Professional Documents
Culture Documents
OT Practice April 23 Issue
OT Practice April 23 Issue
OT Practice April 23 Issue
science
innovation
evidence
in the ever-changing
health care environment
2012
An
n
uAl Con
feren
Ce
&
expo
April 2629
indiAnApolis, in
SPECIAL PREVIEW
Occupa
t
io
n
a
l
Ther
a
p
y
Plus
Practical Benefits of Research
International classification system
CE Article: Telehealth as a Service
Delivery Model News And More!
You Can Be a
Advocate for
our profession!
APRIL 23, 2012
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AOTA THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATION
VOL UME 17 I SSUE 7 APRI L 23, 201 2
FEATURES
Be an 9
Occupational Therapy
Superhero
Helping the Profession
Thrive Within a Competitive
Health Care Market
Pamela 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 Clinicians13
The Practical Benefits of
Occupational Therapy Research
Andrew 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 otpractice@aota.org.
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 Practices 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 Practices 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 members@aota.org,
or make the change at our Web site at www.aota.org.
Back issues are available prepaid from AOTAs 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 sales@aota.org
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 Article
An Introduction to
Telehealth as a Service Delivery
Model Within Occupational Therapy
Earn .1 AOTA CEU (1 contact hour or NBCOT
professional development unit) with this
creative approach to independent learning.
Occupational
Therapy
COVER ILLUSTRATION
ROBERT DALE / SIS
SPECIAL
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& Expo, Indianapolis
science
innovation
evidence
in the ever-changing
health care environment
DEPARTMENTS
News 3
Capital Briefing 6
Medicare Part B Outpatient
Therapy Cap for 2012
Practice Perks 7
Understanding ICFs Connection
to Occupational Therapy Services
Evidence Perks 24
Collaborations That Work:
Using Evidence for Policy
Social Media Spotlight 26
Updates From Facebook, Twitter,
and OT Connections
Calendar 29
Continuing Education Opportunities
Employment Opportunities 41
Questions and Answers 53
Josh Springer and Houman Ziai
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N e w s
Association updates...profession and industry news
AOTA News
Conference Blog
Will Keep You
Posted
w
hether you work directly
with clients, educate
students, investigate
science, or want to advance your
career, attending AOTAs 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 its happening. And,
remember, if you arent yet
registered, you can do so on site
in Indianapolis.
OT Month Is Just
the Beginning
L
ooking 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 persons
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 lcollins@aota.org 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 programs
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
ACOTEs 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, 2012
Alvernia University (OT), Read-
ing, Pennsylvania
Brown Mackie College-Kansas
City (OTA), Lenexa, Kan-
sasinitial on-site evalua-
tion as a primary location
September 17 to 19, 2012
University of Hawaii/Kapiolani
Community College (OTA),
Honolulu, Hawaii
Metropolitan Community Col-
legePenn Valley (OTA),
Kansas City, Missouri
September 24 to 26, 2012
Concorde Career College-
Memphis (OTA), Memphis,
Tennesseeinitial on-site
evaluation
University of Southern Indiana
(OT), Evansville, Indiana
October 1 to 3, 2012
Sanford-Brown College (OTA),
Hazelwood, Missouri
South Suburban College of Cook
County (OTA), South Hol-
land, Illinois
October 15 to 17, 2012
Mountain State University
(OTA), Beckley, West
Virginia
October 22 to 24, 2012
Eastern Kentucky University
(OT), Richmond, Kentucky
October 24 to 26, 2012
University of Findlay (OT),
Findlay, Ohio
October 29 to 31, 2012
Inter American University of
Puerto Rico-Ponce Campus
(OTA), Mercedita, Puerto
Ricoinitial on-site
evaluation
November 5 to 7, 2012
University of Mary (OT), Bis-
marck, North Dakota
Neosho County Community Col-
lege, Ottawa Campus (OTA),
Ottawa, Kansasinitial
on-site evaluation
Stark State College (OTA),
Canton, Ohio
Leaders Wanted
A
OTA 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 professions 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 skills
n Ability to cultivate your
power and influence at your
setting
n Increased confidence
n Increased ability to think
strategically
n 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
A
OTA 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
AOTAs Web site, at www.aota.org.
Resources
Pediatric
Virtual Chats
D
ont 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
T
he 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
AOTAs 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 bachelors degree in sociology.
She then attended Columbia
University, where she earned an
advanced certificate in occu-
pational therapy. She received
a masters 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 Childrens
Hospital in Newington, Connect-
icut. She moved to Colorado to
accept a position as the director
of the Occupational Therapy
Department at the Childrens
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 Colorados
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 AOTAs Repre-
sentative Assembly. In 1987,
A O T A B u L L e T i N B O A r D
Ready to order?
Call 877-404-AOTA
or go to http://store.aota.org
Enter Promo Code BB
Questions?
Call 800-SAY-AOTA (members);
301-652-AOTA (nonmembers and local
callers); TDD: 800-377-8555
Evaluation: Obtaining
and Interpreting Data,
3rd Edition
J. Hinojosa, P. Kramer, and P. Crist
E
valuation, which promotes a
greater understanding of the
people occupa-
tional therapy
serves, is the
foundation of oc-
cupational therapy
practice and pro-
vides evidence
to guide best practices. This new
edition of the classic text focuses on
the role of the occupational therapist
as an evaluator, with assessment
support provided by the occupational
therapy assistant. Chapters discuss
the various aspects of a comprehen-
sive evaluation, including screening,
evaluating, reassessing, and
re-evaluating, and they reaffirm the
importance of understanding people
as occupational beings. $59 for
members, $84 for nonmembers.
Order #1174C. http://store.aota.org/
view/?SKU=1174C
The Reference Manual of
the Official Documents of
the American Occupational
Therapy Association, Inc.,
16th Edition
American Occupational Therapy
Association
T
his 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. Its 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
Lets Think Big About
Wellness (CEonCD)W. Dunn
Earn .25 AOTA CEU (3.13 NBCOT
PDUs/2.5 contact hours.
O
ccupational therapy has a lot
to offer the public. This course
explores the official documents and
materials that support occupa-
tional therapys 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
OT Manager Topics
(CEonCD)
D. Chisholm, P. Moyers Cleveland,
S. Eyler, J. Hinojosa, K. Kapusta,
S. Phipps, and P. Precin
Earn .7 AOTA CEU (8.75 NBCOT
PDUs/7 contact hours.
T
his new course presents supple-
mentary content from chapters in
The Occupational Therapy Manager,
5th Edition, and provides addi-
tional applications that are relevant
to selected issues on management.
It focuses on six specific topics with
individual learning objectives, and
it is strongly recommended that
participants read each of the six
chapters in the book to enhance their
learning experience prior to studying
the selected CE topics. $194 for
members, $277 for nonmembers.
Order #4880. http://store.aota.org/
view/?SKU=4880
Bulletin Board is written by
Jennifer Folden, AOTA marketing
specialist.
OUTSTANDING
RESOURCES
FROM
5 OT PRACTICE APRIL 23, 2012
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-
tions Roster of Fellows in 1973;
was the recipient of AOTFs
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 friendshe 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 bachelors
degree from Temple University
in Philadelphia in 1977 and a
masters 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-
versitys 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 AOTAs Specialty Certification
Program in Feeding, Eating, and
Swallowing from 2004 to 2006,
and as a reviewer for applicants
to AOTAs 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 KKIs 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
awaite@aota.org.
This is the defnitive training course for occupational
therapists who want to learn how to administer and
interpret the Sensory Integration and Praxis Tests (SIPT).
Leading to Certifcation in Sensory Integration, other
benefts of this course sponsored by USC and WPS include:
World-renowned instructors
120 contact hours of CE credit
Intervention and clinical practice techniques
Demonstrations with real children
Upcoming Courses in:
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Richmond, VA
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For a complete schedule or to register:
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6 APRIL 23, 2012 WWW.AOTA.ORG
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.
AOTAin coalition with other
provider associationsis 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 HOPDS
The 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 MODIFIER
Congress 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 REvIEW
A 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 COLLECTION
Occupational 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 AOTAs regulatory
counsel.
T
Medicare Part B
Outpatient Therapy Cap for 2012
Jennifer Hitchon
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Understanding ICFs Connection to
Occupational Therapy Services
Lisa Mahaffey Donna Colaianni
7 OT PRACTICE APRIL 23, 2012
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.
26
In
addition, both the ICF and occupa-
tional therapy share a perspective on
recovery that goes beyond remediating
impairments.
23
Also, a focus on the
interaction between the person and the
environment is common to both the ICF
and occupational therapy.
24,7
However, in contrast to occupa-
tional therapy perspectives,
4
the ICF
focuses on an individuals observed
performance to the exclusion of the
individuals 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 individuals 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 ICFs conceptualiza-
tion of environmental factors has also
been criticized as one dimensional
4
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
Q
A
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
8 APRIL 23, 2012 WWW.AOTA.ORG
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
References
1. Imrie, R. (2004). Demystifying disability: A
review of the International Classification of
Functioning, Disability and Health. Sociology of
Health and Illness, 26, 287305.
2. American Occupational Therapy Association.
(2008). Occupational therapy practice frame-
work: Domain and process (2nd ed.). American
Journal of Occupational Therapy, 62, 625683.
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, 1930.
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
HealthSome critical remarks. American
Journal of Occupational Therapy, 59, 569576.
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), 46.
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, 609639.
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 AOTAs 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 AOTAs Commission on Practice.
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9 OT PRACTICE APRIL 23, 2012
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ccupational 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
individualturned-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
publications 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 OCCUPATIONAL
THERAPy PRACTICE
The 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
Occupationa
l
Therapy
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.
10 APRIL 23, 2012 WWW.AOTA.ORG
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). Todays 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-ADvOCACy
There 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
therapy
RepRinted fRom OT Week, July 25, 1996, page 58
11 OT PRACTICE APRIL 23, 2012
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 PREvAILING
If the picture thats 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 Dos
& Donts:
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 DONT be too narrow in focus when
defining occupational therapy.
n DONT describe occupational
therapy by relating how it is different
from another profession.
n DONT use too much technical jar-
gon in your description (for example,
who knows what doffing socks is
outside of occupational therapy?).
n DONT be too wordyMake your
point!
Share Your Story
A
OTA 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 persons 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 lcollins@aota.org 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.
12 APRIL 23, 2012 WWW.AOTA.ORG
They say it takes a village to raise a
child, and so its 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 STEPS
Armed 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
Reference
1. 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 AOTAs Board of Directors. This article was
adapted from a short course presented at the 2011
Annual AOTA Conference & Expo.
f O r MO r e i N f O r MAT i O N
COOL: Leadership and volunteer Opportunities
www.aota.org/governance/leadership
Fact Sheets on the Role of OT
www.aota.org/factsheets
Resources for Clients and Patients
www.aota.org/tipsheets
Want To Do Advocacy?
Theres Something for Everyone
www.aota.org/practitioners/advocacy/how-to
AOTA CEonCD: Lets Think Big About Wellness
By 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.
CONNECTIONS
Discuss this and other articles on
the OT Practice Magazine public forum
at http://www.OTConnections.org.
13 OT PRACTICE APRIL 23, 2012
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esearch 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 professions
spectrum.
Murphy doesnt 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 programs 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 doesnt 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
14 APRIL 23, 2012 WWW.AOTA.ORG
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 subjectsshe 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-
portedusing 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. Its
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
dont 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 thats the way its 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. Its a reciprocal relation-
ship. I think the theory, science, and
research that come out of academia
canand shouldinform 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 CHALLENGES
Kathy 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 thats where they
told me about OT, and I said thats
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.
Thats 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 doesnt
I think the theory, science, and research that come out
of academia canand shouldinform 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 dont 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 wasnt 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 cant
be distanced from clinical practice;
you just cant. 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 youre making a difference, Sessler
says. Its 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. Thats great; they
finally did it. We have been working on it
for so long, and now they can do it.
STRIKING A BALANCE
Many 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 dont want it to be
too theoretical, although we have a lot
of theory. We also dont 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
its key to hire people with teaching
styles that blend it all together.
The University of Minnesotas
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 facultys 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 dont get
out in the community, the students are
going to say you guys arent real thera-
pists, Dorne says.
To stay connected, Nova South-
easterns 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 masters 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. Thats 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, Heres 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 MO r e i N f O r MAT i O N
AOTAs Evidence-Based Practice and Research
Resources
www.aota.org/educate/research
Evaluation: Obtaining and Interpreting Data,
3rd Edition
By 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 Edition
By 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 Edition
By 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
16 APRIL 23, 2012 WWW.AOTA.ORG
EvIDENCE-BASED PRACTICE
Taff 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 dont agree with that because I
think now, more than ever before, its
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.
Thats why Murphys PORT program
is such a great example. It demonstrates
that giving clinicians and academicians a
glimpse into each others 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. 167168).
3
The proof of PORTs 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
were doing is valid and proven in the
literature. I think patients appreciate
that what were 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. Its 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
doesnt really impact practice because
clinicians dont read it or understand it,
then we are not meeting our goal. n
References
1. Murphy, L., Kalpakjian, C., Mullan, P., & Clauw, D.
(2010). Development and evaluation of the Uni-
versity of Michigans Practice-Oriented Research
Training (PORT) Program. American Journal of
Occupational Therapy, 64, 796803. 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,
231239.
3. Lin, S., Murphy, S., & Robinson, J. (2010). Facilitat-
ing evidence-based practice: Process, strategies,
and resources. American Journal of Occupation-
al Therapy, 64, 164171. doi:10.5014/ajot.64.1.164
Andrew Waite is the associate editor of OT Practice.
800.627.7271
| |
PsychCorp.com
The BOT
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25 OT PRACTICE APRIL 23, 2012
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 cant be determined yet given the
agencys 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
References
1. 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,
208217.
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, 631639.
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 AOTAs Evidence-Based
Practice Project since 1999.
Deborah Lieberman, MHSA, OTR/L, FAOTA, is the
program director of AOTAs Evidence-Based Prac-
tice Project and staff liaison to AOTAs Commission
on Practice. She can be reached at dlieberman@
aota.org.
Jennifer Hitchon, JD, MHA, is AOTAs regulatory
counsel. She can be reached at jhitchon@aota.org.
April is
OT Month
Celebrate it today
and order your
2012 OT Month
products now!
www.promoteot.com
Clearview drinkware
& Ceramic Coffee mug
ot21& ot20
definition t-Shirt
ot50
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on Facebook
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AOTAs Online Community
CONNECTIONS
www.otconnections.org
26 APRIL 23, 2012 WWW.AOTA.ORG
s O c i A L M e D i A s p O T L i g h T
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www.aota.org/twitter
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 its
barely minimal), your patient will be more able to participate.
Conversely, you may not be of any assistance to improving
the patients 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 Users 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/ parkinsons 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.
Find us on Facebook
www.aota.org/facebook
aota @aotainc: Architects build homes, OTs
build livesto prevent chronic disability, illness,
or 2enable people 2get on with life afterwards #fC
#otmonth 2 apr
otConsulting @Kbeinsotc: Great efforts on the
part of @AOTAInc #ot #mentalillness http://
fb.me/138zvfcyb 22 mar
elderCarelink.com @eldercarelink1: How do you
know when occupational therapy is needed?
http://ow.ly/9y1b8 9 mar
american occupational therapy association
Hes 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 Students
Checking the pulse otconnections.aota.org
Back in 2008, a young man was on the cover of Esquire
magazine. And it wasnt Ryan Gosling. It was Bryan
Anderson. Hes an Iraq war veteran who lost his arm and
legs. The 2008 feature focused on Bryans 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, youre terrific! thank you for your
service!
american occupational therapy association
Rehab, Day 1: The first day consists of 60 minutes of
occupational therapy... Stephanie Deckers road to
recovery! http://ow.ly/9oxg4 (video & blog)
Tornado Mom: Dont 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 im 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
P-5988 Visit us at Booth 635
PR-137
Visit us at Booth 132
29 OT PRACTICE APRIL 23, 2012
c A L e ND A r
To advertise your upcoming event, contact the OT Practice advertising department at
800-877-1383, 301-652-6611, or otpracads@aota.org. 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
specifed.
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. 2629
AOTA 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 1718
The 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. 212
Lymphedema 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 212,
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. 2529
Building 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. 2728
Introduction 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. 2728
Application 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, 2012
Sensory Integration Certification Program Sponsored
by USC/WPS
Course 1: June 711 Course 2: July 1216
Course 3: October 48 Course 4: December 711
For additional sites and dates, or to register, visit
www.wpspublish.com or call 800-648-8857
D-5781
Visit this AOTA Silver Sponsor at Booth 609
Continuing Education
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throughthestudyandapplicationofoccupationalscience
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andbusiness
Taughtbyclinicaleducatorsdistinguishednationallyand
regionallyinspecifcareasofexpertise
AccreditedbyMiddleStatesAssociationofCollegesand
SecondarySchools
Bachelors Degree-to-otD option
Experiencedoccupationaltherapistswhoholdabachelorsdegree
inoccupationaltherapybutdonotholdamastersdegreehavethe
optiontobridgeintoChathamsOTDprogram
professional
Doctorate of
occupational therapy
Woodland Road . . . Pittsburgh, PA
866-815-2050 . . . ccps@chatham.edu
www.chatham.edu/ccps/ot
Visit this AOTA Bronze Sponsor at Booth 25
30 APRIL 23, 2012 WWW.AOTA.ORG
c A L e ND A r
als with disabilities. Contact ADED 866-672-9466 or
visit our Web site at www.aded.net.
Kansas City, MO Jul. 2931
ADED 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. 1215
Envision 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 1215,
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
info@aotss.com. Group, COMBO, personal men-
toring, and 2 for 1 discounts. Calendar/info at
www.AOTSS.com. Seminar sponsorships avail-
able nationally.
Clinicians 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 GG50@Columbia.edu; 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 Doctorate
Our clinical doctorate develops ethical, visionary leaders
who want to advance their knowledge and skills to
improve health and well-being.
Deepen your knowledge and grow in your career.
Meet a growing need for college educators.
Tailor your program. Choose your area of focus.
Earn your degree online. Study at your own pace.
Learn more at stkate.edu/OTD
Henrietta Schmoll School of Health
St. Catherine University
OT Practice ad 2012
7.125 x 4.375 4c
LEAD.
INFLUENCE. Advance in your profession.
D-5806
Continuing Education
Visit us at Booth 1035
D-5945
Visit us at Booth 16
32 APRIL 23, 2012 WWW.AOTA.ORG
c A L e ND A r
on 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 professions
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 Course
Strategies 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
Continuing Education
,