and to apply, visit: www.stanthonymedicalcenter.com EOE M/F/D/V

www.stanthonymedicalcenter.com

M-6007

South

EOE

At Carolinas Medical Center-Union we believe that our patients deserve excellent care provided by extraordinary people. If you are an extraordinary person looking to enjoy an excellent career and an outstanding quality of life, then we want to hear from you!

www.cmc-union.org

To see additional OT opportunities and to apply, visit:

Occupational Therapist:(Rehab and Home Health)

Occupational Therapist:(Rehab and Home Health)

Occupational Therapist:

Requirements: Graduate of an accredited school of Occupational Therapy, current licensure in NC and at least one year experience as an Occupational Therapist with good clinical judgment and skills; Ability to function independently and to provide guidance and supervision to COTA.

#1 in Employee Satisfaction with a 96% response rate for 2011 within our system!

S-5980

Northeast

Freedom to Work Freedom to Work with the Best with the Best

Various Positions in Baltimore, Maryland for Various Positions in Baltimore, Maryland for Experienced Rehabilitation ProfessionalsExperienced Rehabilitation Professionals

LifeBridge Health, located in northwest Baltimore, Maryland, seeks StaffOccupational Therapy professionals for various practice areas.

OT provides assessments, treatment recommendations and treats referredpatients. One to three years of experience preferred, and new grads seeking amentoring environment are also encouraged to apply. PRN positions also available!

LifeBridge Health offers a competitive salary and benefits package, including: • Opportunities for Professional Growth • Supportive Management • Option to Participate on Workgroups • Individualized Mentor Program • Stable Team Oriented Atmosphere • 403-b Retirement Plan with Employer Match• Free Parking, CEUs and more!

EOE/AA

Visit www.lifejobs.org to learn more and apply.N-5973

West

Experience the Adventure!• Low cost

of living

• Multicultural experiences

• 180 day school year

Your career with the Navajo County ESA is much more than a job, it is an adventure! With great kids, great schools, and time to enjoy all northern

Arizona has to offer, we offer an experience unike any other!

Visit our website for an application and more information:

www.specialservicesconsortium.comW-5717

• Salaries from $52,000– $68,000 DOE

• Medical

• Dental

• Retirement


“As I help my patients reach their goals, Fox helps me reach mine!”

Mimi Schiller Fox Physical Therapist

RECOGNIZINGCLINICAL

EXCELLENCE

Patricia Cheney, MBS, OTR / L, BCGDenise Crowley, OTR / LMarvin Lawson, OTR / L, DRS

EXCEPTIONAL PHYSICAL,OCCUPATIONAL, & SPEECH THERAPISTS.T 1 855 407 JOIN (5646) l W foxrehabcareers.org

SCHOLARSHIPS: Fox is proud to announce up to ten $10,000 scholarships to final year OT students interested in geriatrics. For more information, please visit foxrehabcareers.org.

I would like to recognize the following Fox clinicians for presenting at the AOTA Conference. We are proud of their accomplishments and contributions to the health and wellness of our nation’s older adults.

Fox Rehabilitation clinicians are empowered to make their own treatment decisions, create their own schedule to fit their lifestyle, and capitalize on unique opportunities to advance their career. Fox offers a number of programs and initiatives to enhance clinical excellence.

Fieldwork EducationNew Graduate Mentor ProgramEmerging Professionals ProgramSkills2Care

Driving RehabilitationFox UniversityPACE ProgramLSVT BIG Certification

Well done to all!

Tim Fox, PT, DPT, GCSFounder & CEO

U-5972

Visit this AOTA Gold Sponsor at Booth 814



POINTS OF LIFE

Constellation School Based Therapy &Constellation Home Care have unique and

exciting opportunities for Occupational Therapists!

School Based Therapy OTs• Paidsummerorientationprogram

forSchool-BasedOTsandCOTAs• 5dayperweek,6hourper

daypaidorientationprogrambeginningJuly2012for4weeks

• Anopportunitytoworkinconjunctionwith,andunderthesupervisionof,anexperiencedschool-basedOTwithinapublicschoolsysteminFairfieldCounty,Connecticut

Home Care OTs• Caring,compassionateOTsto

workwithourpatientsinUpperFairfield&LowerNewHavenCounties

• Oneyearhomecareexperiencerequired

• Excellentclinical,customerserviceandcommunicationsskills

• Parttimeandperdiempositions

For questions contact Tamsin Bosich, Employment Manager at 203.663.6751 or [email protected].

Apply online at www.constellationhs.com.

Northeast

N-5968

Northeast

Since 1991, TheraCare has been one of the premier multi-service health care, rehabilitation, developmental, and educational organizations founded on the principle of delivering promised performance.We provide pediatric services within the five boroughs of New York City, Westchester County, and the states of Connecticut and New JerseyWe currently have open positions (full time/ part time/ subcontractor) for the following disciplines:

Occupational Therapy (OTs/ COTAs) We offer competitive compensation, excellent benefits (full time only), 401k, ESOP, excellent clinical supervision, and career advancement. If you are looking for a challenging and rewarding career, submit a cover letter and resume to:

[email protected]

N-5976

West

OCCUPATIONAL THERAPISTSAnchorage School District Anchorage, Alaska

Join a dynamic team of 30 OT’s!Competitive salary • Great benefits

$3,000 signing bonus for 2012-2013 school year

$2,000 salary supplement for SI or NDT

Contact Kate Konopasek at907-742-6121

([email protected])or apply online at www.asdk12.org

W-5824

Northeast

amazing OTopportunities inLow Vision Rehabilitation.

part-time positionallentown, pa.Willing to train.

www.astorinovisionrehab.comCall Ryan at 610-892-8767 N-5996

Midwest

School-Based OTs—ILSpecial Ed agency seeks licensed full/part-time OTs for jobs in the Dundee, Aurora, Belvidere, and Rockford areas for the school year beginning August 2012. Competitive salary, excellent benefits, mentoring. New grads welcome. Contact Mary Kolinski, Northwestern Illinois Association, 630-402-2002. Fax resumes to 630-513-1980 or e-mail [email protected]. EOE M-5896


Want an Adventure in Alaska?Immediate vacancies for Occupational Therapists in the

Fairbanks, Alaska School District• Up to $5000 relocation costs • Competitive salary &

benefits • 190 day contract (summers off!) • Safe schools • No state/sales tax • Permanent fund dividend

• Doctoral level state university • Unparalleled outdoor recreational activities

• Urban setting • International airportFairbanks North Star Borough School District

520 5th Avenue • Fairbanks, AK 99701 Ph: (907) 452-2000, ext. 380

Fax: (907) 451-6008 E-mail: [email protected]

www.k12northstar.org

West

W-5

867




Faculty

University of South AlabamaDEPARTMENT OF OCCUPATIONAL THERAPY

The Department of Occupational Therapy, University of South Alabama (USA) invites applications for a 12-month Associate or As-sistant Professor faculty position available beginning August 2012. USA is a doctoral/research-intensive institution located in the historic southern city of Mobile on beautiful Mobile Bay close to the Gulf Coast beaches and a short drive to New Orleans. This in-novative OT program is organized around occupational performance areas and has an outstanding reputation.

Minimum qualifications: Master’s degree is re-quired, doctoral degree in OT or related field is preferred (required for associate professor rank); eligible for licensure in Alabama; and a minimum of 3 years of OT practice experi-ence. Review of applications is ongoing and will continue until the position is filled. Please send CV and names of three individuals who may be contacted for letters of reference to: Dr. Marjorie Scaffa, Department of Occupa-tional Therapy, University of South Alabama, HAHN Bldg. Room 2027, 5721 USA Drive North, Mobile, AL 36688. E-mail [email protected] or call 251-445-9222 for additional information.

The University of South Alabama is an Equal Opportunity/Equal Access Employer

F-5967

Faculty

Shape Tomorrow’s Healthcare LeadersNine-month Faculty, Master’s of Occupational Therapy Program

Jefferson College of Health Sciences (JCHS) in Roanoke, Va. seeks a nine-monthfaculty member to teach multiple sections of OT at the graduate level for ourMaster’s of Occupational Therapy Program. Candidates should have minimum ofthree years' clinical experience as an OT in Physical Disabilities and Rehabilitation(teaching experience preferred).

Our college is affiliated with Carilion Clinic, a healthcare organization that iscommitted to inspiring better health in our communities. JCHS offers numerousassociate’s, bachelor’s and master’s degrees. Known for its abundant recreationalopportunities, four seasons and stunning mountain views, Roanoke is the idealplace to call home. Visit www.jchs.edu, call Jason Bishop at 540-983-4039 or [email protected] for more information.

Carilion Clinic is an Equal Employment Opportunity/Affirmative Action Employer.

JCHSOTFaculty2012:Layout 2 4/3/12 2:23 PM Page 1

F-5991

Faculty

F-5964

National

U-5974




Faculty

Where teaching, investigating, and treating are “activities of daily living” and the evidence for occupational therapy practice is generated and disseminated.

Faculty Positions PEDIATRICS, PHYSICAL DISABILITIES, COMMUNITY PRACTICE

ARE YOU a leader or emerging leader in education, research, and practice? Con-sider joining the faculty of one of the nation’s leading public research institutions.

WE NEED: An occupational therapist, with an earned research doctorate (clinical doctorate considered) from an accredited university, and a mini-mum of 3 years of clinical experience to: (1) develop and sustain an indepen-dent/collaborative research agenda; (2) teach in our entry-level professional, post-professional, and PhD programs. Rank and salary are dependent on qualifications.

WE OFFER: Opportunity to work with experienced researchers and doctoral stu-dents; an interdisciplinary teaching and research environment, and extensive inter-national opportunities. Pittsburgh is an affordable, progressive and friendly city to live in.

TO APPLY: Applications accepted until positions are filled. For information con-tact Drs. Elizabeth Skidmore ([email protected]) or Ketki Raina ([email protected]). Letter of application, curriculum vitae, and names and addresses of three profes-sional references should be sent to: Christie Jackson, 5012 Forbes Tower, University of Pittsburgh, Pittsburgh PA 15260; (412) 383-6716; [email protected]. The University of Pittsburgh is an Equal Opportunity Employer.

F-5965

Faculty

Master in Occupational Therapy Faculty Position Opening

College of Saint Mary in Omaha, Nebraska is seeking to fill a 12-month fac-ulty position in the Occupational Therapy Program. The Occupational Ther-apy program at CSM is a unique combined bachelor’s/master’s program that is growing rapidly. The position will require teaching, advising, committee work, service, and scholarly work. Therapists with experience in pediatrics, research, assistive technology, rehabilitation, and mental health are encour-aged to apply. The position begins in mid-summer, 2012.

Position Requirements:

• Licensed or eligible for licensure in Nebraska

• 3 to 5 years of experience with record of exemplary clinical practice

• Evidence of commitment to OT and students success

• Earned doctorate preferred; Master’s degree will be considered

College of Saint Mary delivers graduate-level programs in education, organi-zational leadership, nursing, and occupational therapy as well as a doctorate in education. A women’s college at the undergraduate level, CSM is co-ed at the graduate level and enrolls approximately 1,100 students. For more infor-mation visit the Web site at www.csm.edu/employment/.

Send letter of interest describing qualifications and experience along with curriculum vitae and three references to Occupational Therapy Search, At-tention: Robyn Kniffen, College of Saint Mary, 7000 Mercy Road, Omaha, NE 68106. College of Saint Mary is an equal opportunity employer.

F-5977

Faculty

School of Health ProfessionsDepartment of Occupational Therapy1 University Plaza, Brooklyn, New York 11201-8423

The Department of Occupational Therapy at Long Island University–Brooklyn Campus is seeking to fill a full-time, tenure-track faculty position. We are seeking a seasoned educator with experience in teaching (in class or online), a well-established re-search agenda, and experience in student advise-ment. Candidates with a research focus in health and wellness promotion will be preferred.

Qualifications: Qualified applicants will have an earned research doctoral degree and 5 years or more of clinical experience. Eligaibility for state of New York licensure required.

The position has a starting date of September 1, 2012.

Our department offers high-quality education to students from diverse socio-cultural backgrounds, using innovative teaching pedagogies that inte-grate theory, evidence based practice, and ongo-ing clinical experience through community service and fieldwork education. Our faculty is committed to teaching, scholarship, and service to the univer-sity and the community. As an Equal Opportunity Employer/Affirmative Action Employer, LIU seeks a diverse pool of applicants.

For consideration please forward your letter of interest, Curriculum Vitae, and three letters of references to:Supawadee-Cindy Lee, PhD, OTr/L, Chair, Faculty Search CommitteeDepartment of Occupational TherapyLong Island University–Brooklyn Campus718-780-4332E-mail: [email protected]

F-6000

Faculty

Brown Mackie College–Tucson is seeking a full-time aca-demic fieldwork coordinator for its Occupational Therapy Assistant Program. This position will include teaching re-sponsibilities.The minimum educational qualification is a bachelor’s de-gree. The candidate may have a master’s degree. The can-didate needs to be a COTA (certified occupational therapy assistant) or an OTR (registered occupational therapist). Qualified candidates should submit resumes to www.edmc.edu/careers/jobpostings.aspx. F-5998

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e M p L O Y M e N T O p p O r T u N i T i e sRegion

Assistant/Associate ProfessorOccupational Therapy

The Department of Occupational Therapy is seeking applications for a 12-month, tenure-track faculty posi-tion in the entry-level Master’s of Science program.The Department of Occupational Therapy is a part of the College of Allied Health Sciences (CAHS) thatincludes programs in biostatistics, communication sciences, physical therapy, rehabilitation sciences, andphysician assistant studies. With fewer than 30 students per class, it is housed in new, state-of-the-art facili-ties. CAHS has a strong working relationship with the ECU Brody School of Medicine, the College ofNursing, the School of Dental Medicine, and the East Carolina Heart Institute offering many opportunitiesfor collaboration in teaching, clinical practice, and research projects. ECU is also an integral part of theVidant Medical Center, the regional medical center that serves 29 counties. ECU (28,000 students) is located in Greenville, North Carolina, 90 miles from the beautiful beaches of theOuter Banks. Greenville is the cultural, educational, medical, and economic center of Eastern North Carolina. Required Qualifications: An occupational therapist with an earned doctorate in occupational therapy or arelated field, at least five years clinical experience, teaching experience in occupational therapy courses, andinitiated research interest focused on evidence-based clinical research. Candidates must be eligible for licen-sure as an occupational therapist in the State of North Carolina.Preferred Qualifications: Expertise in areas such as adult neurological diseases, mental health, or research.Responsibilities:Teaching graduate courses, mentoring and advising graduate students through research proj-ects or theses, actively pursuing scholarly research and funding, and engaging in service at the departmental,college, university, and community levels.The position is currently available. Review of applications will begin 04/19/2012 and continue until theposition is filled.Interested candidates should apply to jobs 975006 and 975063 by submitting an online candidate profile,curriculum vitae, a letter of interest, and a list of three references (noting contact information) towww.jobs.ecu.edu. Questions can be directed to Mary W. Hildebrand, OTD, OTR/L [email protected] or 252-744-6191.

Equal Opportunity/Affirmative Action Employer

F-5956

Faculty

PUBLICATION SIZE 4” SCREEN WO # IO # NOTES

OT Practice/AOTA

140120 605335

4.687” x 4.375” 100 lpi

Assistant Professor/ Academic Fieldwork CoordinatorDepartment of Occupational Therapy

www.spfldcol.eduPlease visit our website at:

The Springfield College Occupational Therapy Program invites applicants for a 9-month full-time appointment as Assistant Professor to start in August 2012. The primary responsibility of this position is to coordinate and administrate the fieldwork components of the OT Program, teach pre and post-fieldwork seminars for students, and provide support for students and clinical supervisors during fieldwork experiences.

Qualifications include: A minimum of five years of relevant professional experience and a Master’s degree, initial certification as an occupational therapist, and eligibility for licensure as an occupational therapist in Massachusetts. Teaching experience in higher education and administrative experience in healthcare or human service settings preferred.

The OT Department offers a five-year combined baccalaureate and Master’s program and an entry-level Master’s degree program. As part of the School of Health Sciences and Rehabilitation Studies, the OT Program has been successfully accredited by ACOTE since 1991, has ten full and part-time faculty members, and enjoys exceptional teaching and laboratory facilities.

To apply, send a letter of intent, current curriculum vitae, and the names, addresses, phone numbers, and email addresses of three professional references to: David J. Miller, PT, PhD, Dean, School of Health Sciences and Rehabilitation Studies, Springfield College, 263 Alden Street, Springfield, MA 01109-3797. Application reviews will begin immediately and continue until position is filled.Springfield College is an equal opportunity employer committed to enhancing diversity and equality in education and employment.

F-5995

West

Occupational Therapist DirectorEckert, ColoradoColorado Licensed

Horizons Rehabilitation Center is currently look-ing for a dynamic occupational therapist to join our dedicated multidisciplinary team. Qualified candi-dates must have current licenses, be team players, preferably experienced in adult inpatient and out-patient rehabilitation and long-term care, and have computer skills.

• Competitive salary• Excellent benefits• Strong mentoring and support• Opportunities for professional growth

Please apply by submitting your resume to:Fax: 970-835-8560 orE-mail: [email protected]

[email protected]

Faculty

School of Health ProfessionsDepartment of Occupational Therapy1 University Plaza, Brooklyn, New York 11201-8423

The Department of Occupational Therapy at Long Island University–Brooklyn Campus is seeking to fill two full-time, nontenure-track faculty positions (NTTA). We are seeking educators with experience in teaching (in class or online) and student advise-ment. We are looking for one educator with expertise in mental health/health and wellness promotion and one educator with expertise in physical disabilities.

Qualifications: Qualified applicants will have an earned doctoral degree or would be at the final stage of completion of their doctoral degree. Clinical ex-perience of 5 years or more and eligibility for state of New York licensure required.

One of the positions is currently available and the other position has a starting date of September 1, 2012.

Our department offers high quality education to students from diverse socio-cultural backgrounds, using innovative teaching pedagogies that inte-grate theory, evidence-based practice, and ongo-ing clinical experience through community service and fieldwork education. Our faculty is committed to teaching, scholarship, and service to the univer-sity and the community. As an Equal Opportunity Employer/Affirmative Action Employer, LIU seeks a diverse pool of applicants.

For consideration please forward your letter of interest, Curriculum Vitae, and three letters of references to:Supawadee-Cindy Lee, Ph.D., OTr/L, Chair, Faculty Search CommitteeDepartment of Occupational TherapyLong Island University–Brooklyn Campus718-780-4332E-mail: [email protected]

F-5999


e M p L O Y M e N T O p p O r T u N i T i e sNortheast

N-5997

Patient Care CoordinatorUnique opportunity with Compass Healthcare!

Established DME provider for 20 years in Cincinnati, OH has an immediate opening to

manage our retail facility.

Areas of specialization include compression therapy stockings, sleeves, garments and

appliances for vascular, lymphedema and burnscar hypertrophy patients. No evenings, no weekends.

We offer excellent benefits.

For more information, please contact: Lois Dodson—HR Manager @ 314-993-7945

[email protected]

www.medicalwest.com

Northeast

Earn up to $75/hour with frequent weekend coverage.

Very flexible hours. Work many or few hours: arrive early or late, or work a split-day.

All positions offer:• Strong interdisciplinary team.• Emphasis on current practice trends. • Opportunities to participate in

research and on-site in-services.• Problem solving and support by

seasoned therapists.

Capital Health is the region’s leader in advanced medicine with significant investments in advanced technologies and the best physicians.

• Acute care dual-hospital system with two outpatient hand therapy departments

• Level II Trauma Center• Joint Commission stroke-certified

Qualifications:• 1 year of acute care experience

preferred.• NJ license or eligible.

EOE

Apply online: www.capitalhealth.org, Job ID #7462 or #8075.

Occupational TherapistsCentral NJ

• Full-Time, Inpatient• Per Diem, Weekends and/or Weekdays

N-6010

Edited by Noomi Katz, PhD, OTR Foreword by Beatriz Colon Abreu, PhD,

OTR/L, FAOTA

The translation of cognitive neuroscience into occupational therapy practice is a required competence that helps practi-tioners understand human performance and provides best practice in the profes-sion. This comprehensive new edition represents a significant advancement in the knowledge translation of cognition and its theoretical and practical applica-tion to occupational therapy practice with children and adults. Chapters, written by leaders in an international field, focus on cognition that is essential to everyday life.

A must-read book for occupational therapy professionals and students to consider cognitive intervention strategies as critical to promote occupation-based, client-centered care and everyday participation in a fuller life!

Order #1173B AOTA Members: $89Nonmembers: $126

To order, call 877-404-AOTA, or visit http://store.aota.org/

view/?SKU=1173B

BK-249


At Conference this year, you might see some people wearing T-shirts that read “brOT” in shiny green letters. It has nothing to do with sausage. Some people think it’s pronounced brot, as in bratwurst. It’s not. It’s a long “O,” as in

“Hey, bro, listen up.” And listening is exactly what the two young men behind brOT are hoping the T-shirts inspire. The shirts are part of the brOT Movement, originally created as a way to draw more men to the profession (which is 91.6% women, according to the

2010 AOTA Workforce Study1). Josh Springer and Houman Ziai, the Thomas Jefferson University (TJU) occupational

therapy students who mobilized brOT, recently chatted with OT Practice associate editor Andrew Waite.

Waite: What’s it like being men in occupational therapy?Ziai: At this point I have kind of gotten used to it. It’s just working with a group of different people, and when I am with clients, it really doesn’t make a difference who my colleagues are.

Waite: So why start brOT?Springer: Houman [Ziai] and I were in a survey course together, and we read a couple of articles written by [AOTA President] Flor-ence Clark that really looked at how occupational therapy could become more powerful, what it meant to be powerful, and how we could become more diverse. One of the challenges was to create and support initiatives that advo-cated for the Centennial Vision and the promotion of the profession, and that resonated with me. So it started there.

Waite: Tell me about 2011 Student Con-clave in Providence, Rhode Island, when you introduced the T-shirts. Springer: They seemed to catch on really quickly. So when it started to catch on, we started thinking, “Well, maybe we can make this something really big.” We talked to Florence Clark about it and decided we are going to go with this and that we would put together a Web site [www.brotmovement.com].

Waite: How are you going to make this into something really big and potentially create scholarships, as it says on your Web site?Springer: Right now we are still in the beginning stages. The big thing that we

are trying not to do is create a gender barrier. Initially our mission was to increase male awareness of occupa-tional therapy. But, seeing that we want to increase diversity, and as a profession we want to become more powerful, we changed our mission so that it incor-porates all types of diversity. In terms of scholarships, we would love to offer those to individuals getting a degree or graduate degree in occupational therapy. We have thrown around the idea of having different brOT programs at occupational therapy departments across the country as part of their student organization. So we would have a national organization with the main chapter at TJU and then have differ-ent chapters across the country. These chapters would, similar to what we did, ask for some sort of funding through their occupational therapy department.

Waite: you have quite the vision. Are you doing anything more with brOT in the meantime? Ziai: I am the chair of the 4th Annual Philadelphia Intercolle-giate Occupational Therapy Night. Students from all the schools in the area come. It’s more than 300 students from OT and OTA programs and different employers, sponsors, and a couple of speak-ers. BrOT will be one of the spon-sors at the event. We’ll be playing the brOT video and distributing the promotional materials.

Waite: Why do you think it is a movement worth supporting?Ziai: Florence [Clark], when she was first [learning about the movement], noted that she heard a story about an actress’s son who

had autism. Previous therapy hadn’t been [as effective as the family had hoped], and then [the son] went to a male occupational therapist and that is what put him over the top. [The male bond] they formed really made the dif-ference. It’s the idea that we need to be as diverse as the populations we work with. Some people are going to be more comfortable with a male; others will be more comfortable with a female or someone of different cultural back-grounds. We need to have that diversity in our profession if we want to best serve our clients. n

Reference1. American Occupational Therapy Association.

(2010). 2010 occupational therapy compen-sation and workforce study. Bethesda, MD: AOTA Press.

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Josh Springer (left) and Houman Ziai (right)

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JANA CASON, DHS, OTR/LAssociate Professor, Spalding UniversityLouisville, Kentucky

Author AcknowledgementThe author would like to thank the following individuals for their review of this article: Tammy Richmond, MS, OTR/L, chief operating officer, Ultimate Rehab; Denise Donica, DHS, OTR/L, BCP, assistant professor, East Carolina University; and Marcy Buckner, JD, manager of State Affairs, American Occupational Therapy Association.

This CE Article was developed in collaboration with AOTA’s Technology Special Interest Section.

ABSTRACT Telehealth is an emerging service delivery model for occu-pational therapy that uses information and communication technologies to deliver evaluative, consultative, preventative, and therapeutic services to clients who are in a different location than the practitioner. This article defines terminol-ogy related to telehealth, outlines benefits of implement-ing a telehealth service delivery model within occupational therapy, examines current evidence, and discusses consid-erations and resources for legal and ethical practice using telehealth technologies.

LEARNING OBJECTIvES After reading this article, you should be able to:1. Differentiate between key terms related to telehealth,

including eHealth, mHealth, health informatics, telemedi-cine, and telerehabilitation.

2. Identify the benefits of using a telehealth service delivery model within occupational therapy.

3. Recognize available resources, including official docu-ments and practice guidelines, which can be used to facilitate legal and ethical practice using telehealth technologies.

INTRODUCTION “We are living in a time of rapid and unpredictable change. Advances in knowledge and technology have made our lives more interconnected and complex” (Hinojosa, 2007, p. 629). So began the Eleanor Clarke Slagle Lecture of 2007; 5 years later, these words have even greater significance with the arrival of telehealth as an emerging service delivery model within occupational therapy.

Defined broadly, telehealth is a “mode of delivering health care services and public health utilizing information and communication technologies to enable the diagnosis, consultation, treatment, education, care management, and self-management of patients at a distance from health care providers” (Telehealth Advancement Act of 2011, p. 4). As it relates to occupational therapy, telehealth is the applica-tion of evaluative, consultative, preventative, and therapeutic services delivered through communication and information technologies.

DECIPHERING TELEHEALTH TERMINOLOGyTerms associated with telehealth include eHealth, mHealth, health informatics, telemedicine, and telerehabilitation. eHealth encompasses health-related information and educational resources (e.g., health literacy Web sites and repositories, videos, blogs), commercial products (e.g., apps), and health-related services delivered electronically (often through the Internet) (Oh, Rizo, Enkin, & Jadad, 2005); mHealth concerns the use of mobile devices (e.g., smart phones, electronic tablets) for acquiring health-related information, resources, and services (National Association of County & Government Health Officials, 2012). Health informatics is the use of information technologies for health care data collection, storage, and analysis to enhance health care decisions and improve quality and efficiency of health care services. Under the umbrella of health informatics and a subsegment of telehealth is telemedicine, a term used to describe medical services delivered through communication and information technologies. Similarly, telerehabilitation is the application of communication and information tech-nologies for delivering services by allied health professionals (e.g., occupational therapy practitioners, physical therapy practitioners, speech-language pathologists, audiologists).

Evolving Terminology Within Occupational TherapyAOTA broadly defines telerehabilitation to include consulta-tive, preventative, and therapeutic services (AOTA, 2010c). However, shifting terminology has resulted in telerehabilita-tion often being more narrowly defined in the literature as rehabilitative services targeting individuals with disabilities. As a result, there is increased consensus among experts in the field that a broader term to describe the remote delivery of occupational therapy services is needed, thus the growing preference for the term telehealth. The Centers for Medicare & Medicaid Services and other reimbursement entities and legislators use the term telehealth to refer to health-related

CE-1

An Introduction to Telehealth as a Service Delivery Model Within Occupational Therapy

CE-1APRIL 2012 n OT PRACTICE, 17(7) ARTICLE CODE CEA0412

Education ArticleEarn .1 AOTA CEU

(one contact hour and 1.25 NBCOT PDU).

See page CE-7 for details.

AOTA Continuing Education ArticleCE Article, exam, and certificate are also available ONLINE.Register at http://www.aota.org/cea or call toll-free 877-404-AOTA (2682).

CE-2 APRIL 2012 n OT PRACTICE, 17(7)ARTICLE CODE CEA0412

services provided through technology. Using the same lan-guage as these stakeholders may facilitate wider recognition and reimbursement of occupational therapy services pro-vided through telehealth technologies.

In Person vs. Face-to-Face TerminologyMany authors continue to use the term face-to-face to dif-ferentiate an encounter delivered in person from a telehealth encounter. Yet, technically, services using a telehealth model that are provided through interactive videoconferencing technologies can be described as face-to-face because they provide real-time, face-to-face interactions between the client and the practitioner (Mary Ann Liebert, Inc., 2011). Although the term face-to-face is not widely interpreted to include face-to-face encounters provided through telehealth technologies, a broader interpretation is possible without the need to change regulation. This has significant policy implica-tions. The seemingly insignificant differentiation in terminol-ogy and its interpretation will likely have greater importance as telehealth becomes a more widely used service delivery model within the allied health professions.

BENEFITS OF TELEHEALTH WITHIN OCCUPATIONAL THERAPyTelehealth supports the profession’s Centennial Vision for occupational therapy to be a powerful, widely recognized, science-driven, evidence-based, globally connected profession with a diverse workforce meeting society’s occupational needs (AOTA, 2006). Telehealth enables occupational therapy prac-titioners to meet society’s occupational needs through using technology to (1) overcome access barriers to occupational therapy services, (2) consult with expert practitioners with specialized knowledge and skills, and (3) promote continuing care and engagement in occupation within the contexts and environments in which clients live. The benefits of using a telehealth service delivery model within occupational therapy align with the Patient Protection and Affordable Care Act (2010), which is designed to restructure how health care services are delivered, improve health through prevention and wellness initiatives, and facilitate accessible and coordinated health care services (Cason, 2012).

Overcoming Access Barriers to Occupational Therapy Services The use of a telehealth service delivery model increased access to care for veterans with traumatic brain injury (TBI; Girard, 2007) and multiple traumas (Bendixen et al., 2008). Telehealth technologies demonstrate potential for the delivery of interventions for individuals experiencing posttraumatic stress disorder (PTSD) and other mental health disorders (Germain, Marchand, Bouchard, Drouin, & Guay, 2009; Gros, Yoder, Tuerk, Lozano, & Acierno, 2011). A telehealth delivery model is also advantageous for conduct-ing ergonomic assessments in situations where a client may be hesitant to disclose a disability and prefers to be assessed

for work modifications discreetly. Baker and Jacobs (2010) developed a systematic two-step program, the Telerehabili-tation Computer Ergonomics System, which allows ergo-nomically trained health professionals to provide explicit client-specific workstation modification recommendations based on remote assessment.

To overcome provider shortages, distance, or other barriers limiting access, occupational therapists may use telehealth technologies to conduct evaluations remotely. Assessments that have been shown to be valid and reliable when administered through telehealth technologies include the Kohlman Evaluation of Living Skills and the Canadian Occupational Performance Measure (Dreyer, Dreyer, Shaw, & Wittman, 2001); the Functional Reach Test and European Stroke Scale (Palsbo, Dawson, Savard, Goldstein, & Heuser, 2007); the Functional Independence Measure, the Jamar Dynamometer, the Preston Pinch Gauge, the Nine Hole Peg Test, and Unified Parkinson’s Disease Rating Scale (Hoff-man, Russell, Thompson, Vincent, & Nelson, 2008); and the Functioning Everyday with a Wheelchair—Capacity instru-ment (Schein et al., 2011). Interview- and observation-based assessments appear most amenable for a telehealth service delivery model. The use of a professional or para-professional to complete measurements requiring in-person assistance is an option. Hoffman et al. (2008) used an in-person assessor to read the dial for strength measurements (Jamar Dyna-mometer and Preston Pinch Gauge) and convey the mea-surements to the remote therapist. Similarly, Schein et al. (2011) used an on-site generalist occupational therapist to facilitate a wheeled mobility and seating (WMS) assessment with a remote expert occupational therapist. Schein et al. concluded that telerehabilitation “could improve the quality of WMS and other rehabilitation services, as well as develop the skills and confidence of generalist practitioners in remote rehabilitation clinics” (p. 123).

Consult With Practitioners With Specialized Knowledge and SkillsExpert consultation through telehealth technologies dem-onstrates promise for linking practitioners with specialized knowledge to generalist practitioners. Remote consultation may lead to increased access to quality health care services, prevent secondary complications, promote health and quality of life, and build capacity among local practitioners who may have less experience with specific conditions (Hagglund & Clay, 1997; Harper, 2006).

A telehealth model is especially beneficial for providing expertise not otherwise available on an interdisciplinary team. In this case, recommendations and services may be carried out by team members who are available to work with the client and/or caregivers within their natural environ-ments under the guidance of the remote expert(s). Harper (2006) highlighted the benefits of this model for conducting team-to-team interdisciplinary telemedicine evaluations for


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children with special needs. Benefits included comprehen-sive parent and professional dialogue and real-time discus-sion of evaluation results, treatment recommendations, and coordination of care between remote evaluators and local practitioners who would be working directly with the child (Harper, 2006).

Telehealth technologies enable individuals with upper-extremity prosthetic devices to receive expert consultation and remote device adjustment from the device manufac-turer’s prosthetists and occupational therapists. These practitioners share expertise and knowledge with local practitioners in order to enhance the therapeutic outcomes for individuals with newly acquired upper-extremity devices (Whelan & Wagner, 2011). Similarly, individuals with com-plex spinal cord injuries may experience barriers to accessing practitioners with specialized knowledge when discharged from inpatient rehabilitation facilities. In this case, telehealth technologies afford opportunities for tele-consultation with a practitioner with expertise in the area of spinal cord injuries (Hagglund & Clay, 1997). Through remote consultation with expert practitioners, local practitioners gain new knowledge and skills that may enhance their future practice.

Surprisingly, even interventions that are generally thought to be “hands on” in nature may be implemented through a telehealth model. Forducey et al. (2003) used telehealth technologies (videophone) to mentor on-site practitioners in delivering neurodevelopmental treatment (NDT) with a patient post-TBI residing in a long-term-care facility. The participating practitioners were competent therapists who had little or no experience with the NDT approach. The nurs-ing home clinicians indicated that through tele-mentoring, the patient made functional gains beyond what they thought was clinically possible. The practitioners also reported having acquired new treatment skills that would benefit their cur-rent and future practice (Forducey et al., 2003). Recognizing that not all occupational therapy services should be delivered through telehealth technologies, further research is needed to determine which occupational therapy assessments and interventions are conducive to a telehealth service delivery model.

Promote Engagement in Occupations Within ContextEngagement in occupation is an important aspect of health and quality of life. Occupational therapy practitioners evalu-ate the complex interplay between client factors, activity demands, performance skills, performance patterns, and con-text and environments influencing occupational performance (AOTA, 2008). Telehealth technologies afford the opportu-nity to promote engagement in occupations within context and in the environments where clients’ occupations naturally occur (e.g., home, work, school, community). Though not exhaustive, the following cited literature provides an over-

view of how a telehealth service delivery model can be used to promote engagement in occupations within context.

Home and Community EnvironmentCason (2009) and Kelso, Fiechtl, Olsen, and Rule (2009) described the use of videoconferencing technologies to con-nect a remote occupational therapist with caregivers and children with special health-care needs participating in early intervention services as mandated by Part C of the Individu-als with Disabilities Education Improvement Act of 2004. Kelso et al. (2009) evaluated the usability and feasibility of virtual home visits as measured by parent and intervention-ist satisfaction with services. Based on the pilot study of four families from a remote area of a large Western state, the authors concluded that virtual home visits are both “feasible and beneficial” (p. 339). Cason (2009) also reported a high level of satisfaction among families participating in a pilot telerehabilitation program. Although the telerehabilitation program described by Cason (2009) used a state-designated telehealth network site, newer and more mobile technologies create opportunities to promote participation within context by implementing telehealth programming where childhood occupations naturally occur (Cason, 2011). Heimerl and Rasch (2009) also designed a telehealth program to deliver evaluation follow-up, therapeutic interventions, and consul-tation with local practitioners to support therapy outcomes for children receiving early intervention services. In reporting the impact of 224 telerehabilitation encounters that occurred from 2004 to 2006, the authors indicated a high level of satis-faction among parents and providers. The authors concluded that services delivered through telehealth are a viable alter-native when in-person services are not available (Heimerl & Rasch, 2009).

The home setting is also a natural context to promote engagement in occupations for adults with disabilities. Hermann et al. (2010) evaluated the efficacy of a telehealth service delivery model to implement a functional electri-cal stimulation (FES) program with an individual >3 years poststroke. The client’s occupation-based, task-specific prac-tice of activities of daily living using a neuroprosthesis was managed through telehealth technologies (computer-based camera and free videoconferencing software). The authors reported that the participant was able to engage in occu-pations in his own environment as a result of a telehealth service delivery model, thus leading to increased carryover of skills (Hermann et al., 2010). Similarly, Clark, Dawson, Scheideman-Miller, and Post (2002) reported on a case study for an individual poststroke who received rehabilitation ser-vices in the home environment through telehealth technolo-gies. Outcomes included a cost-savings analysis indicating caregiver travel savings ($8,217) and caregiver productiv-ity savings ($11,256) over the 17-month tele-intervention period. The authors concluded that using telehealth technol-



ogies to deliver rehabilitation services in the home environ-ment is a viable option and resulted in improved functional abilities, minimized physical and language impairments, and supported the primary caregiver (Clark et al., 2002).

A telehealth model for veterans with polytrauma (Ben-dixen et al., 2008) and TBI (Girard, 2007) in the home envi-ronment has also proven beneficial. Diamond et al. (2003) used learning modules delivered through an Internet-based, interactive tool (e.g., Virtual Rehabilitation Center [VRC]) to deliver education, rehabilitation, and social support services to individuals with TBI. Despite having cognitive impairment, all of the participants learned how to effectively use all of the modules on the VRC (as measured by performance scores). Although the interventions were provided in the home envi-ronment, the authors reported on a single case study within the larger study in which the skills learned in the home environment generalized to a community-based activity (Dia-mond et al., 2003).

There is also emerging evidence supporting the use of telehealth to provide therapeutic services and recommen-dations in the home environment for adults with multiple sclerosis (Finlayson, 2005; Finlayson & Holberg, 2007) and for adults with chronic illness (Bendixen, Horn, & Levy, 2007) and mobility impairments (Hoenig et al., 2006; Sanford et al., 2007).

School EnvironmentFor children ages 3 to 21 years, a primary occupation is that of student. Verburg, Borthwick, Bennett, and Rumney (2003) described the use of telehealth technologies to support rein-tegrating students with brain injury into the classroom. In one case study reported by the authors, telehealth technolo-gies enabled a student with a dual diagnosis of mild TBI and paraplegia to overcome his fear of returning to school by using interactive videoconferencing technologies to connect and communicate with his classmates remotely prior to rein-tegrating into school. Gallagher (2004) reported significant improvement in parent satisfaction in the areas of timeliness, accessibility, availability of school-based evaluations, and ease in accessing the evaluation process when comparing the use of telehealth technologies with an established diagnostic clinic for the purpose of diagnosing attention deficit hyperac-tivity disorder. Additionally, parent and teacher satisfaction with occupational therapy and/or physical therapy using tele-health technologies were uniformly positive and statistically significant (Gallagher, 2004).

Work EnvironmentThere are few studies in which telehealth technologies have been used to promote engagement in the context of work. Bruce and Sanford (2006) described the use of telehealth technologies to conduct remote assessments in the work environment. Schmeler, Schein, McCue, and Bretz (2009)

also described using telehealth technologies for vocational applications. Baker and Jacobs (2010) developed a sys-tematic program to evaluate ergonomic and workstation modifications remotely in order to provide individualized recommendations. Telehealth technologies present oppor-tunities for occupational therapy practitioners to remotely analyze work environments and provide customized recom-mendations and modifications, education, and training to promote health and eliminate risk factors for injury in the workplace.

Summary of the Existing LiteratureIn evaluating the potential benefits of using telehealth technologies for delivering rehabilitation services, the World Health Organization and the World Bank (2011) concluded in their World Report on Disability that “growing evidence on the efficacy and effectiveness of telerehabilitation shows that telerehabilitation leads to similar or better clinical outcomes when compared to conventional interventions” (p. 119). Steel, Cox, and Garry (2011) came to the same conclusion after conducting a systematic review of the literature exam-ining the use of videoconferencing to provide therapeutic interventions for people with chronic conditions. Evidence indicated a high level of patient satisfaction with the delivery method, lower levels of satisfaction among clinical staff than patients, and confirmation that a therapeutic relationship is possible with this service delivery model. While acknowledg-ing a gap in the literature in the area of telerehabilitation for physical conditions, Steel, Cox, and Garry (2011) concluded:

Good- and moderate-quality evidence indicated that the clinical outcomes of therapy delivered by videoconferenc-ing (or similar) are equivalent to those delivered in-person. Evidence was found to demonstrate that patient satisfaction with this means of treatment delivery was high, with some people even preferring videoconferencing to in-person contact. (p. 115)

Though emerging evidence suggests that some services provided through telehealth technologies are comparable in quality to services delivered in-person (Harper, 2006; Hoff-man et al., 2008; Steel et al., 2011), a telehealth service deliv-ery model is not meant to replace in-person occupational therapy services when in-person services are available and preferred by the client, or therapeutically indicated based on clinical reasoning. A telehealth service delivery model is ideal for improving access to underserved populations; individuals living in remote, rural communities; or areas with personnel shortages (Cason, 2009; Forducey et al., 2003; Heimerl & Rasch, 2009; Hoffman & Cantoni, 2008; Steel et al., 2011).

TELEHEALTH TECHNOLOGIESThe advancement and proliferation of communication and information technologies and ubiquitous devices creates


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multiple technology choices for remote service delivery. Telehealth technologies may be classified as synchronous or asynchronous. Synchronous technologies provide real-time, live interaction between the health care provider and the patient/client located at a distant site. Videoconferencing technologies, real-time monitoring devices, and interactive virtual reality are examples of synchronous technologies. In contrast, asynchronous technologies (sometimes referred to as “store-and-forward” technologies) involve recorded data (e.g., video, digital photographs, data from asynchro-nous monitoring and virtual technology devices, electronic communication).

Many technologies for delivering occupational therapy services remotely are commonly used by practitioners in their personal lives. For example, interactive videoconfer-encing capabilities are becoming increasingly common on mobile devices (e.g., smart phones, electronic tablets). The increased proliferation of technologies in practitioners’ per-sonal lives may result in increased comfort in their use as an extension of practice. However, practitioners must be equally cognizant of the implications of using “off-the-shelf” devices and software for delivering health-related services—namely, the potential compromise of security, privacy, and confiden-tiality of protected health information. Practitioners must evaluate the risks and benefits of using various technologies prior to considering their use for delivering occupational therapy services remotely. Watzlaf, Moeini, and Firouzan (2010) and Watzlaf, Moeini, Matusow, and Firouzan (2011) provided excellent information and a useful checklist to assist practitioners in conducting a risk analysis in the areas of privacy, security, and HIPAA compliance for Voice over Internet Protocol (VoIP) videoconferencing software (e.g., Skype, Facetime). If practitioners and health care organiza-tions determine that the risk associated with free or low-cost VoIP software is too great, there is VoIP software built specifically for telehealth purposes that may provide a higher level of security and privacy. Regardless of the technology used, it is incumbent on the practitioner to understand the ethical and legal implications associated with using a tele-health service delivery model.

In addition to concerns with privacy, security, and confi-dentiality of protected health information, barriers include the limited interoperability of devices, inadequate technology infrastructure, inaccessibility of some technology for persons with disabilities, and end-user (practitioner and client) inex-perience and discomfort with technology.

ETHICAL AND LEGAL CONSIDERATIONSPractitioners using telehealth as a service delivery model within occupational therapy must ensure that the services rendered remotely are of the same professional, legal, and ethical standards as services provided in person. Clinical reasoning guided by existing evidence should be used to

determine if and when a telehealth service delivery model is indicated. Practitioners should seek out resources including AOTA’s Telerehabilitation Position Paper (2010c) and the American Telemedicine Association’s ATA Standards and Guidelines: A Blueprint for Telerehabilitation Guidelines (Brennan et al., 2011), which outline important administra-tive, clinical, technical, and ethical principles associated with telehealth. AOTA’s Standards of Practice for Occupational Therapy (AOTA, 2010b) and Occupational Therapy Code of Ethics and Ethics Standards (2010) (AOTA, 2010a), are also pertinent documents to review prior to engaging in prac-tice using a telehealth service delivery model. Practitioners must also explore licensure issues, such as whether addi-tional licenses are required (if services are rendered to cli-ents located in a different state than where the practitioner is located) or whether telehealth is expressly disallowed by a state licensure board. Cason and Brannon (2011) provided information on legal and regulatory considerations associated with a telehealth service delivery model addressing licensure, using modifiers when documenting for reimbursement, mal-practice insurance, and HIPAA compliance.

REIMBURSEMENT CONSIDERATIONSCurrently, reimbursement for occupational therapy services delivered through telehealth technologies is limited. Some insurance companies reimburse for select services that are provided through telehealth technologies as a result of cost-benefit analyses that determined the use of a telehealth model results in improved health outcomes and preven-tion of secondary complications (U.S. Department of Health and Human Services [HHS], n.d.). In some states, insurance companies are mandated to reimburse for services provided through telehealth technologies if those same services are covered when provided in person (American Telemedicine Association, 2011). Some occupational therapy practitioners are receiving reimbursement for services provided through a telehealth model by individuals who pay privately, or through contracts with independent schools, school districts, agencies, or organizations. The Department of Defense and the Veterans Administration provide funding for specific telehealth programming for active military personnel and vet-erans (Girard, 2007; Stout & Martinez, 2011). Medicaid reim-bursement for services provided through a telehealth model is limited for occupational therapy; any changes in Medicaid reimbursement proposed by states must be approved by the federal government. Medicare does not currently recognize occupational therapy practitioners as telehealth providers, thus reimbursement through Medicare is not currently an option (HHS, 2009).

The changing landscape of health care and a shift in reimbursement from a traditional fee-for-service model to a coordinated care model may create avenues for increased use of telehealth technologies to improve health outcomes



(Cason, 2012). Proactively, practitioners must engage in research to validate the efficacy of the service delivery model within occupational therapy, educate stakeholders (e.g., con-sumers, practitioners, legislators, reimbursement entities) on the benefits of using this emerging service delivery model, and advocate for expanded reimbursement for occupational therapy services delivered through telehealth technologies.

CONCLUSIONIn his Eleanor Clarke Slagle Lecture, Hinojosa (2007) called on practitioners to become innovators in an era of hyper-change. He encouraged each of us to adapt our practices to meet the new realities of the world. Though not a panacea, telehealth technologies can improve access, build capacity among isolated practitioners through remote consultation with expert practitioners, and facilitate positive therapeu-tic outcomes. Initial evidence demonstrates efficacy of telehealth as a service delivery model within occupational therapy; however, there is need for further evidence and professional guidelines. Practitioners using telehealth as a delivery model for occupational therapy services must dem-onstrate practice and technical competency, adhere to ethi-cal and legal guidelines, and comply with pertinent federal and state laws and regulations. By harnessing the power of technology to improve access to occupational therapy, practi-tioners are becoming innovators in an era of hyperchange! n

REFERENCESAmerican Occupational Therapy Association. (2006). The road to the centennial

vision. Retrieved from http://www.aota.org/News/Centennial.aspx

American Occupational Therapy Association. (2008). Occupational therapy practice framework: Domain and process (2nd ed.). American Journal of Occupational Therapy, 62, 625–683. doi:10.5014/ajot.2008.62.6.625

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American Occupational Therapy Association. (2010b). Standards of practice for occupational therapy. American Journal of Occupational Therapy, 64, S106–S111. doi:10.5014/ajot.2010.64S106

American Occupational Therapy Association. (2010c). Telerehabilitation posi-tion paper. American Journal of Occupational Therapy, 64, S92–S102. doi:10.5014/ajot.2010.64S92

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Baker, N., & Jacobs, K. (2010). Tele-ergonomics: A novel approach to computer workstation ergonomic assessment and modification. Paper presented at the Human Factors and Ergonomics Society Annual Conference, San Francisco.

Bendixen, R., Horn, K., & Levy, C. (2007). Using telerehabilitation to support elders with chronic illness in their homes. Topics in Geriatric Rehabilita-tion, 23(1), 47–51.

Bendixen, R., Levy, C., Lutz, B., Horn, K., Chronister, K., & Mann, W. (2008). A telerehabilitation model for victims of polytrauma. Rehabilitation Nursing, 33, 215–220.

Brennan, D., Tindall, L., Theodoros, D., Brown, J., Campbell, M., Christiana, D.,…Lee, A. (2011). ATA standards and guidelines: A blueprint for telereha-bilitation guidelines. Telemedicine and e-Health, 17, 662–665. doi: 10.1089/tmj.2011.0036

Bruce, C., & Sanford, J. A. (2006). Development of an evidence-based conceptual framework for workplace assessment. Work, 27, 381–389.

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Cason, J. (2011). Telerehabilitation: An adjunct service delivery model for early intervention services. International Journal of Telerehabilitation, 3(1), 19–28. doi:10.5195/ijt.2011.6071

Cason, J. (2012). Telehealth opportunities in occupational therapy through the Affordable Care Act. American Journal of Occupational Therapy, 66, 131–136. doi:10.5014/ajot.2012.66131

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Final Exam CEA0412

An Introduction to Telehealth as a Service Delivery Model Within Occupational Therapy

April 23, 2012

To receive CE credit, exam must be completed by April 30, 2014.

Learning Level: Entry LevelTarget Audience: Occupational therapists and occupational

therapy assistantsContent Focus: Telehealth

1. As it relates to occupational therapy, which term best describes the application of evaluative, consultative, preventative, and therapeutic services delivered through communication and information technologies?

A. TelehealthB. TelemedicineC. TelerehabilitationD. Tele-occupational therapy

2. Which term best conveys the use of a “traditional” service delivery model in contrast to services provided remotely?

A. Face-to-faceB. DirectC. In-personD. Consultative

continued

CE-7

How To Apply for Continuing Education CreditA. After reading the article An Introduction to Telehealth as a Service

Delivery Model Within Occupational Therapy, register to take the exam online by either going to www.aota.org/cea or calling toll free 877-404-2682.

B. Once registered you will receive your personal access informa-tion within 2 business days and can log on to www.aota-learning.org to take the exam online. You will also receive a PDF version of the article that may be printed for personal use.

C. Answer the questions to the final exam found on p. CE-8 by April 30, 2014.

D. Upon successful completion of the exam (a score of 75% or more), you will immediately receive your printable certificate.


Earn .1 AOTA CEU (one contact hour and 1.25 NBCOT PDU). See below for details.

3. Which benefits are associated with the use of a telehealth service delivery model within occupational therapy?

A. Overcome access barriers to occupational therapy services

B. Consult with practitioners with specialized knowledge and skills

C. Promote engagement in occupations within contextD. All of the above

4. According to the research cited, which “hands-on” treat-ment approach was effectively delivered using telehealth technologies and telementoring?

A. Rood sensorimotor approachB. Neurodevelopmental treatmentC. Constraint-induced movement therapyD. Proprioceptive neuromuscular facilitation

5. Which notable organization concluded that using telere-habilitation leads to similar or better clinical outcomes when compared to conventional interventions?

A. World Health OrganizationB. American Telemedicine AssociationC. American Occupational Therapy AssociationD. World Federation of Occupational Therapy

6. Which term best describes telehealth technologies that permit real-time interactions between a health care pro-vider and a client who is located at a distant site?

A. Virtual B. Synchronous C. AsynchronousD. Store and forward

7. Which type of telehealth technology involves recorded data, including digital photographs, video, and other forms of archived data?

A. VirtualB. HapticC. SynchronousD. Asynchronous

8. Which term best describes occupational therapy practi-tioners’ use of health literacy Web sites, health-related applications (apps), health videos, and blogs to obtain and disseminate health-related information?

A. mHealthB. eHealthC. TelehealthD. Telerehabilitation

9. In addition to the Department of Defense and Veterans Administration, which entities may provide reimburse-ment for select occupational therapy services provided through a telehealth service delivery model?

A. Medicare, Medicaid, and private insurance B. Medicaid, private pay by individuals and organizations,

and Medicare C. Private pay by individuals and organizations, private

insurance, and Medicaid D. Medicare, Medicaid, private insurance, and private pay

by individuals and organizations

10. Which assessments related to occupational therapy have been validated for delivery through telehealth technologies?

A. Kohlman Evaluation of Living Skills, Canadian Occupa-tional Performance Measure, and Functional Indepen-dence Measure

B. Jamar Dynamometer, Preston Pinch Guage, Nine Hole Peg Test, and Functioning Everyday with a Wheelchair–Capacity

C. Functional Reach Test, Unified Parkinson’s Disease Rating Scale, and European Stroke Scale

D. All of the above

11. Which federal entity excludes occupational therapy prac-titioners as eligible providers of telehealth services?

A. Medicaid B. Medicare C. Department of Defense D. Veterans Administration

12. Which AOTA official document provides administrative, clinical, technical, and ethical principles associated with the use of telehealth?

A. Telerehabilitation Position Paper B. A Blueprint for Telerehabilitation Guidelines C. Standards of Practice for Occupational Therapy D. Occupational Therapy Code of Ethics and Ethics

Standards (2010)

