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communiquéIllinois Occupational Therapy Assocation

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In This Issue

Transitioning from Nursing FacilitiesThe challenges in the shift from institutional care to community services and social reintegration, Pages 6-9.

Oral Hygiene and Disease PreventionProviding a setup for oral hygiene provides an opportunity to prevent diseases in patients, 4.

100-Year Celebration at Conference A preview of the many exciting changes at this year’s conference, Page 17.

Caregiver Education During Spinal Cord Injury RehabilitationTypes of programming for SCI individuals and caregivers to leave rehabilitation and find success in the community, Page 18-19.

July / August / September • Issue 3 • 2017

You have probably heard the saying, “Things are changing so fast it makes my head spin”. Anything involving “technology” in 2017 is sure to change rapidly. Occupational Therapists often use assistive technology to enhance therapeutic outcomes and independence. Our basic focus and process of supporting our students, clients or patients has remained fairly constant, however the tools, the modifications, and the pace of change has not.

There are so many resources available to locate information about “assistive technology,” some information online is produced by vendors looking to sell products, while other sites are devoted to implementation and training. The information and resources pertaining to technology during the mid 1990s was limited. Today, however, if you conduct a basic Google search for “assistive technology,” it will elicit approximately 8,790,000 hits. Keeping up with the changes in the technology and apps can be challenging, especially as more user friendly devices and programs are available to everyone. It can be tempting to become excited about the potential of a new type of technology or the possible appeal to the user, however, as in other areas of our field, we must be aware that what we recommend or try out with our students, clients and patients should create opportunities for increasing their independence and avoid creating barriers or different challenges.

Best PracticeOne of the best skills that OTs bring

to a team includes activity analysis. When considering the use of assistive technology, best practice guides us in looking at:

• Considering what the person brings to the task, (i.e., their physical, cognitive, communication, emotional, social and personal skills).

• Considering the environment the task will be performed in and how that environment can affect its outcome.

• Are the tasks either expected or preferred by the person? For example, a student may be expected to draw and write about the life cycle of a plant, yet an older person may plan a garden on paper taking into account how large certain plants can be as they grow. The task may be the same but the components of that task may change across environments and task demands.

• What are the features of a tool (i.e., device, app) that match the person’s ability level?

Our goal in working with students, patients and clients is to support them with being successful in completing these tasks and increasing their independence across environments. This also includes leisure, ADL, learning, and play activities. Remembering the last two skill areas do not stop when the student finishes school. To do this, having knowledge about the evaluation process, conducting trials with devices, training our students, clients and patients on how to use the devices and how

Assistive Technology: Go-To Resource List for Professionals

Holly Gormley-Guttu, M.Ed., OTR/LJoy M. Hyzny, MS, OTR/L

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ssLisa Mahaffey, PhD(c), OTR/L, FAOTAIn July I attended a two-day institute at Temple

University (TU) in Philadelphia. Maybe some of you saw my post on Facebook. The institute highlighted the research being done at the TU Collaborative on Community Inclusion which explores options for community inclusion for people with psychiatric disabilities. The research and institute were all funded by NIDILRR (formally NIDRR). I love the work being done at the TU Collaborative. The research could easily be used by occupational therapy to support efforts toward participation for people with disabilities. There is research on supported education, job participation, community living, parenting, leisure participation, using different forms of transportation, etc. I enjoyed two days of presentations , the peer story, the poetry slam, and also enjoyed watching the graphic recording artist work to video record the presentations (picture included). I could go on about the work they were doing but that isn’t why I am bringing this up. The thing is, there is only one occupational therapy practitioner in the collaborative. Most collaborative presenters were from therapeutic recreation, social work and clinical psychology.

At the end of the last presentation I started to pack up my things to go. A woman approached me and introduced herself as the project manager from NIDILRR. She told me she had met with a group of occupational therapy practitioners recently and that she was struck by the fact that none of them could tell her what occupational therapy practitioners did that was different from other professions. She told me they tried but they “just couldn’t do it.” I was a bit taken back but said that we do have a distinct approach. So she challenged me to come up with one. For 20 years I have framed my practice using the Model of Human Occupation so I tapped into the theory to say that we go a step further than what I saw in those two days of the institute. I said we consider not just the roles of student or worker or parent, but really

look at all the many daily tasks that must be done to successfully participate in those roles. I said we look at the fit between the demands of the tasks, the capacity of the person and the environmental obstacles and then support people as they find ways to overcome the barriers, complete the tasks and begin to form habits and routines. I also said that that we believe that once people establish satisfying roles and routines, they have a sense of efficacy and role identity. Her response was a somewhat underwhelming comment of “well that’s the first time I have ever heard anything distinct.”

I fear that if we cannot articulate clearly how we are different from other professions then we will give up opportunities to be at the table. I think the work being done by the folks at the TU Collaborative was excellent and exciting and will make a big impact for people with psychiatric disabilities. But I can’t understand why there are not more occupational therapy practitioners in the collaborative. What an excellent way to contribute to participation for those with psychiatric disability. The collaborative would be a great opportunity to reflect on our “part” – how we contribute to helping that is distinct … Not to mention demonstrating to the project manager of a major research funding organization that occupational therapy has distinct value.

I will be talking about this at conference this year. Please come and join me and be a part of the conversation. Look for my presentation on the Power of Why! Oh, and maybe we can find a graphic recorder to come and join us!

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to troubleshoot when problems arise, as well as promoting self advocacy skills (i.e., requesting modifications or adaptations, knowing when to use a device or alternative method of access, asking for help if there are problems) are critical steps we take.

In Denise DeCoste’s chapter on Best Practices in the Use of Assistive Technology to Enhance Participation in Best Practices for Occupational Therapy in Schools (2013), she states “... practitioners must have expertise in providing AT services as well as a working knowledge of AT devices and apps that enhance learning and independence.” This not only promotes more efficient use of students’ clients’ and patients’ time in exploring and trying out devices, but also helps to provide support to other team members. An example of this is when working with a Speech Language Pathologist who is considering an Augmentative and Alternative Communication (AAC) device to trial. Our knowledge of how the device is set up, ease of access to the cells, positioning of the device to reduce glare or the need to change their head position in order to see and select choices, provides more information that will promote successful use of the device.

Sorting Through the InformationGiven the volume of information online, there are several

“go to” resources we have found to be the most helpful in learning more about Assistive Technology, how others are using AT across a variety of environments and ages, as well as how we can be good consumers.

This is just a sample of what is available. As noted earlier, a basic google search for “assistive technology” will identify almost 9 million hits but hopefully this will give you something to start with.

AT Conferences• Assistive Technology Industry Association www.atia.org• Annual International Technology and Persons with

Disabilities Conference via California State University at Northridge

http://www.csun.edu/cod/conference/�017/sessions• Closing the Gap www.closingthegap.com• The Rehabilitation Society of North America www.resna.org

Illinois Resources• Illinois Assistive Technology Guidance Manual 2012 https://www.isbe.net/Documents/assist-tech-guidance-manual.

pdf

• IIlinois Assistive Technology Program https://www.iltech.org• Infinitec (school, home, work, resources) www.infinitec.org/home

AT Outcomes• Assistive Technology Outcomes & Benefits https://www.atia.org/at-resources/atob

AT & Vision Assessment and Access• Luis F. Perez, Ph.D., Inclusive Learning Consultant

(Videos of computer access) https://luisperezonline.com• Ike Presley, National Project Manager, American

Foundation for the Blind (eLearning, public policy information, publications)

www.afb.org• Texas School for the Blind and Visually Impaired

(resources, webinars, publications, resources) www.tsbvi.edu

Augmentative and Alternative Communication• American Speech-Language-Hearing Association (ASHA) http://www.asha.org• Illinois Speech-Language-Hearing Association (ISHA) http://www.ishail.org• Lauren Enders, MA, CCC-SLP: Gail Van Tatenhove, SLP,

Augmentative Communication Specialist, Orlando, FL http://www.speechtherapypd.com/ets/pages/?p=lauren_enders_

ma_ccc_slp

Computer Access• Windows: Ease of Access (tutorial) https://www.youtube.com/watch?v=srAzan-RmAs• Mac: Accessibility menu https://www.apple.com/accessibility/mac• Chrome: Accessibility extensions https://chrome.google.com/webstore/category/collection/

accessibility• Android: Accessibility Overview https://developer.android.com/guide/topics/ui/accessibility/

index.html

Curriculum Access• Mark Choppin The Anne Carlson Center (access, apps,

modifications) http://www4.esc1�.net/uploads/assistivetech/docs/CTATC/14_

15Meetings/GPAT_ATConsiderationResourceGuide_rev�014.pdf

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• Georgia Project for AT: AT Consideration Resource Guide (GPAT). (Strategies and modifications across all domains)

https://mmatp.com• Inclusive Technology Solutions - Mark Marotta, ATP

(Chrome as AT, podcasts, resources) https://annecarlsen.org/services/assistive-technology

Electronic Aids to Daily Living• Michelle Lange, OTR/L, ABDA, ATP/SMS (purchase

online learning activities through HOMECEU. Switch access, environmental aids to daily living, seating & positioning).

https://www.homeceuconnection.com• Craig Hospital (videos, resources on mobility, EADL) https://craighospital.org/services/assistive-technology

Electronic Resources• American Occupational Therapy Association SIS

Technology Quarterly Newsletter (members only) www.aota.org• ConnSENSE Report (articles, new products, webinars,

instructional videos) www.consensereport.com• Closing the Gap Solutions (subscription, 7 day free

trial) https://www.closingthegap.com• Illinois Occupational Therapy Association Tech Tool

Spotlight (members only) www.ilota.org• Pinterest (search for various low-tech tools and

strategies) www.pinterest.com• QIAT (discussion format, resources, quality indicators

in the development and delivery of AT services) www.qiat.org• The Arc of Illinois - Assistive Technology Program https://www.thearcofil.org/assistive-technology-program

Seating and Positioning• AT for Positioning, Seating and Mobility - WATI

(primarily school-based but information can be used in work setting, decision making guide, feature match

www.wati.org/content/supports/free/pdf/Chp�-PositioningSeatingMobility.doc

Universal Design (UD) • Seven Principles of Universal Design (video) www.agefriendlyworkplace.org/universaldesign

• The Center for Accessible Society - Universal Design. Guidelines and references.

www.accessiblesociety.org/topics/universaldesign

Universal Design for Learning (UDL)• UDL at a Glance (video) www.youtube.com/watch?v=bDvKnYOg6�4• National Center on Universal Design for Learning

(general information, research and resources) www.udlcenter.org• Center for Applied Special Technology - CAST

(research, professional learning, capacity building) www.cast.org

Also, please be on the lookout for an Assistive Tech Spotlight Tool located within the “Resources” section under “Special Interest Section (SIS) Resources” on the Illinois Occupational Therapy Association’s web page http://www.ilota.org. Each month Holly Gormley-Guttu, Joy Hyzny or Michelle Schmidt will highlight a tool for the month.

ReferencesDeCoste, D., (2013). Best practices in the use of assistive

technology to enhance participation”. In Clark, G.F. & Chandler, B.E. (Eds.), Best Practices for Occupational Therapy in Schools, (pp 499-511). Bethesda, MD: AOTA Press.

About the AuthorsJoy Hyzny graduated from the University of Illinois at

Chicago with a Bachelor of Science and Master of Science in Occupational Therapy. She works for the School Association for Special Education in DuPage County providing assistive technology consultations, assessments, and training sessions to students and teams in a number of districts in the western suburbs of Chicago. Joy is a Co-Chair for the Illinois Occupational Therapy Association’s Assistive Technology Special Interest Section.

Holly Gormley-Guttu has been practicing Occupational Therapy for over 30 years. She graduated from Virginia Commonwealth University with a Bachelor degree in Occupational Therapy and from Western Washington University with a Masters in Education in Early Childhood Special Education. She began her career in Adult Rehab but has spent the majority of her career working in school-based practice in Virginia, Washington State and Illinois. Currently she provides school-based therapy in a western suburb of Chicago through The School Association for Special Education in DuPage County (SASED).

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What position do you hold on the ILOTA Board? Pediatric SIS Chairperson

Tell us about your career as an OT practitioner.I’ve worked in the field of Occupational Therapy for 20 years as a school-based clinician, administrator, educator, and investigator. I earned a B.S. in Occupational Therapy from the University of Illinois at Chicago, a Master’s degree in Educational Administration from Dominican University in River Forest, Illinois, and a PhD in Special Education from the University of Illinois at Chicago. I have worked in public school administration as a special education program supervisor and I am currently the Program Director for the developing Occupational Therapy Program at Lewis University in Romeoville, Illinois.

I have been a Co-Project Director and a Project Director on two personnel preparation grants funded through the United States Department of Education, Office of Special Education Programs. The focus of both of these grants was to prepare related service providers to work with students under the Individuals with Disabilities Education Improvement Act. I have also served as an author and a reviewer for the new edition of the Illinois Practice Guidelines for Occupational Therapy and Physical Therapy Services in the Schools.

My service to the occupational therapy profession includes being a member of the American Occupational Therapy Association’s Commission on Practice, the former Editor of the Developmental Disabilities Quarterly, a member of the American Occupational Therapy Associations’ workgroups

Meet the Board: Susan M. Cahill, PhD, OTR/L, FAOTA on Response to Intervention and School Mental Health, a reviewer for the American Journal of Occupational Therapy, the Open Journal of Occupational Therapy, and Journal of Occupational Therapy Education. In addition, I am a recipient of the AOTA Roster of Fellows award (FAOTA). I previously served ILOTA as the Annual Conference Co-chair and the Chair of the Archives Committee.

What motivated you to participate on the Board? I’m motivated to help bring together occupational therapy practitioners from around the state to strengthen and advance pediatric occupational therapy services in Illinois.

What has been a highlight of serving on the ILOTA Board?It has been a pleasure to communicate with other ILOTA Board Members. The energy and enthusiasm that people bring to their roles is inspiring.

What excites you most about the future of the occupational therapy profession?I’m excited about occupational therapy’s expanding role in school systems practice, particularly as it relates to working within multi-tiered systems of support and providing school-based mental health services.

Judy Hill recently retired from Shirley Ryan Abilitylab (formerly the Rehabilitation Institute of Chicago (RIC)) after 40 years of clinical practice and leadership in occupational therapy. In 1975, Judy Hill was a graduate of the Occupational Therapy Program at the University of Wisconsin-Madison. Judy began her career as an occupational therapist at the West Side Veterans Administration Hospital in Chicago, IL. After transitioning to RIC, Judy worked as a staff occupational therapist, specialist in spinal cord injury (SCI), SCI supervisor, Director of Occupational Therapy, and most recently in

special projects reporting directly to the vice president. She is a longtime member of the Chicago Area Council of Occupational Therapy Directors (CACOTD). Her publications include topics such as tendon transfers, casting, orthotics, and SCI. Judy is a true clinical educator, mentoring many OTs over her tenure.

Judy Hill Retirement

As the recovery movement has gained recognition and people with serious mental illness (SMI) have become more visible within society, there has been a push to provide greater opportunity and access for supportive and integrative community living. Over the past century, treatment for mental illness has shifted from a model of institutional care to one of community services and social reintegration. However, this transition has not been without challenges. The deinstutionalization efforts of the 1960’s, which were a result of the legislative mandate of the Community Mental Health Act of 1963, were driven by social and political efforts to increase community mental health care accessibility and availability to the public and to reduce the number of clients with SMI in institutional care (Rochefort, 1984). Although this policy was popular and effective in meeting the stated goal of decreasing mental hospital populations, its expectation that community mental health centers and state hospitals function together was unrealistic. Without an economic link between the two types of care, there was minimal communication and coordination of care, which resulted in major gaps in service for people with SMI. Individuals were discharged from state hospitals with inadequate supports and little access to the rehabilitative services that were necessary to facilitate their transition. Moreover, community mental health centers were seriously underfunded and ill equipped to meet the needs of those with SMI (Ellek, 1991). As a result of the failure of this large-scale move towards deinstitutionalization, people with SMI were often redistributed to nursing homes, and a great number of them were incarcerated or became homeless (Accordino et al., 2001; Zlotnick et al., 2013).

Julia Guimond, OTS-IIILisa Park, OTS-III

Caitlyn Robinson, OTS-IIIMegan Wauthier, OTS-III

Emily Simpson, PhD, OTR/L

Transitioning from nursing facilities to community living for people with serious mental illness

In Illinois, the most recent trend towards deinstitutionalization has been bolstered by state policies such as the 2010 Williams v. Quinn consent decree (Illinois Dept. of Human Services, 2011), which provides individuals with money to transition to independent living situations and connections to community support agencies. These policies are intended to help facilitate housing placement and support in community living; however, collaboration and coordination challenges between community mental health services and institutions such as hospitals and nursing homes persist. When individuals with SMI are provided opportunities to move into the community, they are typically unprepared to manage the complexity of day-to-day activities and therefore require individualized support. Without proper supports, they are at risk for many of the same consequences experienced by people of previous generations, including homelessness, incarceration, re-institutionalization, and isolation (Accordino et al, 2001; Zlotnick et al., 2013).

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Additionally, when people with SMI move from the highly regulated environment of the nursing home, they experience disruptions to their daily routines. They may also lack a diverse occupational repertoire because of the deprivation of the institutional environment and may therefore have difficulty identifying interests and meaningful activities to occupy their time (Morgan-Brown et al., 2011). This can have negative repercussions for their identity, which is shaped by the performance of occupations (Christiansen, 1999), and consequently their recovery, which is tied to the development of positive personal and social identity (Blank, Harris, & Reynolds, 2015).

Overall, there is limited literature on the effectiveness of services aimed to facilitate successful reintegration and even less on the experiences of individuals with SMI who have transitioned from the most restrictive institutions, such as nursing facilities, into community living. Because occupational therapists (OT) working in community mental health strive to promote successful independent living through facilitating participation and engagement in meaningful roles (Castaneda et al., 2013), they must seek to better understand the occupational experiences of people living with SMI. Therefore, to elucidate the potential impact that transition from a nursing facility into the community may have on occupational identity and recovery, student and faculty researchers at Midwestern University conducted a phenomenological investigation of the occupational experiences of people with SMI related to the transition and reintegration process.

Researchers collaborated with Trilogy Behavioral Healthcare in Chicago to recruit six participants who self-identified as having SMI and had transitioned from nursing facilities to community living (Refer to Table I below for demographic information). For purposes of this study, in accordance with the state of Illinois definition,

nursing facilities were defined as “a private home, institution, building, or residence, whether operated for profit or not, for the infirm and chronically ill…which provides personal care, sheltered care or nursing for three or more persons” (Nursing Home Care Act, 2010, Section 1.113). Community living for people with MI was defined as: persons living with a mental illness who live independently or with very limited assistance in a residential setting and who navigate their daily activities in the home and community without supervision of care providers. (National Alliance on Mental Illness, n.d.). This definition was made to reflect the housing options that are made available following the transition from a nursing facility, which may include: supportive housing, rental housing, and home ownership.

Researchers conducted semi-structured individual interviews with participants using an interview guide grounded in concepts from the Occupational Performance History Interview- Version II (Kielhofner et al., 2004), a tool that has been found to be valid and reliable for use with multiple client populations (Kielhofner et al., 2001). Interviews were audio-recorded and subsequently transcribed verbatim and data was analyzed using a rigorous thematic approach (Braun & Clarke, 2006). Initial findings were then confirmed and expanded and rigor was additionally ensured through the process of peer review and the use of multiple coders (Creswell, 2013).

The following themes were identified from the data with evidence to support the themes in the form of participant quotes (pseudonyms are used):

1. Continuum of occupational engagement while in nursing facilities, which included both the constraints in occupations imposed by facility administration, and the occupational benefits of enforced routines.

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Participant Pseudonym Diagnoses Years in Nursing Facility Time Since Community Transition

Steve Bipolar Disorder 2 years 2 yearsFrank Major Depression 6.5 years 4 yearsDerrick Paranoid Schizophrenia 28 years 4 yearsJake Bipolar Disorder 10 years 2 yearsWilson Major Depression & Anxiety 1.5 years 1 yearSandra Bipolar Disorder 0.5 years 1.5 years

Table 1. Participant Demographics

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“Basically, you’re not as independent as you are living in the community. You rely on nurses, the CNAs, that sort of thing when you’re living in nursing homes. You’re kind of dependent on everyone.” –Jake

“But living in the nursing home it taught me a lot of things. You have to prepare yourself so when you are through at the nursing home you are prepared to live on your own.”-Jake

2. Overcoming transitional barriers, which referenced the variety of political, environmental, and psychological barriers to occupation during the transition process.

“I think it is kind of a ‘big bad world’ sort of thing once you get really used to living in a nursing home. So there is a notion of, can you tackle it? But if there are support systems in place long enough that there is a nice slow

systematic desensitization into the scarier elements of living on your own.” –Steve

“I went to the state workers and I said I had this $500 electric bill. Because they told me you get $�,000 in transition funds and they said, ‘You can’t use that transition funds to pay off your electric bill. We can’t help you.’” -Frank

3. Development of new occupational identity upon community reintegration, which resulted from participation in community activities, engagement in peer advocacy, and the development of daily routines.

“I just happened to be there [Trilogy] the day they had a town hall meeting about client advisor council...they voted me in as vice chairman...this year I’m the president of the client advisor council.” -Frank

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Although participants experienced negative effects of living in nursing facilities, many participants were able to self-reflect on the time spent living in the nursing home as a time of needed structure and stabilization, which was most meaningful to participants when they had a choice in their daily routines and activities. To best support individuals with a mental illness living in a nursing facility and/or transitioning to community living, OT practitioners must consider the individual’s occupational identity and participation prior to entering the nursing facility, address anxieties of living alone and independently, and facilitate the development of an occupational identity outside of the nursing facility

Findings reinforce that community reintegration for individuals formerly housed in nursing facilities is complex and fraught with challenges that threaten independence. Adjustment to community living is a difficult process and individuals are frequently ill-prepared to manage the nuances of a new and unfamiliar occupational life. Success for participants of this research study was heavily influenced by their access to community-based health services. As increasing numbers of people with SMI transition out of nursing facilities, occupational therapists can play a critical role on community support teams by facilitating occupational engagement and adaptations to occupational identity, which will encourage recovery and quality of life for people with SMI.

References

Accordino, M., Porter, D., & Morse, T. (2001). Deinstitutionalization of persons with severe mental illness: Context and consequences. Journal of Rehabilitation, 67(2), 16-21.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, �(2), 77-101.

Castaneda, R., Olson, L., & Radley, L. (2013). Occupational therapy’s role in community mental health. http://www.aota.org/About-Occupational-Therapy/Professionals/MH/Community-Mental-Health.aspx

Illinois Department of Human Services. (2011). Williams V. Quinn, Consent decree mandated annual report. Retrieved from www.dhs.state.il.us/page.aspx?item=58958http://www.dhs.state.il.us/page.aspx?item=58958

Kielhofner, G., Mallinson, T., Crawford, C., Nowak, M., Rigby, M., Henry, A., & Walens, D. (2004). The occupational performance history interview (version �.0)-OPHI-II. Chicago: Model of Human Occupation Clearinghouse.

Transitioning from nursing facilities, continued from page 8Kielhofner, G., Mallinson, T., Forsyth, K., & Lai, J. S.

(2001). Psychometric properties of the second version of the Occupational Performance History Interview (OPHI-II). American Journal of Occupational Therapy, 55(3), 260-267.

Morgan-Brown, M., Ormerod, M., Newton, R., & Manley, D. (2011). An exploration of occupation in nursing home residents with dementia. British Journal of Occupational Therapy, 74(5), 217–225.

National Alliance on Mental Illness (n.d.). Securing stable housing. Retrieved October 9, 2016, from http://www.nami.org/Find-Support/Living-with-a-Mental-Health-Condition/Securing-Stable-Housing

Nursing Home Care Act, 210 ILL. COMP. STAT 45 §§ 202.2 (2010).

Rochefort, D. A. (1984). Origins of the “third psychiatric revolution”: The Community Mental Health Centers Act of 1963. Journal of Health Politics, Policy and Law, �(1), 1-30.

Zlotnick, C., Zerger, S., & Wolfe, P.B. (2013). Health care for the homeless: What we have learned in the past 30 years and what’s next. American Journal of Public Health, 10�(S2), S199-S205. doi: 10.2105/AJPH.2013.301586

* This research study was the winner of the Midwestern University Kenneth Suarez Research Award. (This is a university-wide competition)

About the AuthorsJulia Guimond is a third year occupational therapy

student at Midwestern University and Tiered Occupational Therapy scholar. Her primary area of interest is school mental health.

Lisa Park is a third year occupational therapy student and research assistant at Midwestern University. She hopes to practice in community mental health and palliative care.

Caitlyn Robinson is a third year occupational therapy student at Midwestern University and Tiered Occupational Therapy scholar. She intends to practice in school mental health.

Megan Wauthier is a third year occupational therapy student at Midwestern University and Tiered Occupational Therapy scholar. She hopes to practice as an occupational therapist in school mental health.

Emily Simpson is an Associate Professor at Midwestern University where she teaches psychosocial practice and research. Her clinical and research experience is in community practice with homeless adults with serious mental illness.

Julia Lathrop is one of AOTA’s top 100 influential people (http://www.otcentennial.org/100-influential-people). Lathrop’s work was important in developing concepts and ideas that would later become the field of occupational therapy in Illinois. Lathrop began working at the Hull-House in Chicago in 1890 and became a full-time resident there about two years later (Cohen, 2017). Consistent with its focus on social issues, Hull-House offered training programs to improve the treatment of people with mental illness (Loomis & Wade, 1973), and these programs laid the foundation for what eventually would become an educational program for occupational therapy. In 1908, Julia Lathrop offered a course for mental health care workers, “Special Course in Curative Occupations and Recreation for Attendants of the Insane,” through the Chicago School of Civics and Philanthropy. The course was revolutionary because of its focus on education and treatment for people with mental illness rather than custodial care. The course promoted the idea of using games, activities, exercises and handicrafts. Lathrop believed that engagement in occupation would become an important part of mental health care. Lathrop encouraged a number of “reform women” (Dobschuetz, 2001, p. 803), including founding member of AOTA, Eleanor Clarke Slagle, to pursue formal education in the emerging field of social work. Lathrop also advocated for children, immigrants and urban workers. She conducted studies of maternal and infant mortality, published pamphlets advising mothers on the proper care of children, and worked to enact federal child labor laws. In 1912, she became the first women appointment to a Federal Government Agency, the US Children’s Bureau.

ReferencesCohen, M. (2017). Julia Lathrop: Social service

and progressive government. In C. Berkin (Ed.), Lives

OT Spotlight: Julia Lathrop (1858-1932)

Ashley Stoffel, OTD, OTR/LKathy Preissner, EdD, OTR/L

of American Women. Boulder, CO: Westview Press.

Dobschuetz, B. (2001). Slagle, Eleanor Clarke. In R.L. Schultz and A. Hast (Eds.), Women Building Chicago 1790-1990: A Biographical Dictionary. Bloomington, IN: Indiana University Press.

Loomis, B. & Wade, B.D. (1973). Chicago: Occupational therapy beginnings: Hull House, the Henry B. Favill School of Occupations and Eleanor Clarke Slagle. University of Illinois at Chicago, Dept of Occupational Therapy.

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Photo: http://www.pbs.org/fmc/timeline/plathrop.htm


Pat Bonner, COTAMidwest Hand Surgery

How long have you worked in hand rehabilitation? I have worked in orthopedics since 1988, and have worked in my current position in hand surgery private practice since 2004. What other areas of practice have you worked in?After graduating, I worked in a community based program in Downers Grove, IL to increase independence for clients with Traumatic Brain Injury. I have worked in a school based program for students with Muscular Dystrophy and other physical disabilities in South Holland, IL. I have also worked in home health, inpatient rehab and hospital based outpatient clinic settings treating clients with various physical health diagnoses. How did you become interested in hand rehabilitation?When I was working in the hospital, I really enjoyed making custom splints for the patients. I was very interested in sharpening my splinting skills, and worked with my coworker and friend Clem Carder to learn new techniques and improve my skills. We came to have lots of orders for custom orthoses in our outpatient hospital clinic. We would get splint referrals from ortho, neuro, and even OB for expectant moms who had carpal tunnel. What are your favorite things about working in your current setting? I like that the setting requires creativity- to know and understand what the patient’s daily living is like, what they use their hands for at work and in their leisure activities, and coming up with ideas for treatment. I like interacting with patients and helping them achieve their goals- I love when I am out in the community and I

run into an old patient, and they stop to talk and show me what they are able to do with their hands. That is why I got into this profession – to help people, and I really enjoy the relationships and positive feedback I get when I am able to help my patients. What is challenging about working in this setting?Working in a private practice with the doctors does require flexibility – we do accommodate walk ins from the Dr’s clinic in addition to our regular OT clinic schedule which can be challenging at times. We also need to be creative and actively problem solve to make each OT session different for the client and to incorporate their unique vocations and interests into their treatment plan, while respecting where they are in the healing process.

What advice would you give to a therapist interested in working in this setting?You really need to know a lot about anatomy, healing, and the different surgeries. To make good decisions about treatment you need to know about the diagnosis, but also remember that each patient is different and may progress differently.

About the AuthorPat Bonner has been a COTA for over 34 years.

She currently works at Midwest Hand Surgery in Palos Park, Illinois practicing in outpatient hand rehabilitation.

Photo Opinions

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Lauren Henderson, OTS

Celebrating DisabilityChicago hosted its 14th annual Disability

Pride Parade on July 22nd. Marchers gathered together to help carry out the mission of the parade: to change the way people think about and define “disability,” to break down and end the internalized shame among people with disabilities, and to promote the belief in society that disability is a natural and beautiful part of human diversity in which people living with disabilities can take pride. Each year, the Disability Pride Parade Planning Committee organizes the event, and is comprised of a group of volunteers representing various disability-related organizations and affiliations, including individuals with disabilities, family members, friends, and other allies. Marchers flooded the streets, along with several creatively-decorated floats, to follow the nearly mile-long route. The parade ended in Daley Plaza, where marchers were then able to visit dozens of information booths and enjoy performances and activities. Among the marchers were students, faculty, and staff from occupational therapy programs in Illinois who came together to celebrate and strengthen the pride for individuals with disabilities.

Brittany Stewart, second-year OT student at Midwestern University, said that she chose to participate in the parade because “it is a public way to celebrate human diversity and show support to end stigma against individuals with disabilities.” She also believes that OT involvement at this event was especially important because “part of our profession is to advocate for our clients so the opportunities we march for can become available to individuals of all abilities.”

Following the end of the parade, marchers gathered in Daley Plaza where they had the opportunity to learn from dozens of vendors and enjoy some entertainment. The group of 18 students from Midwestern University’s Student Occupational Therapy Association ran the kids booth where they offered face-painting, games, and crafts. Second-year student Molly Vignali said doing so made the event even more meaningful to her because “it was another way

Stud

ent V

oice

to help erase stereotypes of those who might be viewed as ‘different,’ and I am honored that this community let us support them.”

At noon, parade attendees gathered at the main stage to enjoy a performance of the musical Grease featuring members of the disability community, and to listen to a reading of the poem You Get Proud by Practicing. The grand marshals of the parade, Karen Tamley and Kevin Irvine, along with their 11-year-old daughter Dominika, then shared why they are proud of what makes them different. Tamley has attended every parade since it became a tradition in Chicago in 2004, and the three co-grand marshals spoke on how we can all continue to uphold the parade’s mission in our everyday lives, primarily by putting an end to the negative stigma associated with disability and promoting the belief in society that disability is a natural and beautiful part of human diversity.

This view of disability is particularly important to Sasha Palmer, a second-year OT student at Rush University, who attended the parade accompanied by her sister Daniella. “The Disability Pride Parade is important to me because I believe in the inclusion and acceptance of people with disabilities in society. In order to better do this, we need to eliminate the environmental barriers that exist, and change negative attitudes that society has about individuals with disabilities.”

Overall, the parade was one step closer to an inclusive and accepting society, and we are looking forward to the 2018 parade!

About the AuthorLauren is a second-year OT student at Rush

University in Chicago. She earned her B.S. in Psychology from the University of Illinois and currently serves as the Vice President of Rush’s SOTA.

Continued on Page 13

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Disability Pride, continued from page 12

We are pleased to report that our AOTF scholarship fund now has over $29,000 in it! A special thank you to an anonymous donor who recently contributed $4000 and to the occupational therapy students at Midwestern University who held a fundraiser and contributed $500.

Our goal is to raise the remaining $6000 by the end of the year. Please support our upcoming fundraisers including sales September 10- October 9 for LuLaRoe, Pampered Chef, Tastefully Simple and more. Announcements about these fundraisers

will be posted soon on ILOTA’s Facebook page. Encourage your family and friends to start their holiday shopping in support of ILOTA!

As in past years we are planning to run a raffled at conference. Proceeds for the raffle will also go to the scholarship fund. We are currently accepting donations for the raffle. Please contact the office if you have something you’d like to donate. If you are a crafter we would love some homemade items this year.

Thank you for your ongoing support!!

Scholarship Update


As an Occupational Therapist in the acute care setting a good deal of my treatment time is spent on the performance of ADL’s. In a typical morning routine one washes up, toilets, combs hair, dresses and begins the day. What did I leave out of this scenario? Oral care is also an important component of a daily routine. Very few of us care to begin our days with morning breath. Not only do unbrushed teeth feel unhygienic, this may pose a health risk to an already medically compromised individual.

I’ve noticed that oral care is often a low priority for an already busy staff. Evidence has shown an association between poor dental health and such adverse medical outcomes as pneumonia and cardiovascular disease. The microbiota of the oral cavity is formed by more than 300 species of bacteria which, under normal circumstances are balanced. A study conducted by Xiaojing Li, and colleagues of the University of Oslo, Norway reports changes in bacteria preceded the development of pneumonia (Li, X., Kolltveit, Tronstad, & Olsen, 2000). The same bacteria can also exacerbate COPD and emphysema. A study published in the American Heart Journal has also shown a connection between gum disease (periodontitis) and heart disease (Bahekar, Singh, Saha, Molnar, & Arora, 2007). Patients with chronic gum disease have increased thickness of the blood vessels in the neck. A theory is that gum disease bacteria may enter the bloodstream and attach to fatty deposits in the heart blood vessels. This may cause blood clots and lead to heart attacks.

The occupational therapy practitioners who provide a setup for patient to brush their teach or dentures not

only assist the patient win feeling fresher and cleaner, but also provide an opportunity to lower the risk of pneumonia, gum and heart disease. Including oral hygiene in a treatment plan could play an important role in reducing inflammatory bacteria. Be sure to consider clinical conditions, risk of bleeding lesions in the mouth and awareness level. Encouraging patients to perform oral care may alleviate a more serious condition. So, brush up!

ReferencesBahekar, A.A., Singh, S., Saha, S., Molnar, J., & Arora,

R. (2007). The prevalence and incidence of coronary heart disease is significantly increased in periodontitis: A met-analysis. American Heart Journal, 1545), 830-837. doi: 1.1016/j.ahj.2007.06.037

Li, X., Kolltveit, K.M., Tronstad, L., & Olsen, I. (2000). Systemic diseases caused by oral infection. Clinical Microbiology Reviews, 1�(4), 547-548.

About the AuthorBarbara Hollaran OTR/L has been an Occupational

Therapist for 21 years. She is a Senior Therapist in Acute Care at a community hospital in the Chicago area. Her favorite toothpaste is Tom’s of Maine fennel.

Oral Hygiene and Disease PreventionBarbara Hollaran OTR/L

Welcome the newest members of our ILOTA Board of Directors!

• Jim Hill, President Elect • Michelle Shepard, Director of Advocacy

If you are interested in a leadership position,

there are other open opportunities within ILOTA:

• Multicultural Liaison• Director of Membership• Public Policy Coordinator• Professional Development Coordinator

ILOTA Leadership Positions

Please contact the ILOTA office if you would like more information volunteer opportunities.


For two years the biggest news in state government has been the lack of a state budget. Finally the logjam was broken in early July when the Senate and House overrode the Governor’s veto of both the appropriations and the revenue (tax increase) bills. One can only hope that this is the “fix” that is needed to move Illinois forward economically.

Going forward, what is the “biggest news” in Springfield? If you have turned on the TV in the past few months, it is clear the 2018 election is already underway. The primary election is nearly six months away (March 20, 2018) but change is already in the air. When the 100th General Assembly took office in January there were 28 new members sworn in (approximately a 15% turnover). Already 18 members (10% turnover) have announced that they will not seek re-election or have already resigned. Only a few of those 17 legislators are leaving to seek another office. Several have expressed frustration with the acrimonious environment in the Capitol. New legislators often arrive in Springfield with hope and the expectation “rocking the boat” and being agents of change. Too many legislators have determined in the past couple of years that change happens at a very slow pace and not until the leadership is ready.

As a reminder, all U.S. Representatives (Congress) are up for election. All Illinois Representatives are up for election. Of the 59 Illinois Senators, 39 are up for election. And if you haven’t noticed, the Governor’s office is also up for election. The stage

Legislative Update

is set for a mighty wind of change come January 2019.

On the legislation front, the General Assembly introduced 6,303 bills so far in 2017. Of those, only 579 bills passed both chambers and have been sent to the Governor for his action. The General Assembly should convene sometime in the fall for the annual veto session during which time they act on any bills that the Governor has vetoed or amendatorily vetoed. One of the trends ILOTA has been monitoring is the repeal of state licensing laws, that is, the de-regulation of certain professions. In Illinois, SB 1821 initially called for the repeal of 8 licensing acts. By the time the bill passed both chambers only 3 acts were on the list for repeal. The 5 acts that were removed from the bill were saved due to the advocacy of the people regulated by those licensing acts. Once again the importance of being a part of the legislative process and knowing your legislators was proven.

Please remember that you can identify your legislator through the General Assembly website at www.ilga.gov under Legislator Lookup. Become familiar with this site so you can follow legislation of interest to you.

Springfield NewsMaureen Mulhall, ILOTA Lobbyist

The Newsletter Committee is committed to providing Illinois occupational therapy practitioners with timely, useful, and interesting information about occupational therapy practice and education.

Newsletter SurveyWe are seeking member feedback to identify

topics/feature focuses that are of the most interest to members.

Please complete the following survey, which should take 3-5 minutes to complete:

https://www.surveymonkey.com/r/ILOTACommunique

In Their Own Words is a feature section that highlights the original words of occupational therapists, allies, or advocates of the profession. Each piece will focus on the distinct contribution of occupational therapy to healthcare services. This article will feature the words of Elnora E. Thomson, a very early advocate of the profession.

“As a comparatively early graduate of the Presbyte-rian Hospital School for Nurses it is with a great deal of pride that I look upon our school, realizing that from its beginning it has been working toward an ideal, and no one development in its course has seemed quite so worth while as the last addition to the curriculum—Occupational Therapy.

Worth while, in itself, for the benefit to the indi-vidual patient—worth while in the development of dexterity and versatility in the nurse and especially worth while because many patients through it will again be able to find a place in the economic world and because in whatever field of nursing the gradu-ate finds herself she will need, and be able to use, her ability to teach occupations … Occupational Therapy is now far reaching in its effects, but does it not seem unlimited in its possibilities?” (Thom-son, 1�17, pp �-4).

Elnora E. Thomson (1873-1957), was a graduate from the Presbyterian Hospital School of Nursing in 1909 who went on to complete her postgraduate work at the Postgraduate School of Civics and Philanthropy in Chicago. An early colleague, Julia Lathrop, enlisted Thomson to be the Executive Secretary of the Illinois Society for Mental Hygiene in 1911, a position she held until 1918. In 1920 she moved to Oregon, to develop a new graduate program in public health nursing under the School of Social Work at the University of Oregon in Portland. She later became the director of the department of nursing education at the University of Oregon Medical School. Her professional accomplishments were continually recognized for her ability to communicate the need for addressing issues within public health communities, from urban Chicago, to rural Oregon.

ReferencesBullough, V. L., & Lilli Sentz, M. L. S. (Eds.).

(2004). American nursing: A biographical dictionary (Vol. 3). Springer Publishing Company.

Thomson, E.E. (1917). Occupational therapy. The Presbyterian Hospital Bulletin. Retrieved https://archive.org/details/bulletin10pres

Steven Taylor, OTD, OTR/LIn

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As summer wind’s down, we’re in full swing of conference planning. The conference committee has several exciting changes we’re looking forward to as we get ready to Celebrate 100 years of Occupational Therapy. Conference this year will be on November 9-11, 2017 in Bloomington, IL at the Marriott Bloomington-Normal Hotel and Conference Center.

We’re excited to have Glen Gillen EdD, OTR, FAOTA presenting his Eleanor Clarke Slagle lecture as our keynote this year. Dr. Gillen highlights lessons learned as a profession and mistakes made on our professional voyage. Brent Braverman OTR/L, PhD., FAOTA will also be joining us for a plenary session on Saturday as we explore how to promote our distinct value in today’s climate.

Awards will take place immediately after the Keynote address and then followed by our networking event after the keynote address to allow attendees to casually mingle and collaborate including access to the vendor hall and a cash bar.

We have a wonderful lineup of practitioners ready to share their hard work and expertise through 30 short courses and 10 workshops throughout the conference. There are research sessions on Friday afternoon highlighting the most recent research and work by our very own practitioners and students. Over 20 posters will be available for viewing all day on Saturday and presenters will be available Saturday afternoon to discuss their posters and answer any questions. Total CEU’s available

to earn over the full three days of conference is 20.5! Keeping in mind that we’re in a renewal year, a practitioner can earn a large bulk of required CEUs during conference including an Ethics short course.

SIS Roundtable sessions will also be undergoing a change this year. There will be a separate room dedicated to SIS sessions throughout conference concurrently with short courses and workshops. A full schedule of the SIS sessions will be posted on-line and at conference. Every effort has been made not to overlap in topic area with the concurrent short courses and workshops. SIS chairs and other practitioners in a given area will help facilitate discussion during these times.

There will be remote conference live streaming will continue this year to help bring conference to areas where practitioners and students might not be able to make it out to Bloomington-Normal. Stay tuned online for more site specific information.

Don’t forget fundraising will be going on throughout conference as we continue toward our goal of establishing a scholarship fund. As of the August board meeting, we’re 75% to our goal to kick off the fund! There will be a t-shirt sold through online registration for pickup at conference designed by one of our very own members. Keep your eye out for our wonderful raffle baskets, split the pot raffle and more!

We’re looking forward to Celebrate 100 years of Occupational Therapy in Bloomington-Normal with you!

100 Year Celebration at Conference

• Attend conference for all three days and earn 20.5 CEU’s! All of which are valid for IDFPR licensure requirements.

• 24 contact hours required in each 24 month renewal period

• All practitioners are required to renew to continue practicing

• Be sure to renew on time as renewing after December 31st will result in an audit

• One contact hour of ethics continuing education is required this renewal period

• Attend session F9 on Friday to meet this requirement• Additionally, ILOTA members have access to our

occupational therapy ethics webinar for free as part of member benefits

• Check out the course information at: http://www.ilota.org/ethics-ce-webinar

2017 is renewal year!Meets IDFPR continuing education requirements for licensure renewal

Objectives

• Understand the potential sanction that can result from a violation of ethics

• Apply process to evaluation of ethical situations• Define OT Core Values and Attitudes• Participants will be able to define ethics

FeesFree for Members, $25.00 for non-members

An ILOTA WebinarOnline registration required. Course information can be found at: http://www.ilota.org/ethics-ce-webinar

Ethics Education Free for Members

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Piper Hansen OTD, OTR/L, BCPR

Supporting Evidence Based Practice in Caregiver Education during Inpatient Spinal Cord Injury Rehabilitation

When individuals discharge from inpatient rehabilitation programs, the responsibility of assisting individuals with activities of daily living (ADL), mobility skills, emotional support, and re-facilitating role participation transitions from a team of healthcare professionals to family members (Ellenbogen, Meade, Jackson, & Barrett, 2006). This successful transition heavily relies on establishing a successful caregiver relationship during inpatient rehabilitation, despite the decreasing number of days in inpatient rehabilitation (Whiteneck, Gassaway, & Marcel, 2011). “With proper training and support, caregivers are more likely to be able to fulfill these responsibilities and keep their loved ones from having to return to the hospital” (Rotstein, 2017). The majority of training in traditional rehabilitation is completed in individual therapy sessions. Although didactic based education has increased to address learning needs, limited satisfaction and feeling of readiness for discharge continue to persist.

Further research is needed to explore effective educational best practice for inpatient rehabilitation, but there is current research available to direct best practice in caregiver training. As the length of inpatient rehabilitation stays continues to decrease, the efficiency in which education and training is provided for individuals with SCI and their caregivers will become more important to determine and integrate into clinical practice. Initial data suggests that early engagement in the rehabilitation process, communication and problem solving strategies, and supported reengagement in roles supports a successful transition to home and community. It is important that their rehabilitation experience is an empowering one. It is not only important to provide access to education regarding medical information, but to promote confidence and the attainment of past and new community roles and opportunities. It is vital for occupational therapy practitioners to lead the need to incorporate adult learning theory principles of dynamic and social learning. The caregiver is the extension of the occupational therapy practitioner into the home and needs to be incorporated as a critical member of the rehabilitation team to support optimal community re-integration.

Studies, such as those by Boshen, Tonack, and Gargaro (2005) and Kurylo and Elliott, and Shewchuk (2001), report that current rehabilitation programs do not provide caregivers positive reinforcement for the support they provide or address their emotional health and wellness. “Although inpatient rehabilitation focuses primarily on the physical aspects of recovery because of the reimbursement structure, the emotional aspects of recovery and their impact on role function deserve attention in the research community” (Lucke, Coccia, Goode, & Lucke, 2004, p. 107) and that must include the caregiver. In Spinal Cord Injury and the Family, Alpert and Wisnia (2008) discuss recommendations for emotional support, including strategies that can be initiated during inpatient rehabilitation. In traditional rehabilitation settings, individuals are encouraged to be open to vocalizing their needs and how to direct care, most often regarding physical assistance. This significant goal area in inpatient rehabilitation needs to be continued and further developed to include meeting emotional and social needs, and to confidently direct others outside an institutional setting. In Boschen et al.’s study (2005), caregivers reported they were “scared to death and everything is trial and error regarding community reintegration” (p. 403). Opportunities to reduce unsupported trial and error should be integrated early on in the rehabilitation process to help people explore what is actually possible and not let anyone be limited by a lack of hands on experience.

Research is just beginning to investigate what types of programming are best preparing individuals with SCI and their caregivers to leave rehabilitation and find success in the community because “a one size fits all approach to caregiver intervention is likely to be ineffective” (Schultz, Czaja, Lustig, Martire, & Perdomo, 2009, p. 2). The current evidence only further stresses the need for a comprehensively structured, yet flexible plan of care so all individuals involved can effectively participate as a critical aspect of rehabilitation. Studies are now emphasizing the importance of problem solving skills for improved functional outcomes. One study, by Kurylo, Elliott, and Shewchuk (2001) investigated the effectiveness of the Facts,

Continued on Page 19

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Optimism, Creativity, Understanding, and Solve (FOCUS) program to improve the emotional and physical health of the caregiver and the care recipient. Three things are necessary traits for a caregiver to be successful; these included the ability to initiate problem orientation, have a positive problem orientation, and develop a sense of competency and self efficacy promoted through successful experiences (Kurylo, Elliott, & Shewchuk, 2001). Kurylo, Elliott, and Shewchuk (2001), also explored optimism and determined it provides increased insight to problems that are a common part of everyone’s life, an understanding that many other caregivers have similar problems, and the realization that problems can be predicted and prevented. Incorporating the ideas of the FOCUS program, with traditional SCI education may lead to improved SCI outcomes, increase in role participation, and improved caregiver health.

Bob, a semi-retired 65 year old with recently acquired tetraplegia, and his fiancée, participated in a caregiver training pilot program using FOCUS based principles in a group model. Bob and his fiancée had been actively participating in education sessions and individual in-therapy training, but did not feel a discharge home was possible even with their gained knowledge. After the training pilot program, Bob and his fiancée decided to change their discharge destination to their previous home, reporting increased confidence and supportive problem solving assisted them to work through their concerns and create resources to support their decision despite Bob requiring total physical assistance. They credit the supportive practice environment, practical experience, and additional peer support as the critical tipping point to make this decision. Both Bob and his fiancée were able to return part time to their individual, previous job responsibilities outside the home as well.

Occupational therapy professionals should look towards additional principles of adult learning and social learning theories to improve carryover of education and transition from inpatient rehabilitation. The topics of these sessions should include topics deemed most critical to learn before leaving inpatient rehabilitation by not only the rehabilitation staff but past rehabilitation clients and their support providers. The integration of peer support, group learning, and a renewed focus on hands-on learning for focused problem created optional, evidence based opportunities.

ReferencesAlpert, M. J., & Wisnia, S. (2008). Spinal cord injury

and the family. Cambridge, MA: Harvard University Press. Boschen, K., Tonack, M., & Gargaro, J. (2005). The

impact of being a support provider to a person loving in the community with a spinal cord injury. Rehabilitation Psychology, 50(4), 397-407.

Drum, C., Peterson, J. J., Culley, C., Krahn, G., Heller, T., Kimpton, T., & White, G. (2009). Guidelines and criteria for the implementation of community based health promotion programs for individuals with disabilities. The Science of Health Promotion, �4(2), 93-101.

Ellenbogen, P., Meade, M., Jackson, M. N., & Barrett, K. (2006). The impact of spinal cord injury on the employment of family caregivers. Journal of Vocational Rehabilitation, �5, 35-44.

Kurylo, M., Elliot, T., & Shewchuk, R. (2001). FOCUS on the family caregiver: A problem solving training intervention. Journal of Counseling and Development, 7�, 275-281.

Lucke, K., Coccia, H., Goode, J., & Lucke, J. (2004). Quality of life in spinal cord injured individuals and their caregivers during the initial 6 months following rehabilitation. Quality of Life Research, 1�, 97-110.

Rostein, G. (2017, April 3). PITT study: Hospital use reduced when caregivers are involved. Retrieved from http://www.post-gazette.com/breaking/2017/04/03/caregivers-hospital-discharge-university-of-pittsburgh-study-state-law/stories/201704030115.

Schultz, R., Czaja, S. J., Lustig, A., Zdaniuk, B., Martire, L. M., & Perdomo, D. (2009). Improving the quality of life of caregivers of persons with spinal cord injury: A randomized controlled trial. Rehabilitation Psychology, 54(1), 1-15.

Whiteneck, G. G., Gassaway, J., Marcel, D. P. (2011). Inpatient and postdischarge rehabilitation services provided in the first year after spinal cord injury: Findings from the SCIRehab study. Archives of Physical Medicine and Rehabilitation, ��(3), 361-368.

About the AuthorPiper Hansen OTD, OTR/L, BCPR has been the

Clinical Practice Leader at Shirley Ryan Abilitylab (formerly RIC) since 2013, is an Instructor at Rush University, and an Adjunct Clinical Instructor at UIC.

Caregiver Education during Spinal Cord Injury Rehabilitation, continued from 18

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ACOTE 2027 MandateACOTE recently announced their 2027 education

program mandates for entry level practice. As a service to our members ILOTA is reprinting it word for word here. This announcement is taken directly from the website at https://www.aota.org/Education-Careers/Accreditation/acote-doctoral-mandate-2027.aspx. Click on the link for information on how this will impact practitioners and/or programs.

Occupational Therapist. The Accreditation Council for Occupational Therapy Education (ACOTE®) has mandated that the entry-level degree requirement for the occupational therapist will move to the doctoral level by July 1, 2027. Only entry-level doctoral occupational therapy degree programs will be eligible to receive or maintain ACOTE accreditation status as of July 1, 2027.

Occupational Therapy Assistant. The Accreditation Council for Occupational Therapy Education (ACOTE®) has mandated that the entry-level degree for the occupational

therapy assistant will move to the baccalaureate level by July 1, 2027. Only entry-level baccalaureate occupational therapy assistant degree programs will be eligible to receive or maintain ACOTE accreditation status as of July 1, 2027. Further, ACOTE and the AOTA Accreditation Department will develop and implement a plan for this transition so the concerns and needs of all affected stakeholders are addressed to facilitate the smoothest transition possible.

More information?A representative for ACOTE will discuss the mandate

of the entry-level degree for the occupational therapist and the occupational therapy assistant during the Academic Leadership Council (ALC) meeting in Fort Worth, Texas, on Thursday, October 26, 2017.

Additional information will be posted in the triannual PD Newsletter available at PD News.

Inquiries may be directed to the AOTA Accreditation Department at [email protected].

Each issue of the Communiqué seeks to highlight areas of Occupational Therapy Practice. We appreciate our readers’ wide-ranging experiences. Each issue features a different theme:

• January/February/March: Education, Research, Pediatrics• April/May/June: Gerontology, Home Health, Low Vision• July/August/September: Physical Disabilities, Hand Therapy, Driving

Rehabilitation, Assistive Technology• October/November/December: Mental Health, Work, Ergonomics

Do you have an article that does not fit the themes already listed? Send it. We welcome articles from diverse and novel perspectives.

Article Guidelines:• Articles should contain title, introduction, body,

summary, and references when appropriate.

• Theme articles might include photos and/or graphics.

• Articles should be approximately 300-1000 words.• Authors are requested to submit a professional

biography, maximum 35 words.• Passport type photos are recommended for author

photo.• All work should be original work. If work submitted

is not original, one must have written permission from the original author to place specific item in Communiqué publication. Please use quotes when quoting others and give credit to original authors.

• Please give credit to individuals who collaborated to complete article (e.g., those helping with research, providing background information, helping write article, etc.).

• For the next issue, articles should be submitted by November 15, 2017.

SUBMIT ARTICLES TO:[email protected] Communiqué editorial committee reserves the right to edit any material submitted.

Submit Articles to the Communiqué

Page �1


The Illinois Occupational Therapy Association of Illinois is the official representation of the OT professionals in the State of Illinois.

ILOTA acknowledges and promotes professional excellence through a proactive, organized collaboration with OT personnel, the health care community, governmental agencies and consumers.

President ..................................... Lisa MahaffeyBylaws .......................................Moira BushnellExecutive Director ...................... Jennifer DangSecretary ......................................... Lisa IfflandArchives .......................................Ashley Stoffel Cindy DeRuiter Kathy PreissnerDirector of Finance ....................... Janet AdcoxContinuing EducationCo-Chairs ..............................Frederica Douglas Veronica Ford CE Approval Chairs ... Elizabeth Kohler-Rausch Kari TeskiReimbursement Chair ............ Nancy RichmanConference Coordinators ............Christy Rojas Jim TaylorProfessional DevelopmentCoordinator ........................................... VacantDirector of Advocacy .....................Robin JonesPublic Policy Coordinator ..................... VacantDirector of Membership ....................... VacantRetention Coordinator ................ Susan QuinnRecruitment Coordinator .. Minetta WallingfordNetworking Coordinator .... Anne Kiraly AlvarezDirector of Communication.......Moira BushellWebsite Coordinator ............... Brianna BonnerNewsletter Coordinator ................Molly BathjeSocial Media Coordinator ...............Katie LaneAOTA Representative ......Misty Ayers CumbowCOTA Liaison ..............................Ray CendejasMulticultural Liaison ............................ VacantStudent Liaison ......................Cassandra Barnas

ILOTA BoardThe mission of the Communiqué is to inform Illinois Occupational

Therapy Association (ILOTA) members of current issues, trends and events affecting the practice of Occupational Therapy. The ILOTA publishes this newsletter quarterly.

ILOTA does not sanction or promote one philosophy, procedure, or technique over another. Unless otherwise stated, the material published does not receive the endorsement or reflect the official position of the ILOTA. The Illinois Occupational Therapy Association hereby disclaims any liability or responsibility for the accuracy of material accepted for publication and techniques described.

Deadlines and InformationArticles and ads must be submitted by the last day of the month prior to the month of publication. Contact the ILOTA office for more information and advertising submission forms: P.O. Box 45�0, Lisle, IL 605��, Phone 70�-45�-7640, Fax (�66) 45�-40��, www.ilota.org

ILOTA Newsletter Editorial CommitteeMolly Bathje, Mara Sonkin, Anjali Sane, Lauren Henderson, Steven Taylor, Sue Charnley, Mollie Hoisington. Newsletter design by Carrie Cole.

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Special Interest Sections (SIS)Mental Health ............................................................Debra DavidsonSensory Integration ......................................................Caren SchranzDevelopmental Disabilities ...................................Kristine Yung-PilatEarly Intervention ...................... Christy Morrison & Clare GiuffridaAssistive Technology ........................................................... Joy HyznyHome and Community Health .......................................... Veda PatelAdministration and Management .............................Nancy RichmanPediatrics .........................................................................Susan CahillGerontology ...........................Rhonda Guzman & Lisa Knecht-SabresEducation .................................................................... Kathy PreissnerPhysical Disabilities ...................................................... Piper HansenWork and Industry ...............................Susan Higgins & Dana Lingle

MEMBERSHIP BENEFITSFull program details online at www.ilota.org

2016 ILOTA Member Continuing Education Discounts

Education Resources Inc.

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Cross Country Education

• $25.00ILOTAmemberdiscountonanycourseonlineorinperson

• Canbeusedmultipletimes

Medbridge

• $200annualregistrationforunlimitedon-linecourses

• RenewablewithcurrentILOTAmembership.(Regularprice$399)!

ILOTA (Courses offered by ILOTA)

• $40.00ILOTAmemberdiscount• ValidonanyILOTAhostedcourse• Onetimeuse

ILOTAPO Box 4520 • Lisle, IL 60532

708-452-7640www.ilota.org [email protected]