ot practice march 26 issue

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

CE ARTICLE

Evaluating Sensory Processing in Mental Health OT Practice

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PLUS

Reducing Work InjuriesSocial Media SpotlightNews, Capital Briefing, & More

Caregivers• �Meeting�the�Needs�of�Caregivers�

of�Persons�With�Dementia

• Caregiver�Training�&�OT

Caring for

MARCH 26, 2012

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AOTA • THE AMERICAN OCCUPATIONAL THERAPY ASSOCIATIONV O L U M E 1 7 • I S S U E 5 • M A R C H 2 6 , 2 0 1 2

FEATURESMeeting the Needs 8 of Caregivers of Persons With DementiaAn Important Role for Occupational TherapyCatherine Verrier Piersol, Tracey Vause Earland, and E. Adel Herge discuss how occupational therapy practition-ers, in their efforts to build research, education, and practice in dementia care, can better provide for the needs of caregivers.

Helping the Helpers 14 Caregiver Training and Occupational TherapyAndrew Waite talks with occupational therapists who are working to provide better caregiver training to help seniors live life to its fullest, in the home and in pursuit of daily activities and occupations.

CO

VER PHOTOGRAPH © STEVE DUNWELL / AGE FOTOSTOCK / GETTY IM

AGES

DEPARTMENTSNews 3

Capital Briefing 6Partnering for Practice Protection

Practice Perks 7Reducing Work Injuries and Promoting Worker Productivity

Tech Talk 18Assisting Clients With Amyotrophic Lateral Sclerosis: The Bidet

Social Media Spotlight 19Updates From Facebook, Twitter, Youtube, and Pinterest

Calendar 20Continuing Education Opportunities

Employment Opportunities 27

Living Life to Its Fullest 32OT Reflections from the HeartDo Not Walk Outside This Area

OT PRACTICE • MARCH 26, 2012

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

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

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

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

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

Chief Operating Officer: Christopher Bluhm

Director of Communications: Laura Collins

Director of Marketing: Beth Ledford

Editor: Ted McKenna

Associate Editor: Andrew Waite

CE Articles Editor: Maria Elena E. Louch

Art Director: Carol Strauch

Production Manager: Sarah Ely

Director of Sales & Corporate Relations: Jeffrey A. Casper

Sales Manager: Tracy Hammond

Advertising Assistant: Clark Collins

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

OT Practice External Advisory Board

Tina Champagne, Chairperson, Mental Health Special Interest Section

Donna Costa, Chairperson, Education Special Interest Section

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

Tara Glennon, Chairperson, Administration & Management Special Interest Section

Kim Hartmann, Chairperson, Special Interest Sections Council

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

Gavin Jenkins, Chairperson, Technology Special Interest Section

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

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

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

Regula Robnett, Chairperson, Gerontology Special Interest Section

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

AOTA President: Florence Clark

Executive Director: Frederick P. Somers

Chief Public Affairs Officer: Christina Metzler

Chief Financial Officer: Chuck Partridge

Chief Professional Affairs Officer: Maureen Peterson

© 2012 by The American Occupational Therapy Association, Inc.

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

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

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

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

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

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

CE ArticleEvaluating Sensory Processing in Mental

Health Occupational Therapy PracticeEarn .1 AOTA CEU (1 contact hour or NBCOT professional development unit) with this creative approach to independent learning.

2012 AnnuAl ConferenCe & expo April 26–29

indiAnApolis, in

AoTA

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RegisteR today at www.aota.oRg/confeRence

Why you should attendThe AOTA Annual Conference & Expo is the best time and place each year for occupational therapy practitioners, educators, researchers, and students to meet and grow professionally. It is an experience that you don’t want to miss!

• Advanced-level learning in Pre-Conference Institutes and Seminars

• More than 650 sessions targeted on special practice areas and topics

• Continuing education opportunities to earn up to 24 contact hours

• Insight and inspiration from Dr. Florence Clark’s Presidential Address

• Special events, networking, and exhibits!

science. innovation. evidence.

3OT PRACTICE • MARCH 26, 2012

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

AOTA News

AOTA 2012Election Results

The Nominating Committee is pleased to announce the results of the election,

which concluded on February 28, 2012. A special thanks to all the candidates who were will-ing to serve the Association and to all members who took the time to vote.

GENERAL ELECTIONSVirginia (Ginny) Carroll Stoffel:

President-ElectAmy Lamb: Vice PresidentShawn Phipps: Director to the

Board of DirectorsPamela E. Toto: Director to the

Board of DirectorsAndrea R. Bilics: Commission

on Education Chairperson- Elect

Yvette Hachtel: Ethics Commis-sion Chairperson-Elect

SPECIAL INTEREST SECTIONS (SISs)Jane Richardson Yousey: Admin-

istration & Management SIS Chairperson

Dottie Handley-More: Early Intervention & School SIS Chairperson

Tracy Van Oss: Home & Commu-nity Health SIS Chairperson

Linda M. Olson: Mental Health SIS Chairperson

ASSEMBLY OF STUDENTDELEGATES (ASD)Laura Mills: ChairpersonRussell Thompson:

OT Vice ChairpersonSara Androyna:

OTA Vice ChairpersonAshley Nichols: SecretaryJamie Morris: Communications

& Advocacy Chairperson

Nicole Cortes: Student Repre-sentative to Commission on Education (COE)

Kristin J. Davis: Student Repre-sentative to the Representa-tive Assembly (RA)

Conference Blog Will Get You Set for Indy

AOTA’s Annual Conference & Expo is just a month away, from April 26 to 29,

and the Conference blog is your way to stay on top of prepara-tions. Check out the blog, at http://otconnections.org/blogs/conference, for the latest videos and bulletins to get you ready for the big event, and continue to check the blog during Con-ference for more updates live from Indianapolis. For those who have not already regis-tered, go the Conference blog or www.aota.org/confandevents/ 2012conference and register to attend the profession’s premier networking and professional development event.

RA Feedback Deadline March 31

The Representative Assem-bly (RA), your “congress” in the profession of occupa-

tional therapy, is busy prepar-ing for its spring meeting in Indianapolis on April 25 and 26 and wants you to provide feed-back by March 31 so that it can be informed of your opinions as members debate the business set before them. Details of the motions and other action items are posted on AOTA’s Web site, at www.aota.org/governance. Click on the RA tab, then the RA Spring Meeting link.

2011–2012 Student Membership Circle

A OTA’s Student Membership Circle project began in 2007 as a way of engag-

ing occupational therapy and occupational therapy assistant students through their colleges or universities by recognizing the role they play in support-ing AOTA efforts and helping achieve Centennial Vision goals, while showing them the value of AOTA membership in sup-porting their academic educa-tion in career preparation. Gold level programs achieved 100% percent AOTA student mem-bership, Silver level programs received 80% student member-ship, and Bronze level pro-grams achieved 75% student membership. Congratulations to the following Student Mem-bership Circle programs for the 2011–2012 academic year.

Occupational Therapy ProgramsGold Level— 100% Student MembershipBelmont UniversityBoston UniversityCleveland State UniversityThe College of St. ScholasticaColumbia UniversityDominican University of CaliforniaEast Carolina UniversityEastern Kentucky UniversityEastern Michigan UniversityFlorida Gulf Coast UniversityGovernors State UniversityHoward UniversityHusson UniversityIndiana University–Purdue University

at Indianapolis Kean UniversityLoma Linda UniversityLong Island UniversityLouisiana State University Health

Science Center–ShreveportLouisiana State University Health

Science Center–New OrleansMedical University of South Carolina

Misericordia UniversityMount Mary CollegeOhio State UniversityRichard Stockton College

of New JerseyRockhurst UniversitySaginaw Valley State UniversitySaint Louis UniversitySt. Catherine UniversityStony Brook UniversityTouro University NevadaUniversity of Central ArkansasThe University of FindlayUniversity of IndianapolisUniversity of Kansas University of New EnglandUniversity of New HampshireUniversity of North DakotaUniversity of North Dakota/

Casper LocationUniversity of PittsburghUniversity of Puget SoundUniversity of Southern CaliforniaUniversity of Southern MaineUniversity of St. AugustineUniversity of St. Augustine/San

Marcus CampusUniversity of Tennessee Health

Science CenterThe University of ToledoUniversity of UtahUtica CollegeVirginia Commonwealth UniversityWinston-Salem State UniversityXavier University

Silver Level—80% MembershipChatham UniversityColorado State UniversityCreighton UniversityJames Madison University Lenoir-Rhyme UniversityQuinnipiac UniversitySacred Heart UniversitySt. Ambrose UniversitySUNY Downstate Medical CenterThomas Jefferson UniversityUniversity of Illinois at ChicagoUniversity of Mississippi Medical

CenterUniversity of South DakotaUniversity of Southern IndianaUniversity of Wisconsin–MadisonUniversity of Wisconsin–MilwaukeeWashington University School of

Medicine continued

4 MARCH 26, 2012 • WWW.AOTA.ORG

Bronze Level—75% MembershipChicago State UniversityNova Southeastern UniversityPacific University School of Occupa-

tional TherapyUniversity of New MexicoUniversity of Texas Medical Branch

Occupational Therapy Assistant ProgramsGold Level—100% MembershipAllegany College of MarylandAnoka Technical CollegeCasper CollegeCentral Community CollegeCincinnati State CollegeGreenville Technical CollegeHawkeye Community CollegeItawamba Community CollegeKennebec Valley Community CollegeMiddle Georgia CollegeMurray State CollegeNashville State Community CollegeNewman UniversityNorthland Community and Technical

CollegeParkland CollegePhiladelphia University Continuing

and Professionals StudiesPulasku Technical College/Baptist

Health Schools Little RockSouth Arkansas Community CollegeLake Area Technical InstituteSaint Louis College of Health

Careers

Silver Level—80% MembershipAnamarc CollegeBristol Community CollegeLewis & Clark Community CollegeNorth Dakota State College of

SciencePenn College of TechnologySalt Lake Community College

Bronze Level—75% MembershipNorth Shore Community College

OT Practice Thanks Reviewers

The staff members of OT Practice thank the follow-ing persons for sharing

their expertise by providing content reviews of manuscripts and articles from January 23 through March 26: Marianne D’Amico, Tara Glennon, Dottie Handley-More, Neil Harvison, Gavin Jenkins, Deborah

Lieberman, Maria Elena Louch, Lauro Munoz, Meira Orentlicher, Ann O’Sullivan, Maureen Peterson, Laurel Radley, Dianne Rios, Regula Robnett, Sandy Schefkind, Elin Schold Davis, Deb Slater, Karen Smith, and Judy Thomas.

Embracing Children’s Mental Health Awareness Day

May 9 marks Children’s Mental Health Aware-ness Day, when occupa-

tional therapy practitioners can take extra time to highlight the profession’s ability to address function and increase children’s participation. Those looking for ways to highlight the value of occupational therapy as it relates to children’s mental health will find a wealth of information in the Children & Youth section of the Practition-ers area on AOTA’s Web site, at www.aota.org/practitioners. On that page, members can find links to pediatric virtual chats on bullying and obesity; tip sheets on preventing obesity and encouraging play and productive recess; a consumer’s toy checklist, and more.

Industry News

SSO: USA Announces Research Grant Opportunity for Students

A ttention students with an idea. The Society for the Study of Occupation: USA

invites occupational science students to submit research grant proposals that demon-strate direct relevance to at least one of the priorities of the society. Awards of up to

A o T A B u l l e T i n B o A r d

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Cognition, Occupation, and Participation Across the Life Span: Neurosci-ence, Neurorehabilitation, and Models of Interven-tion in Occupational Therapy, 3rd EditionN. Katz

This compre-hensive new

edition represents a significant advancement in the knowledge translation of cogni-tion and its theoretical and practical application to occupational therapy practice with children and adults. Chapters, written by leaders in an international field, focus on cogni-tion that is essential to everyday life. $89 for members, $126 for nonmembers. Order #1173B. http://store.aota.org/view/?SKU=1173B

Occupational Therapy in Acute CareH. Smith Gabai

This important text lays the

foundation for occupation-based practice and addresses the contextual issues of working within the acute care setting. Detailed research covers the importance of occupational therapists’ knowledge of how diseases affect the human body, including the cardiovascular, nervous, and endocrine systems. $109 for members, $154 for non-members. Order #1258. http://store.aota.org/view/?SKU=1258

An Occupation-Based Approach in Postacute Care to Support Productive Aging (CEonCD™)D. Chisholm, C. Dolhi, & J. SchreiberEarn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours).

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of occupation-based practice with a focus on postacute care practice settings for older adults. Practical strategies are presented in an interactive format to promote the practitioner’s ability to integrate occupation throughout the occupational therapy process. Real-life scenarios illustrate the occupation-based approach for facilitating productive aging. $210 for members, $299 for nonmem-bers. Order #4875 http://store.aota.org/view/?SKU=4875

Strategic Evidence-Based Interviewing in Occupational Therapy(CEonCD™) R. TaylorEarn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours).

Begins with an introduction

to the three types of interviews most commonly applied in occupational therapy practice: structured, semi-structured, and general clinical. Through evidence-based examples, the course describes a set of norms and communication strategies that are likely to maximize success in gathering accurate, relevant, and detailed information. $68 for members, $97 for nonmembers. Order #4844 http://store.aota.org/view/?SKU=4844

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

OUTSTANDINGRESOURCES

FROM


ccupational therapists and occupational therapy assistants should expect to work

with persons with demen-tia now and into the future. Currently, an estimated 5.4 million Americans are diagnosed with Alzheimer’s disease and related dementias (ADRD), which means 1 in 8 adults ages 65 and older (13%) have dementia.1 If current trends continue, by 2030 the number of persons over age 65 diagnosed with ADRD is estimated to be 7.7 million. This is a 50% increase from the cur-rent number.1 Persons with ADRD can present with a unique constellation of needs based on the changes associ-ated with the particular diagnosis. The symptoms of ADRD, including loss of intellectual functioning, changes in personality and mood, and/or the manifestation of problematic behaviors, can make caregiving a very difficult and complicated task. Because of occupa-tional therapy’s holistic approach, it is appropriate and imperative that the profession be a leader in research, edu-cation, and practice efforts with regard to dementia care, which must include the needs of caregivers.

CAREGIVERS OF PERSONS WITH DEMENTIACare for persons with dementia is provided by formal (paid) and informal (unpaid) caregivers. Seventy percent of persons with ADRD live at home

and are supported by informal care-givers1—typically, relatives or friends who provide daily care and oversight.2 Nearly 15 million informal caregivers are providing 80% of the care for a per-son with ADRD in the home, totaling an estimated 17 billion hours, which aver-ages 21.9 hours of care per caregiver per week.1 Most of these caregivers are women (60%), aged 55 or older (56%), married (66%), and have less than a college degree (67%). More than half of caregivers are the primary bread-winners of the household (55%) and nearly half are employed full or part time outside the home (44%).1

Often, caregivers are told by health care providers only the types of activities or functions that their family member with dementia can no longer do. The heart of occupational therapy intervention for persons with demen-tia focuses on what the person with dementia can do—that is, his or her functional capacity to perform daily activities. Thus, occupational therapy practitioners bring important profes-sional skills and expertise to the care of patients with dementia and the education and support of caregivers. Over time, the person with dementia

requires more assistance and supervi-sion with daily activities and routines for safety as physical, sensory, and cognitive functions decline. Family caregivers must often provide this care; however, they may not possess the knowledge and skills to effectively function in this role. Caregivers often experience distress, depression, emo-tional upset,1 and anxiety,3 and they are at high risk for poor physical and emo-tional health and decreased quality of life.2,4 The responsibilities of caregiving can disrupt routines of employment, leisure exploration, social participa-tion,5,6 and health maintenance.7

Caregiver stress frequently increases when the person with demen-tia exhibits challenging behaviors that typically manifest as part of the disease. Examples of such behaviors include agitation, wandering or exces-sive moving, refusing or resisting care, inappropriate or destructive behaviors, physical or verbal aggression, rummag-ing and hoarding, or distressful feelings or beliefs.8 Evidence suggests that fam-ily caregivers find these behaviors very disturbing and difficult to manage.8–10 Research indicates that persons with dementia have a higher rate of negative

Meeting the Needs of

An Important Role for Occupational Therapy

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Caregivers of PersonsWith Dementia

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of caregivers in its efforts to build research, education, and

practice in dementia care.

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behavior symptoms when their family caregivers are stressed.11

OCCUPATIONAL THERAPY AND FAMILY CAREGIVERSSuccessful approaches and techniques used when caring for a family member with dementia may be counterintui-tive to caregivers. In fact, their best intentions may actually trigger certain types of behaviors. For example, not correcting a mistake or going along with something that is not true may feel deceitful and wrong to the fam-ily member providing care; however, this strategy can minimize anxiety and other problematic behaviors in the person with dementia. Research shows that family caregivers need and benefit from training in managing behaviors and promoting function in their family member.5,12–14 Evidence suggests that interventions that include the care-giver have been effective in improv-ing the occupational performance of the individual with ADRD as well as increasing caregiver competence and skill at managing challenging behaviors; reducing caregiver stress, anxiety, and depression; and improving caregiver sense of health.3

Occupational therapy practitioners are in a unique position to help families understand the disease process, set up or modify daily routines, provide train-ing on effective strategies to manage difficult behaviors, and teach family caregivers ways to reduce their own stress and take care of themselves.15 Evidence-based practical approaches are effective in helping family caregiv-ers manage the care for persons with dementia.

CONCEPTUAL FRAMEWORKS GUIDING PRACTICEConceptual frameworks offer a founda-tion for occupational therapy practi-tioners to approach family caregiver education. These frameworks are built on what we know about reducing the stress in the environment. Through the use of these frameworks, occupational therapists can develop approaches, treatment goals, and interventions that improve the competency of the care-giver and ultimately the participation in daily activities of the person with dementia.

A few frameworks describe the interaction between the person with dementia and his or her environment.

The Competence–Environmental Press Model suggests that the interchange of the declining competency of the person with dementia, and the physical and social environments presenting greater demands, leads to maladaptive behav-ior and dysfunctional outcomes.16 As the caregiver simplifies components of the multi-layered environment to align with the person’s reduced competency, he or she may display less excess disability.17 Training the caregiver to obtain that “just-right fit” between individual capabilities and external environmental demands results in posi-tive behaviors and enhanced quality of life for both the caregiver and the individual with dementia.

The Progressively Lowered Stress Threshold model views dysfunctional behavior as a response in part to the build up of environmental stressors that overwhelm the capacity of the individual with dementia.18,19 By teaching the caregiver how to modify environmental demands that exceed functional capacity, the individual with dementia will exhibit less occupational dysfunction. The caregiver can pro-mote more adaptive behavior by regu-lating activity and stimulation levels

A woman with dementia and her caregiver read a birthday card.

CHILDREN & YOUTHAutism Topics Part I: Relationship Building, Evaluation Strategies, and Sensory Integration and PraxisEdited by Renee Watling, PhD, OTR/L, FAOTAEarn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours) Order #4848AOTA Members: $210Nonmembers: $299

Response to Intervention (RtI) for At Risk Learners: Advocating for Occupational Therapy’s Role in General EducationAuthored by Gloria Frolek Clark, PhD, OTR/L, BCP, FAOTA, and Jean Polichino, OTR, MS, FAOTAEarn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours)Order #4876AOTA Members: $68Nonmembers: $97

The Short Child Occupational Profile (SCOPE)Presented by Patricia Bowyer, EdD, MS, OTR, FAOTA; Hany Ngo, MOT, OTR; and Jessica Kramer, PhD, OTREarn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours)Order #4847AOTA Members: $210Nonmembers: $299

Young Adults on the Autism Spectrum: Life After IDEAAuthored by Lisa Crabtree, PhD, OTR/L, and Janet DeLany, DEd, OTR/L, FAOTAEarn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours)Order #4878AOTA Members: $105Nonmembers: $150

PRODUCTIVE AGINGAn Occupation-Based Approach in Postacute Care to Support Productive AgingA collaborative project between AOTA and Platinum Partner Genesis Rehabilitation ServicesAuthored by Denise Chisholm, PhD, OTR/L, FAOTA; Cathy Dolhi, OTD, OTR/L, FAOTA; and Jodi L. Schreiber, MS, OTR/LEarn .6 AOTA CEU (7.5 NBCOT PDUs/6 contact hours)Order #4875AOTA Members: $210Nonmembers: $299

Using the Occupational Therapy Practice Guidelines for Adults With Stroke to Enhance Your PracticePresented by Joyce Sabari, PhD, OTR, FAOTAEarn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours)Order #4845AOTA Members: $68Nonmembers: $97

Determining Capacity to Drive for Drivers With Dementia Using Research, Ethics, and Professional Reasoning: The Responsibility of All Occupational Therapists Presented by Linda A. Hunt, PhD, OTR/L, FAOTAEarn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours)Order #4842AOTA Members: $68Nonmembers: $97

Skilled Nursing Facilities 101: Documentation, Reimbursement, and Ethics in Practice Presented by Christine Kroll, MS, OTR, and Nancy Richman, OTR/L, FAOTAEarn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours)Order #4843AOTA Members: $108Nonmembers: $154

GENERAL PRACTICELet’s Think BIG About WellnessPresented by Winnie Dunn, PhD, OTR, FAOTAEarn .25 AOTA CEU (3.13 NBCOT PDUs/2.5 contact hours) Order #4879AOTA Members: $68Nonmembers: $97

Everyday Ethics: Core Knowledge for Occupational Therapy Practitioners and Educators, Second EditionDeveloped by the AOTA Ethics CommissionEarn .3 AOTA CEU (3.75 NBCOT PDUs/3 contact hours)Order #4846AOTA Members: $105Nonmembers: $150

Strategic Evidence-Based Interviewing in Occupational TherapyPresented by Renée R. Taylor, PhDEarn .2 AOTA CEU (2.5 NBCOT PDUs/2 contact hours)Order #4844AOTA Members: $68Nonmembers: $97

Model of Human Occupation Screening Tool (MOHOST): Theory, Content, and PurposePresented by Gary Kielhofner, DrPH, OTR/L, FAOTA; Lisa Castle, MBA, OTR/L; Supriya Sen, OTR/L; and Sarah Skinner, MEd, OTR/LEarn .4 AOTA CEU (5 NBCOT PDUs/4 contact hours)Order # 4838Member Price: $125Nonmember Price: $180

EARN YOUR CE CREDITS WITH AOTA CEonCDsTM!Welcome to AOTA Learning! Our CEonCDs provide relevant continuing education on a wide variety of topics in an easy-to-use format with electronic exam. Choose any of these CEonCDs or others at http://store.aota.org to advance your professional development and meet your state licensure requirements!

ShOp at HTTP://STORE.AOTA.ORG Or Call 877-404-AOTA!CE-221

USE PROMO CODE:

ACE11


laire Cohen, now 64, felt overwhelmed. When her husband had a stroke 5 years ago, she consulted many professionals who she thought could provide advice on how to best

care for her newly impaired spouse.“I knew how to put a Band-Aid on

and that was about it,” Cohen says, half-kidding. She visited social workers and nurses, but she wasn’t getting any in-depth answers.

“What do people do when suddenly faced with this situation? Nobody would tell me to go off the deep end, but they would say, ‘This is a rough one. I don’t have a solution,’” Cohen says. “I wanted and needed solutions.”

Cohen’s husband, now 69, had been a career-focused computer scientist, but his hemorrhagic stroke left him a changed man. He couldn’t walk without the help of a 4-pronged cane, couldn’t drive, and couldn’t use his dominant left hand. In addition, because the stroke occurred in the right front temporal lobe, the part of the brain involved in planning, organizing, problem solving, and personality, he lost most of his computer skills.

After 3 years without finding any great solutions, Cohen learned about the Customized Toolkit of Informa-tion and Practical Solutions (C-TIPS) program (http://c-tips.com), a caregiver training course created by Mary Corco-ran, PhD, OTR/L, FAOTA, that provides practical, personalized advice on how to better care for a patient and also offers participants one-on-one caregiver train-ing consultation.

“It was an eye-opening course because it actually gave me real insight

from a patient’s perspective,” Cohen says. “It was something that I could do in the privacy of my own home, at my own pace, and at that point I was leaving no stone unturned in my quest for caregiver knowledge. I had already talked to social workers and other care-giver groups. I had also already looked at some other online sites. Maybe this was something different.”

Cohen found the site’s instructional videos and tips about previewing activi-ties especially helpful. As an example of what she learned: “[If] I was going to take my husband to the movies, [I knew that] maybe I should swing by the mov-ies and see where the curb cut was.”

The training was effective because it allowed Cohen to see what caregiv-ing style was going to work for her. She knew she would need a strategy that would allow her to continue her full-time job. She also knew any hired caregivers would have to be able to provide her husband with both mental and physical stimulation. Corcoran, an associate dean and professor at George Washington University in Washington, DC, who provided Cohen’s one-on-one training as part of C-TIPS, suggested Cohen contact a local college and hire occupational therapy students as her husband’s weekend caregivers. That suggestion turned out to be the perfect solution.

Two years later: “He’s on the com-puter all day long. He’s taking semi-nars, installing a little bit of software, and playing games. I mean, even the students, for example, said they were looking to buy a computer, and he was helping them try to figure out what’s the best deal,” Cohen says. “When you first go through this, you feel like you’re alone and that you are the only person that it’s ever happened to. But once you have the right caregiver education, you realize lots and lots of people are going through this, and you do everything possible to make it work.”

INDIVIDUAL APPROACHAs the American population contin-ues to age, health care in this country increasingly will focus on end-of-life treatment. Most adults are looking to remain in their own homes as they grow older, a decision that saves money and leads to happier seniors.1 Better caregiver training is one way to help seniors stay out of skilled nursing and assisted living facilities, but improving caregiver training requires reassessing old methods. Those whose mission is better training say the future of suc-cessful caregiver education focuses as much if not more on the caregiver as on the care recipient.

Since 1997, Corcoran has interviewed nearly 100 people who provide daily

Caregiver Training and Occupational Therapy ANDREW WAITE

Occupational therapy practitioners are working to provide

better caregiver training to help seniors live life to its fullest,

in the home and in pursuit of daily activities and occupations.C

Helping the Helpers


care for a family member. (Her work has focused on Alzheimer’s disease but the principles can be applied to general caregivers as well.) Her research was published in the February 2011 issue of The Gerontologist.2 What Corcoran found is that caregivers, like parents, have different styles, and if we want to most effectively harness people’s caregiving abilities, we must identify how they approach the role and what unique skills they bring to the table.

“I noticed very early on, probably close to 30 years ago, when I started out in OT, that you could offer the same strategy to five different people and some would embrace it; some would kind of shine you on, and others would tell you flat out that it wasn’t going to work for them,” Corcoran says.

By observing and asking myriad questions of each caregiver—some as basic as, “How do you and your care recipient spend your day together?”—Corcoran’s research classified care-givers into one of four categories: facilitating caregivers, who focus on emotional health; balancing caregiv-ers, who maintain a balance between their needs and the care recipient’s needs; advocating caregivers, who are

especially mindful of the care recipi-ent’s well-being; and directing caregiv-ers, who are focused on the recipient’s physical health.2

“We can begin to tailor caregiving interventions not by trying to change anyone’s style but by offering sugges-tions that are consistent with style,” Corcoran says. The C-TIPS program that worked so well for Cohen is a way to implement the tailored approach.

“I also ask the caregivers to assess their own style, and based on the results of those assessments, I send them to our C-TIPS matrix that represents caregiver style in terms of the types of things they would hope to prioritize in the C-TIPS program,” Corcoran says.

The notion behind Corcoran’s research and C-TIPS is that a greater emphasis on the caregiver and his or

her technique will lead to caregivers who are more able and willing to do everything necessary to best support the person, which, in turn, leads to more productive aging.

As Corcoran notes in The Geron-tologist article, “Evidence suggests that such tailored interventions are more culturally relevant, support health behaviors, and reduce health dispari-ties. Because tailored caregiver skill building interventions are designed to reflect the caregiver’s intrinsic atti-tudes and beliefs, adherence is likely to improve, and the likelihood of success-ful outcome will increase” (p. 472).2

A CHANGE OF MINDSETCorcoran is not the only caregiver trainer who believes in paying an increasing amount of attention to caregivers.

“ We need to ask the right questions of the caregiver. How much time are you going to be able to assist? Are you going to be able to physically assist? Are you just going to be able to be there as supervision?”

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AOTA Poll ResultsDo you use smartphone or tablet apps in the clinic?”I do not use apps in the clinic ........................................... 32%I use apps with many clients ............................................. 27%I use app occasionally, not often....................................... 26%My facility does not let me use apps ................................. 11%I use apps for work, not with clients .................................... 4%

To vote on and see results from other AOTA polls, visit the 1-Minute Update Poll at www.aota.org/polls/minute-poll. Check out AOTA’s new listing of apps, based on practice area, at www.aota.org/apps.

“

www.aota.org/twitter

AOTA News & PR @aotaPR: Hippotherapy for children with cerebral palsy—is it effective? Check out this video about new OT research: http://ow.ly/9pAXQ 2 Mar

6 MarAOTA @AOTAInc: Occupational Therapy listed as one of the Best Jobs of 2012 by U.S. News & World Report @usnews http://ow.ly/9kWIM #careers 28 Feb

Heather Millar-Gowan @HeatherOT: Quinnipiac OT Stu-dents Teach Kids Safety http://awe.sm/5fyER 21 Feb

AOTAEvents @AOTAEvents Facebook Fans are telling us St. Catherine Univ has 21 headed to conference! and 50+ from Creighton Univ! #AOTA12 http://ow.ly/9ubpE 6 Mar

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American Occupational Therapy Association

With the help of OT volunteers, CarFit helps senior drivers make adjustments to ensure safety. http://ow.ly/99yFC Visit http://www.car-fit.org/ to volunteer at a CarFit event near you or to host your own!

Melony Logue, Jean Gallaza, Virginia Augustein and 49 others like this.

Lois Dellinger Great idea! February 21 at 7:44am.

Deborah Frigon What a great thing!! The worst thing for an older person is to lose their car. This could be a way to help them to keep their independence!!! OT—what a wonderful occupation!! February 21 at 5:26pm

Conference in IndyLooking for things to do and places to see in Indy while you are there for Conference? We’ve started a Conference in Indy board to help you plan your visit. If you come across any other resources, please leave us a comment to add it. See you in Indy.www.pinterest.com/aotainc/conference-in-indy

Improving Fine Motor Skills with Occupational Therapy: Meet Sylvie

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www.youtube.com/watch?v=oL2yRE107IE

“ Her story shows us the value of pediatric occupa-tional therapy.”

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Conference Blog http://otconnections.aota.org/blogs/confer-ence/default.aspx

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Indy attractions coupons! http://visitindy.com/indianapolis-planner-toolkit-coupons

What to eat? Well, you’ve got 200 choices within walking distance from the Indiana Convention Center. http:// visitindy.com/web_files/map/DTRestMap_c040110.pdf

Indianapolis Convention Center—home of AOTA’s 2012 conference! http://www.icclos.com/attendees/Default.aspx


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

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

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

April

San Francisco, CA Apr. 14–15Eval & Intervention for Visual Processing Deficits in Adult Acquired Brain Injury, Part I. Faculty: Mary Warren, MS, OTR/L, SCLV, FAOTA. This updated course has the latest evidence based research. Par-ticipants learn a practical, functional reimburseable approach to evaluation, intervention, and documen-tation of visual processing deficits in adult with ac-quired brain injury from CVA and TBI. Topics include hemianopsia, visual neglect, eye movement disor-ders, and reduced acuity. Also in Syracuse, NY, Sept. 29–30, 2012. Contact www.visabilities.com or 888-752-4364. Fax 205-823-6657.

Milwaukee, WI Apr. 19–20Handling the Rib Cage. This workshop has been designed for speech language pathologists, physi-cal therapists, and occupational therapists who have minimal experience in focusing on rib cage activity and its influence on respiratory, general movement, and oral-pharyngeal function in terms of the evalu-ation and treatment services they provide. Anatomi-cal/kinesiological and developmental characteristics of typical rib cage activity will be reviewed. Atypical rib cage activity in infants and young children with neuromotor involvement will be discussed. Treatment strategies will be explored through group movement lab sessions. For additional courses, information, and registration, visit our Web site at www.chs-continuing.uwm.edu or call 414-227-3123.

Milwaukee, WI Apr. 20–21Manual Edema Mobilization for the Sub-Acute Up-per Extremity Edema. Therapists are often frustrated with persistent edema that continues to return in spite of their best efforts. Specific techniques to activate the lymphatic system will quickly and permanently re-duce edema that presents as viscous, thick, and very slow to “rebound” from being pitted. Manual Edema Mobilization (MEM) was designed specifically to ac-tivate the lymphatic system. The extensive lab time and case study presentation enable participants to feel confident to immediately apply techniques in a clinical setting. For additional courses, information, and registration, visit our Web site at www.chs-con-tinuing.uwm.edu or call 414-227-3123.

Milwaukee, WI Apr. 20–21McConnell Approach to the Problem Shoulder. Learn how the static and dynamic posture of the up-per extremity may contribute to the patient’s signs and symptoms at the shoulder. This program in-cludes a review of shoulder biomechanics and will examine the influence of thoracic spine stiffness, muscle tightness, and muscle control problems on shoulder girdle movement. Numerous intervention strategies will be discussed. There is an extensive lab component teaching Jenny McConnell’s shoul-der taping and muscle training techniques. For ad-ditional courses, information, and registration, visit our Web site at www.chs-continuing.uwm.edu or call 414-227-3123.

Indianapolis, IN April 26–29AOTA 92nd Annual Conference & Expo. The 2012 AOTA Annual Conference & Expo will be a vibrant gathering of occupational therapy practitioners,

educators, researchers, and students. Focusing on science, innovation, and evidence, these 3-1/2 remarkable days will provide attendees with con-tinuing education up to 24 contact hours through advanced-level learning in Pre-Conference Insti-tutes and Seminars and more than 700 educational sessions; inspiring special events such as the Presi-dential Address, Eleanor Clarke Slagle Lecture, and Plenary Session; and numerous networking oppor-tunities to connect with colleagues and leaders. Register online at www.aota.org/conference.

May

Baton Rouge, LA May 5–15Lymphedema 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 Palm Beach Gardens, FL, May 5–15, 2012. AOTA Approved Provider. For more in-formation and additional class dates/locations or to order a free brochure, please call 800-863-5935 or log on to www.acols.com.

Hanover, MD May 17–18The Impact of Disabilities, Vision, & Aging, and their Relationship to Driving. Course designed for driver education and allied health professionals who wish to apply their knowledge of the different types and levels of disabilities to the driving task. Course: DRV 509. Call 410-777-2939 or visit our Web site at www.aacc.edu.

June

Orlando Florida Jun 25–29Building Blocks for Becoming a Driver Rehabilita-tion Therapist. A comprehensive live workshop for the therapist who has little or no experience in driver evaluation or driver rehabilitation, is developing a new driving program, or is joining an established program. Guidance for the clinical and in-vehicle portion of a comprehensive driving evaluation is taught within the OT Practice Framework. Hands-on with evaluation tools, equipment, vehicles, and real clients. Instructors: Susan Pierce, OTR/L, SCDCM, CDRS; Carol Blackburn, OTR/L, CDRS. Contact Adaptive Mobility Services, Inc. at (407) 426-8020 or visit us at www.adaptivemobility.com.

July

Kansas City, MO Jul. 29–31ADED Annual Conference and Exhibits. Profes-sionals specializing in the field of driver rehabilita-tion meet annually for continuing education through workshops, seminars, and hands-on learning. Earn

contact hours for CDRS renewal and advance your career in the field of driver rehabilitation. Contact ADED 866-672-9466 or visit our Web site at www.aded.net.

September

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

Ongoing

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

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

AOTA Self-Paced Clinical Course NEW! Occupational Therapy and Home Modifica-tion: Promoting Safety and Supporting Participa-tion. 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 occupa-tional 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 Interven-tion With Children and Youth: A Guiding Framework for Occupational Therapy. Edited by Susan Bazyk, PhD, OTR/L, FAOTA. This important new SPCC pro-vides a framework on the role of occupational therapy

Continuing Education

Sensory Integration Certification Program by USC/WPS Regina, SK, Canada: Course 2: May 3–7

Richmond, VA: Course 1: May 17–21 London, ON, Canada: Course 1: May 31–June 4

For additional sites and dates, or to register, visit www.wpspublish.com or call 800-648-8857

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C A l e n d A rin mental health interventions for children that can be applied in all pediatric practice settings. The public health approach to occupational therapy services at all levels puts an emphasis 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 profession’s long-standing expertise in transitioning early child-hood development into occupational engagement in natural environments. Earn 2 AOTA CEUs (20 NB-COT PDUs/20 contact hours). Order #3026, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3026

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

AOTA Self-Paced Clinical Course Dysphagia Care and Related Feeding Concerns for Adults, 2nd Edition. Edited by Wendy Av-ery, 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 occupational 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 collabo-ration with occupational therapists. Perfect for learn-ing to use professional knowledge and interperson-al 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 NBCOT PDUs/20 contact hours). Order #3023, AOTA Members: $370, Nonmembers: $470. http://store.aota.org/view/?SKU=3023

AOTA Self-Paced Clinical CourseStrategies to Advance Gerontology Excellence: Promoting Best Practice in Occupational Ther-apy. Edited by Susan Coppola, MS, OTR/L, BCG, FAOTA; Sharon J. Elliott, MS, OTR/L, BCG, FAOTA; and Pamela E. Toto, MS, OTR/L, BCG, FAOTA. Fore-word by: Wendy Wood, PhD, OTR/L, FAOTA. Excel-lent resource for gerontology practitioners today to help sharpen skills and prepare for the spiraling de-mand among older adults for occupational therapy services. Special features include core best prac-tice methodology with older adults, approaches to and prevention of occupational problems, health conditions that affect participation, and practice in cross-cutting and emerging areas. Earn 3 AOTA


Redefining Healthcare Education [email protected] Thomas Jefferson University • Philadelphia, PA www.jefferson.edu/elder_care

Skills2Care™for caregivers of people with dementia

Specialized Training and Certification for Occupational Therapists:

• Home-based program to reduce stress and help caregiver:

– Manage challenging behaviors – Enhance ADL performance – Make environment safer

• May be reimbursed by Medicare Parts A and B when provided to caregiver as part of the patient plan of care

• Two-year certification with annual re-certification requirements

Next individual Skills2Care™ training sessions: May 10 – 11 and August 9 – 10.

Group training available for agencies.D-5909

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

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

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

www.twu.edu/ot LOGO 6

D-5832



e M p l o Y M e n T o p p o r T u n i T i e se M p l o Y M e n T o p p o r T u n i T i e s

The School of Occupational Therapy at Belmont University is seeking applications for two tenure-track faculty positions at the rank of Assistant Professor beginning August 1, 2012.

Belmont University seeks to attract an active, culturally and academically diverse faculty of the highest caliber skilled in the scholarship of teaching, discovery, application, and integration of faith. Belmont is among the fastest growing Christian universities in the nation. Ranked No. 7 in the Regional Universities South category and named for the fourth consecutive year as one of the top “Up-and-Comer” universities by U.S. News & World Report, Belmont University consists of approximately 6,400 students who come from every state and 25 countries. Committed to being a leader among teaching universities, Belmont brings together the best of liberal arts and professional education in a Christian community of learning and service. The university’s purpose is to help students explore their passions and develop their talents to meet the world’s needs. With more than 75 areas of study, 20 master’s programs and four doctoral degrees, there is no limit to the ways Belmont University can expand an individual’s horizon.

The School of Occupational Therapy is recruiting for two facutly positions. One position requires expertise in the content areas of research, assistive technology, and/or rehabilitation (orthopedics and cardiovascular preferred); the other position requires expertise in the content areas of research, neuroscience, and/or rehabilitation (general), although those with other areas of expertise will be considered. A minimum of 5 years clinical experience in occupational therapy is required. Two years of full-time graduate teaching experience or its equivalent is preferred. An earned doctorate (PhD, EdD, DrPH, post-professional OTD) is required. Occupational therapy candidates must have certification by NBCOT and must be eligible for licensure in TN. The university seeks persons of Christian faith and commitment to the mission of the university.

For additional information about the position and to complete the online application, candidates are directed to https://jobs.belmont.edu. During the application process, applicants will be asked to respond to Belmont’s mission, vision, and values statements, articulating how the candidate’s knowledge, experience, and beliefs have prepared him/her to contribute to a Christian community of learning and service and give a brief statement of teaching philosophy. An electronic version of a Cover Letter, Curriculum Vitae, and List of References with contact information must be attached in order to complete the online application.

Review of applications will begin immediately and continue until the positions are filled.

The selected candidate for this position will be required to complete a background check satisfactory to the University.

If you have questions about the position, please contact Faculty Search Chair: Teresa Plummer, PhD, OTR, ATP, CAPS at (615) 460-6707.

A comprehensive, coeducational university located in Nashville, Tennessee, Belmont is a student-centered Christian university focusing on academic excellence. Belmont University is an equal opportunity employer committed to fostering a diverse learning community of committed Christians from all racial and ethnic backgrounds. Women and minorities are encouraged to apply.

ASSISTANT PROFESSOR of OCCUPATIONAL THERAPY

WWW.BELMONT.EDU

F-5895

Faculty

Faculty

University of the sciencessamson coLLege of heaLth sciences

Department of occUpationaL therapyThe University of the Sciences is seeking three dynamic individuals to join our Department of Occupational Therapy in new 12-month assistant or associate professor positions, rank commensurate with experience. These positions offer the right candidates a unique opportunity to be involved in the inception of our entry-level doc-toral program, which has an emphasis on leadership and community-based practice. This is an exciting oppor-tunity that involves working with faculty leaders, program development, and a chance to influence the future of the profession. University of the Sciences is a comprehensive health care university situated in the University City area of Phila-delphia, offering tremendous academic and educational opportunities. Our department is known for providing a wide variety of hands-on learning experiences. We have developed strong community partnerships, which provide active service learning programs for our students. We highly value student centered learning, innovative teaching, and active scholarship with student participation. Applicants with clinical expertise in cognition, neu-roscience, and mental health preferred; however, strong candidates will be considered regardless of expertise.Assistant or Associate Professor of Occupational Therapy (Tenure Track)• Candidates should have teaching experience and a defined research agenda. The ideal candidate for this posi-

tion will hold an earned doctorate, have at least 3 years of clinical experience, and have some teaching and research experience. All candidates must be initially certified by NBCOT and be eligible for a Pennsylvania license.

• Responsibilities include scholarship, teaching in our post baccalaureate MOT and entry-level Dr. OT pro-grams, and service to the University.

Assistant Professor of Occupational Therapy (Non-Tenure Track)• The ideal candidate for this position will hold an earned doctorate and have at least 3 years of clinical experi-

ence. Teaching experience is preferred. Candidates with terminal degree in progress will be considered. All candidates must be initially certified by NBCOT and be eligible for a Pennsylvania license.

• Responsibilities include teaching in our postbaccalaureate MOT and entry-level Dr. OT programs, scholarship, and service to the university.

Academic Fieldwork Coordinator of Occupational Therapy, Assistant Professor (Non-Tenure Track)• Master’s degree in occupational therapy or related field is required. Candidates with an earned doctorate or

a commitment to pursuing doctoral education are preferred. A minimum of 3 years of clinical experience, in-cluding 2 years supervising fieldwork students, is required. All candidates must be initially certified by NBCOT and be eligible for OT licensure in Pennsylvania.

• Collaborate with current academic fieldwork coordinator to coordinate Level I and Level II fieldwork place-ments, mentor students through the fieldwork experience, academic advising, teaching in areas of expertise, and service to the university.

Qualified applicants are invited to submit their resume, unofficial transcripts, and a cover letter indicating position of interest via e-mail attachment to Colleen Maher, OTD; Search Committee Chair; E-mail: [email protected]. Electronic (e-mail) submissions only. MS Word or PDF format only. EOE/AA. F-5925

Faculty

OTA Program CoordinatorKeiser University is looking for a full-time program coordinator for its Occupational Therapy Assistant Program. Must be an occupational therapist or certified occupa-tional therapy assistant with a minimum of 3 years of clinical experience, including administrative/supervisory experience and at least 1 year of full-time teaching and ex-perience supervising occupational therapy assistants. Must have at least a master’s degree from a regionally accredited univer-sity and hold a Florida license.To apply, send resume and unofficial tran-scripts to: Annie Mathews

Keiser University1800 Business Park Blvd

Daytona Beach, FL 32114Fax: 386-274-2725

[email protected]

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e M p l o Y M e n T o p p o r T u n i T i e s


Faculty

The University of Missouri invites applica-tions for TWO positions. Join a dedicated faculty with a strong commitment to teaching, research, evidence-based practice, and clinical service.

ASSISTANT OR ASSOCIATE PROFESSOR

Description: Full-time 9-month tenure-track position to teach courses in research and other related courses.

Qualifications: An earned PhD or OTD, or eligible, certification by NBCOT, and eligibil-ity for licensure in Missouri. Previous teach-ing experience, evidence of scholarly work, or research experience recommended for this position.

Duties: Primarily a research position, with ser-vice on committees and student advisement. Candidates are required to conduct research, apply for and receive funding, and mentor stu-dents on research projects.

Salaries: Competitive and commensurate with experience.

CLINICAL ASSISTANT PROFESSOR

Description: Full-time 9-month nontenure-track position to teach courses in research, mental health, and neuroscience.

Qualifications: An earned PhD or OTD, or eligible, certification by NBCOT, and eligibil-ity for licensure in Missouri. Previous teach-ing experience, evidence of scholarly work, or research experience recommended for this position.

Duties: Primarily teaching position, with ser-vice on committees and student advisement. Candidates are also encouraged to conduct research and pursue scholarly endeavors. Salaries: Competitive and commensurate with experience.

————————Application Procedure: Go to http://hrs.missouri.edu/find-a-job/academic/index.php. LINK the following materials in the Cover Letters and Attachments section once you have registered with the system. You can link the required ap-plication materials either before or after sub-mitting your application. There is no restric-tion on file type for your attachments. Each file can be no larger than 20MG.

You will be able to link your CV as part of the application when you apply for a specific position. Submit:

• Letter of intent addressing position qualifica-tions, teaching experience, research interests

• Curriculum vitae • Three letters of reference

Application Deadline: Review of applications begins immediately and will continue until the positions are filled.

The Department of Occupational Therapy does not discriminate on the basis of race, color, religion, na-tional origin, sex, sexual orientation, age, disability, or status as a protected veteran per the policy of the University of Missouri. For additional information, please see the MU Statement of Nondiscrimination.

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Faculty

F-5935

Faculty

A.T. Still University, Arizona School of Health Sciences, Department of Occupational Therapyinvites applications for a newly created faculty position at the assistant or associate professor level to teach in the residential entry-level Master of Science Degree Program, conduct faculty-led student research projects, and participate in developing a postprofessional online doctoral degree program. Responsibilities include teaching, scholarship, mentoring, and service. Rank and salary are commensurate with experience and qualifications.Qualifications: PhD or other research doctoral degree and 4 years of teaching experience preferred. Candidates with a postprofessional master’s degree near completion of doctoral de-gree will also be considered. The ideal candidate will also demonstrate excellence in teaching at the graduate level, a clinical background in the area of adult neuro-rehabilitation, and interest in scholarly activity. Candidates must be eligible for and agree to secure occupational therapy licensure in Arizona.ATSU is a fully accredited graduate health professions institution offering doctoral degrees in physical therapy (entry level and postprofessional), osteopathic medicine, dentistry, and audi-ology. Master’s programs are offered in occupational therapy, athletic training, and physician assistant studies. Opportunities for interdisciplinary education and research are available and encouraged. As the founding school of osteopathic medicine, ATSU is committed to the inte-gration of body, mind, and spirit. Additional information can be obtained from our Web site at www.atsu.edu.The residential Occupational Therapy Program is located on the Mesa, Arizona, campus close to the Phoenix metropolitan area. Mesa is an eclectic mix of museums, culture, and heritage set in the beautiful Southwest, offering year-round opportunities for outdoor recreational activities with nearby lakes, canyons, golf courses, and the Superstition Mountains. Interested applicants should fill out an application at www.atsu.edu/contact/app_distributed.pdf and send a cover letter and curriculum vita to:

Bernadett Mineo, PhD, OTR/LChair, Occupational Therapy

A.T. Still University5850 E. Still CircleMesa, AZ 85206

Phone: 480-219-6075E-mail: [email protected] F-5928


s I buckled myself into the surprisingly small airplane headed from Montana to Colorado, I noticed the firm directive affixed to its wing: “Do Not Walk Outside this Area.” It occurred

to me that in one way of thinking I had done just that.

As bookends of our generation descended from sturdy farmers, my cousin Bev and I have always been an unusual pair. Although she is 32 years older than me, we have an esprit décor that would have brought smiles to our predecessors, so when able I occasionally return to Montana to visit her.

After a great deal of pragmatic deci-sion making, Bev recently left our family home for the steady and predictable envi-ronment of the Sweetwater Retirement Center. For the better part of a week, I bunked in with her and learned more about the subtleties of retirement center living than I had in my 30-year career as an occupational therapist.

As a card-carrying member of the “sandwich generation,” I am a busy per-son, juggling relationships with my spouse, children, and in-laws with professional and civic responsibilities. Typical for people my age, I take pride in being able to do four things at once—frying bacon for everyone’s breakfast; checking a backpack or lunchbox; and verifying the chickens, dogs, and peacocks have been fed and watered—all while preparing a mental list of occupational therapy responsibilities. That’s why the lovely environs of Sweetwa-ter were so difficult to settle into. Things were smooth: ambient lighting just right, noise level comfortable, and meals reliable. All the multitasking skills I have mastered really didn’t seem necessary there.

To give Bev my full attention, I turned a blind eye to my iPad, laptop, and phone, vowing to leave them tucked into my luggage while I immersed myself in her world. She described the mealtime routine as a nearly 2-hour-long layering of visiting, selecting, eating, more selecting, more eating, and finally, more visiting. It had been a very long time since I had enjoyed such a leisurely meal. It was time to slow down, speak less, and enjoy more. During my first meal at Sweetwater, one of our tablemates was reminded it was her birth-day, and her response to queries about her age was a rejoinder that age really doesn’t matter, but enjoying the day did. Typically, our mealtime chit-chat centered on small matters and soon lapsed into a quiet, calm meal experience where food was tasted and savored, each bite thoroughly chewed.

I remembered a long-forgotten exercise from a meditation class many years ago. We were told to chew on a single raisin for no less than 5 minutes, and then

report our experiences to the class. From my new perspective in the Sweetwater dining room, the raisin meditation seemed a little silly and contrived. Here, I was learning mindfulness from the masters.

Evenings at Sweetwater involved ambling beside Bev while she expertly maneuvered on her scooter, oxygen bottles plunked in the handlebar basket. People con-gregated around a few of the lobby windows. Some offered the best views of local jackrabbits, while oth-ers provided a glimpse of the little wild duck who recently made her

nest in an ornamental shrub. One night, just as darkness descended, we were finally rewarded with a startling view of the largest rabbits I had ever seen.

Soon, I was back in the Denver airport. As always, people rushed around checking their electronic devices, squab-

bled with ticket agents, and comforted bawling babies. I recalled how one of the retired farmers at Sweetwater wryly asked if I was one of those busy city folks who couldn’t move a muscle without having a telephone in hand.

My feelings about the utility of occupational therapy in a world like Sweetwater have shifted. Working there, I would shift my focus away from exercises and stretches to a world that embraces mindfulness and mutual support. We’d build duck boxes and bake biscuits rolled out and cut with a floured cutter and not dropped from a spoon. We’d learn how to help the community maintain a husk of jack rabbits, and figure out ways to share some wisdom with the younger, technol-ogy-bound generation.

We could all use a little Sweetwater. n

Tina Fletcher, OTR, EdD, MFA, is an assistant profes-

sor in the School of Occupational Therapy at Texas

Woman’s University in Dallas.

Do Not Walk Outside This AreaTina Fletcher

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TINA CHAMPAGNE, OTD, OTR/LOccupational Therapy Program Director, Institute for Dynamic LivingInternational Consultant, Champagne Conferences & ConsultationSpringfield, MA

JANE KOOMAR, PHD, OTR/L, FAOTAPresident, Occupational Therapy Associates–WatertownBoard President of the Spiral FoundationWatertown, MA

This CE Article was developed in collaboration with the Mental Health Special Interest Section.

ABSTRACTThis article will demonstrate the importance of evaluat-ing sensory processing as part of the occupational therapy process when working with clients in mental health practice. In particular, the article will introduce assessment tools and clinical observations that may help in exploring sensory dis-crimination, with a secondary emphasis on sensory modula-tion and praxis.

LEARNING OBJECTIVESAfter reading this article, you should be able to:1. Recognize the importance of evaluating sensory process-

ing in mental health occupational therapy practice.2. Differentiate among the sensory processing disorders.3. Identify a variety of evaluation tools that help assess

sensory processing patterns with clients of different age ranges.

INTRODUCTION Ayres’ sensory integration (ASI®) approach has been employed in occupational therapy practice for many years (Ayres, 1972, 1979). Modifications to ASI and its use with people with mental health conditions was introduced by Lorna Jean King (King, 1974). The use and modification of ASI principles for application within mental health practice has grown exponentially over the past decade (Champagne & Stromberg, 2004; LeBel & Champagne, 2010). This growth is due in part to the national and international mental health initiatives promoting the use of sensory approaches in mental health practice (National Association of State Mental Health Program Directors [NASMHPD], 2009; Sutton & Nicholson, 2011). These national initiatives include the trauma-informed care, seclusion and restraint reduction, and recovery move-

ments (U.S. Department of Health and Human Services, 2003a, 2003b; NASMHPD, 2009).

In addition, there has been a rise in research on sensory processing problems in people with mental health symptoms and conditions and sensory processing’s effect on occupa-tional performance. Research demonstrates that although sensory processing problems are often evident without the presence of other mental health conditions, they may be a result of or contribute to some mental health symptoms and conditions, such as trauma and attachment disorders, schizophrenia, mood and anxiety disorders, pain catastro-phizing, and learning disabilities (Brown, Cromwell, Filion, Dunn, & Tollefson, 2002; Butler et al., 2009; Canbeyli, 2010; Engel-Yegar & Dunn, 2011; Hoffman & Bitran, 2007; Lane, Reynolds, & Thacker, 2010; van der Kolk, 1994; Van Hulle, Schmidt, & Goldsmith, 2011; Yeap, Kelly, Reilly, Thakore, & Foxe, 2009). The comorbidity of sensory processing disor-der (SPD) and mental health conditions was demonstrated in a recent study by Carter, Ben-Sasson, and Briggs-Gowan (2011) of 338 children ages 7 to 10 years. In this study, 24.3% of the children had an elevated sensory overrespon-sivity (SOR) score while also meeting the Diagnostic and Statistical Manual of Mental Disorders-IV (DSM-VI; American Psychiatric Association, 2000) criteria for a mental health condition, and 25.4% of those with an existing DSM-VI diagnosis also had an elevated SOR score.

Given the advances in the use of sensory approaches in mental health practice, there has been an increase in the demand for some of the following types of occupational therapy services: evaluating sensory processing as part of the occupational therapy process; developing intervention plans that include sensory approaches (e.g., ASI interventions, sen-sory diet, sensory modalities); developing sensory supportive modifications and enhancements to physical environments (e.g., sensory rooms); and training interdisciplinary staff, clients, and their families in understanding and using sensory processing–related interventions (Champagne, 2011; Moore, 2005; Hughes & Koomar, 2010). Occupational therapists have also taken a leadership role in working with interdisciplinary professionals and policy makers to help create policies and tools to promote the role of sensory approaches and occu-pational therapy in mental health practice (Commonwealth of Massachusetts, 2006; Hughes & Koomar, 2010; LeBel & Champagne, 2010; Stromberg, Bluebird, & Champagne, 2003; Warner, Cook, Westcott, & Koomar, 2011).

This rise in interest suggests that occupational thera-pists in mental health practice need to re-examine the

CE-1

Evaluating Sensory Processing in Mental Health Occupational Therapy Practice

CE-1MARCH 2012 n OT PRACTICE, 17(5) ARTICLE CODE CEA0312

Education ArticleEarn .1 AOTA CEU

(one contact hour and 1.25 NBCOT PDU).

See page CE-7 for details.

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

CE-2 MARCH 2012 n OT PRACTICE, 17(5)ARTICLE CODE CEA0312

assessments they use as part of the occupational therapy evaluation process (Champagne, Koomar, & Olson, 2010). Evaluation is necessary to identify the symptoms of sensory processing problems that may be affecting occupational performance, participation, and the recovery process. Thus, this article explores a variety of assessment tools, some of which mental health occupational therapy practitioners may already be familiar with, and some of the sensory processing areas targeted by these tools.

SENSORY PROCESSING TAxONOMYMiller and colleagues proposed SPD as a new diagnostic category for inclusion in the next edition of the Diagnostic and Statistical Manual of Mental Disorders. SPD is an umbrella term for sensory processing problems that includes sensory modulation disorder, sensory discrimination disor-der, sensory-based motor disorders, and dyspraxia (Miller, Anzalone, Lane, Cermak, & Ostein, 2007). Sensory modulation is:

The capacity to regulate and organize the degree, intensity, and nature of responses to sensory input in a graded and adaptive manner. This allows the individual to achieve and maintain an optimal range of perfor-mance and to adapt to challenges in daily life. (Miller, Reisman, McIntosh, & Simon, 2001, p. 57)

Sensory modulation is the regulatory component of sensory processing and is explained in terms of neurologi-cal thresholds for sensory over-responsivity, sensory under-responsivity, and a behavioral response continuum of sensory avoiding and seeking (Dunn, 1999; Miller et al., 2007). Regarding the functional implications of sensory modulation on occupational performance, there is often a one-to-one correspondence with sensory modulation problems (e.g., sensitivity to taste and smell) and specific outcomes (e.g., eating a limited diet, avoiding people wearing perfume or shopping at stores with strong scents). As the regulatory component of sensory processing, sensory modulation prob-lems may appear to be more directly related to psychosocial and emotional difficulties in mental health practice than other SPDs because people with mental health symptoms and conditions often have difficulty with self-regulation. It is important to recognize, however, that sensory discrimination problems often also coexist and can add to difficulties with occupational performance and participation.

Sensory discrimination is the ability to take in infor-mation from the physical environment and gain spatial, temporal, and perceptual awareness (Ayres, 1972; Koomar & Bundy, 2002). Difficulty with sensory discrimination can negatively affect some of the following abilities: to feel bodily present and organized, to safely negotiate one’s environment, to function with automaticity and ease, to attend to personal hygiene, and to pick up on social cues. For instance, sensory

discrimination problems may increase arousal and anxiety and first present as modulation problems (e.g., a person with poor vestibular discrimination may appear to be fearful and demonstrate isolative and avoidant behaviors). At times, people may appear to have poor hygiene or to avoid social and leisure activities, but these problems with participation may be due in part to difficulty with sensory discrimination and not only to problems with sensory modulation, cogni-tion, or volition. When sensory input is not easily located and identified in space and time or within and around one’s body, anxiety often increases, which may raise arousal levels and compound any existing sensory modulation issues (e.g., hyper sensitivities) and difficulties with global cognitive performance. Sensory discrimination problems, however, are often less discernible without direct assessment.

Sensory-based motor disorder includes problems related to postural control and motor coordination. Praxis is the term used to describe the ability to plan, sequence, and exe-cute nonhabitual or new actions, and difficulty with praxis is referred to as dyspraxia (Ayres, 1972; Koomar & Bundy, 2002). Motor and praxis performance skills contribute to the ability to move the body, coordinate movements, maintain balance, make postural adjustments, and sequence through the steps of an activity. Problems with motor, coordination, or praxis skills can negatively affect occupational participa-tion (e.g., self-care, home care, sports participation). It is important to emphasize that sensory discrimination abilities (e.g., proprioceptive, vestibular, tactile awareness) provide much of the foundational support for motor and praxis per-formance skills (May-Benson, Ingolia, & Koomar, 2001).

OCCUPATIONAL THERAPY PROCESSThe occupational therapy process in general consists of evalu-ation, intervention, and monitoring and targeting outcomes (American Occupational Therapy Association [AOTA], 2008). The evaluation process is collaborative in nature and includes developing an occupational profile and analyzing occupational performance. The occupational profile consists of “infor-mation about the client, the client’s needs, problems, and concerns about performance in areas of occupation” (AOTA, 2008, p. 649). Analysis of occupational performance “requires the understanding of the complex and dynamic interaction among performance skills, performance patterns, contexts and environments, activity demands, and client factors” (AOTA, 2008, p. 651). Occupational therapy practitioners are uniquely skilled in understanding how all of these variables influence occupational performance, participation, quality of life, and the recovery process. Occupational therapists use theory and frames of reference as well as their knowledge, skills, and understanding of the existing evidence base to guide the occupational therapy process (AOTA, 2008).

In analyzing occupational performance, assessment tools are often used to help identify and target strengths and bar-

ot practice march 26 issue

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